4,106 research outputs found

    Undergraduate Catalog of Studies, 2023-2024

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    A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

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    Background: Young people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending. Objectives: 1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours. Search Methods: We searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions. Selection Criteria: We included randomised and non‐randomised controlled trials and quasi‐experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8–25 years) who were identified as at‐risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti‐pro‐social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events. Data Collection and Analysis: We included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively. Main Results: We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings. Authors' Conclusions: We found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes

    Graduate Catalog of Studies, 2023-2024

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    E-learning usage from a social constructivist learning approach: perspectives of Iraqi Kurdistan students in social studies classrooms

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    Background: Many schools in the Iraqi Kurdistan Region have incorporated information and communication technologies (ICT) into their environments. However, the results have shown that computer usage has had only a minimal effect on the classroom environment and learning outcomes. This minimal effect could be attributed to the teaching and learning of social studies subjects, which often rely on a traditional vision of teaching and an excessive inclusion of facts and dates in school textbooks. Consequently, students feel compelled to memorize all the information to pass tests. Yet, merely employing technology alongside traditional teaching and assessment approaches, such as lecturing or having students study in isolation without any form of collaborative learning, does not foster the development of students' higher-order thinking skills. It's time to revitalize school curricula and teaching practices to embrace a more contemporary, open-minded approach to social science education. This approach should incorporate a social constructivist perspective with technology to better instill international moral values such as democracy, respect for differences, and learning to live harmoniously with others. Aim: This cross-sectional study aims to investigate the impact of a social constructivist learning approach on the acceptance of technology and its influence on perceived e-learning outcomes among students in the Iraqi Kurdistan Region. Additionally, this study examines the differences in the effects of the social constructivist learning approach and dimensions of technology acceptance on perceived e-learning outcomes between students studying social studies in Arabic and those studying social studies in English. Setting and participants: Data were gathered from both public and private schools in Erbil governorate, situated in northern Iraq and affiliated with the Ministry of Education-Iraqi Kurdistan Regional Government. To select participants, a random sampling technique was employed, encompassing students in grades 8 through 12 of both genders. The data were obtained through a self-administered paper-based questionnaire. Instruments: Data were collected using a social constructivist learning environment survey (personal relevance, critical voice, shared control, uncertainty, student negotiation), dimensions of the attitude toward technology (attitude toward technology use, perceived usefulness, feeling ease of use, learning facility condition, and subjective norms), some additional external variables (investigation, respect for difference, student economic ability, and perceived e-learning outcomes), and socio-demographic data. Conclusion: This study is intended to emphasize the significance of employing constructivist pedagogy to enhance the technology acceptance model and improve learning outcomes. The findings of the study showed that a social constructivist learning environment had a favorable influence on perceived e-learning outcomes as well as ease of use, perceived usefulness, investigation, and respect for difference. Attitude towards technology use and perceived usefulness are contributory factors to the positive perceived e-learning outcomes. Furthermore, feeling ease of use technology has a positive effect on both attitude towards technology use and perceived usefulness. Perceived usefulness also has a direct positive impact on attitudes towards technology use. Finally, students’ technological experience is positively correlated with feeling ease of use but not with perceived usefulness. Additionally, regarding the comparison between students studying social studies in Arabic and those in English, the findings demonstrated that students studying social studies in English showed stronger positive effects from the social constructivist learning environment on their perceived e-learning outcomes. Conversely, students studying social studies in Arabic demonstrated a more potent positive effect of perceived usefulness on their attitudes towards technology. Moreover, the positive impact of an attitude towards technology use on perceived e-learning outcomes was more pronounced among the Arabic students compared to their English counterparts. Additionally, the influence of the learning facility on the perceived ease of use, as well as the perceived usefulness of technology, differed between the two groups. The English group experienced a more substantial positive impact. However, there was no significant difference observed in the effect of feeling ease of use on attitudes towards technology use between the English and Arabic student groups. Furthermore, no significant difference was observed in the effect of perceived usefulness on the social constructivist learning environment for either group. The findings from this research are expected to contribute to the development of effective and efficient counseling and support intervention programs. These programs can play a crucial role in transforming teachers

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    Graduate Catalog of Studies, 2023-2024

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    Using the Podcast for Feedback: A Qualitative Study

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    In virtual environments, it is essential for the teacher to structure the learning experience and guide knowledge using various feedback tools. Therefore, the objective of the present study was to analyze the effectiveness of using podcasts as a formative evaluation tool. A phenomenological-qualitative methodological strategy was proposed to report the process of a learning experience through the design of cases. To achieve this goal, data collection techniques such as observation, semi-structured interviews, and documentary analysis were employed. The qualitative analysis from the teacher’s perspective revealed the primary areas for improvement in academic writing. In response to this, a process for providing corrective and suggestive feedback was proposed, utilizing comments and podcasts. In particular, the best-performing groups were those that most frequently utilized the multimodal resources for preparing and providing feedback in newsrooms. From the students’ perspective, they valued the feedback process in virtual environments because it allowed them to identify mistakes made in the writing process and improve their writing by considering the teacher’s comments and the criteria of the rubric
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