9,202 research outputs found

    Nudging towards autonomy:The effect of nudging on autonomous learning behavior in tertiary education

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    Identity, Power, and Prestige in Switzerland's Multilingual Education

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    Switzerland is known for its multilingualism, yet not all languages are represented equally in society. The situation is exacerbated by the influx of heritage languages and English through migration and globalization processes which challenge the traditional education system. This study is the first to investigate how schools in Grisons, Fribourg, and Zurich negotiate neoliberal forces leading to a growing necessity of English, a romanticized view on national languages, and the social justice perspective of institutionalizing heritage languages. It uncovers power and legitimacy issues and showcases students' and teachers' complex identities to advocate equitable multilingual education

    The Impact of Artificial Intelligence on the Evolution of Digital Education: A Comparative Study of OpenAI Text Generation Tools including ChatGPT, Bing Chat, Bard, and Ernie

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    In the digital era, the integration of artificial intelligence (AI) in education has ushered in transformative changes, redefining teaching methodologies, curriculum planning, and student engagement. This review paper delves deep into the rapidly evolving landscape of digital education by contrasting the capabilities and impact of OpenAI's pioneering text generation tools like Bing Chat, Bard, Ernie with a keen focus on the novel ChatGPT. Grounded in a typology that views education through the lenses of system, process, and result, the paper navigates the multifaceted applications of AI. From decentralizing global education and personalizing curriculums to digitally documenting competence-based outcomes, AI stands at the forefront of educational modernization. Highlighting ChatGPT's meteoric rise to one million users in just five days, the study underscores its role in democratizing education, fostering autodidacticism, and magnifying student engagement. However, with such transformative power comes the potential for misuse, as text-generation tools can inadvertently challenge academic integrity. By juxtaposing the promise and pitfalls of AI in education, this paper advocates for a harmonized synergy between AI tools and the educational community, emphasizing the urgent need for ethical guidelines, pedagogical adaptations, and strategic collaborations

    What issues do school staff describe as important when introducing a whole school attachment-based approach? A Reflexive Thematic Analysis

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    Research demonstrates that supporting children’s emotional needs promotes better learning outcomes (Geddes, 2018). In the United Kingdom, hundreds of schools are trained in whole school approaches that have a basis in attachment theory. These approaches emphasise the relational needs of pupils and prioritise their sense of safety. They are often referred to by schools and in the limited literature as ‘attachment aware’ approaches. The current study took place in a deprived inner East London borough. It has one of the highest proportions of children with social, emotional, and mental health needs in the country. Reflexive Thematic Analysis (Braun & Clarke, 2019) was used to provide an answer to the following research question: “What issues do school staff describe as important when introducing a whole school attachment-based approach?” Eight semi-structured interviews were conducted in three schools with a range of staff including senior leaders, teachers and support staff. The researcher constructed five overarching themes to organise 13 themes that reflected patterns in participant experience. These five overarching themes were ‘Context Affects Delivery’, ‘Training Must Resonate’, ‘Scope and Remit of School and School Staff Widens’, ‘Permission to Feel’ and ‘Not Running Alone with Them’. In the current climate, emotionally focused “approaches could be referred to as an addon to the real business of education” (Parker & Levinson, 2018: 9). This research argues that emotionally focused approaches such as whole school attachment-based approaches are well placed to meet the needs of the entire school community and promote increased pupil engagement. This study adds to the exponentially growing body of research on whole school attachment-based approaches. The research has implications for local and national practice due to the priority given to trauma-based approaches in recent government guidance

    2023-2024 Boise State University Undergraduate Catalog

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    This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

    Engaging Children in Question Asking for Problem Finding to Encourage Creative Thinking in Primary School Science Teaching

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    Encouraging creative thinking is considered as the general function of education (NACCCE, 1999) and one of the aims under the national curriculum of England (DfEE/QCA, 1999). Though creative thinking is a broad term, in science it is seen as finding solutions to problems(D. P. Newton, 2010).Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. Generally teachers provide ready-made questions or problems for children to solve. If children themselves can find scientific problems or questions to solve in the classroom, then learning would be more engaging as it generates interest and motivation. A review of existing literature on creativity in education focusing on its least recognised aspect, problem finding, revealed the potential for children's questions, particularly wonderment questions in encouraging deep thinking. Some studies recognised the scarcity of children's questions especially explanatory questions and questions that leads to investigations in the primary school science classroom. Therefore, the study sets out to explore strategies to stimulate children to raise questions with the potential to become problems to solve in science. The study employed mixed methods using a descriptive questionnaire survey, classroom observations, short interviews, content analysis and controlled interventions with children to collect data. The sample included teachers, student teachers and Key Stage Two primary school children. It used phenomenography to analyse the data and derive useful conclusions thereby following an interpretivist approach. A theory explaining the complex process of question asking which involves the construction and articulation of descriptive and causal mental models of situations emerged from the study. Several factors are suggested which influence and order the process, especially the situation or stimulus, the teaching and learning environment, and the attributes of the child. It takes time to produce questions which could lead to scientific enquiry and it needs teaching skill to provide effective opportunities for children to ask questions, and help them put them into a suitable form

    Women Philosophers in Nineteenth-Century Britain

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    Many women wrote philosophy in nineteenth-century Britain, and they wrote across the full range of philosophical topics. Yet these important women thinkers have been left out of the philosophical canon and many of them are barely known today. The aim of this book is to put them back on the map. It introduces twelve women philosophers - Mary Shepherd, Harriet Martineau, Ada Lovelace, George Eliot, Frances Power Cobbe, Helena Blavatsky, Julia Wedgwood, Victoria Welby, Arabella Buckley, Annie Besant, Vernon Lee, and Constance Naden. Alison Stone looks at their views on naturalism, philosophy of mind, evolution, morality and religion, and progress in history. She shows how these women interacted and developed their philosophical views in conversation with one another, not only with their male contemporaries. The rich print and periodical culture of the period enabled these women to publish philosophy in forms accessible to a general readership, despite the restrictions women faced, such as having limited or no access to university education. Stone explains how these women became excluded from the history of philosophy because there was a cultural shift at the end of the nineteenth century towards specialised forms of philosophical writing, which depended on academic credentials that were still largely unavailable to women

    Opportunities and Challenges in Neural Dialog Tutoring

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    Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.Comment: EACL 2023 (main conference, camera-ready

    New Work—New Interventions: Digital Occupational Health Interventions and the Co-Creation of a Human-Centered Future of Work

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    Humans are making use of digital technologies to profoundly transform their working tasks and systems. Psychologists who design interventions to improve health and well-being at the workplace can follow two approaches regarding this transformation: (a) they will make targeted use of the emerging digital technologies themselves and design what we label “digital occupational health interventions” (DOHI), and (b) they will try to influence the ongoing digital transformation in terms of healthy change and work design, thus co-creating the future of work. In this paper, we first aim to provide a narrative and visual synthesis of the techniques and topics behind DOHI, illustrated by examples and followed by a discussion of limitations and opportunities. Secondly, we aim to provide an impulse on how the ongoing transformation of work could be co-created by organizations, their members, and occupational health experts who can contribute their knowledge of human-centered design principles to the future of work

    The psychologisation of natal astrology in the twentieth century

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    This thesis discusses the idea that natal astrology was psychologised in the twentieth century through an examination of ‘psychological astrology’. It is the first in-depth exploration of psychologisation in the English-speaking world through textual analysis of astrology books. It takes as a starting point the argument from Wouter Hanegraaff that magic survived the disenchantment of the world due to a process of psychologisation, which broadly means that magic has adapted along psychological lines to become a different sort of magic to that previously found before the period characterised by disenchantment. The main reason for this adaptation is to acquire legitimisation from a subject, psychology, deemed to be scientific and acceptable in the modern world. The thesis asks whether the issues raised by Hanegraaff’s psychologisation thesis, and wider ideas on psychologisation, apply to the natal astrology of the twentieth century, focusing on the form known as psychological astrology. The question is tackled through textual analysis of the works of the three major astrologers identified by existing scholarship as having contributed to the twentieth century development of psychological astrology: Alan Leo (1860-1917), Dane Rudhyar (1895-1985) and Liz Greene (1946- ). Significant consideration is also given to the major psychological influence on Rudhyar and Greene: the psychologist Carl Gustav Jung (1875-1961). Wider definitions of psychologisation considered include Christopher Plaisance’s extension of Hanegraaff’s work through his four-fold typology of psychologisation as applying to esoteric discourse. In exploring conceptions of psychologisation and modernity as presented within the works of the key psychological astrologers, the thesis demonstrates that the label of psychologisation may be partly applied to psychological astrology. However, this form of astrology does not represent a fully adapted, disenchanted form seeking legitimisation but is an adaptation for modern people for philosophical reasons and principally to maximise the use of astrology to enhance free-will and psychological development. In doing so it can be characterised as more enchanted than disenchanted
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