Responsibility in the School Context - Development and Validation of a Heuristic Framework

Existing research has identified feelings of responsibility as having major motivational implications for a person’s actions. A person identifying as being responsible for a certain task will perceive themselves as self-determined and thus invest considerable effort in the task. Despite being coneptualised as an individual’s sense of internal obligation, responsibility in everyday contexts is often attributed by and to other people. Different perspectives on responsibility may, however, not always overlap, especially in the school context where tasks and liabilities often remain ill-defined. This paper thus presents a framework of responsibility in the school context which assumes teachers, students and parents to share a certain number of microsystems which may (indirectly) influence one another. In order to test the usefulness of the proposed framework, a series of studies were conducted collecting data on teachers’, students’ and parents’ views of their own and one another’s responsibility in the school context. 4339 statements were assigned to categories representing different parts of the framework and reveal its usefulness for describing the complexity of responsibility attributions and its influences in the school context.  Findings show the framework will be helpful to embrace existing research and develop questions for further research that  address central educational issues such as student and teacher motivation, teacher burnout as well as prerequisites for students’ high or low achievement

‘I really enjoy it’ : emotional engagement of university peer mentors

Peer mentoring programs are commonly used to facilitate the transition of new students into higher education settings. Peer mentors’ experiences and emotions during mentoring are important but under-researched. We report exploratory work to address this gap in a two-phase study using a grounded theory approach. In Phase 1 mentors in an Australian university responded to online (n=35) or face-to-face (n=10) questions about their emotions during a peer mentor program. Emotions were found to be primarily positive, mentors varied in the extent to which they express emotions, and emotions relating to different time points were evident. In Phase 2, we examined temporal dimensions of emotions in more depth with peer mentors in a German university and added anticipated future emotions to existing categories. Connections between mentors’ emotions and their own early experiences at university were explored, with another category of recalled prior emotions being added. Our findings are consistent with previous research regarding the positive and negative emotional aspects of being a peer mentor and further contribute to the understanding of the complexity of emotions in mentoring, specifically peer mentoring in higher education settings.peer-reviewe

Da violência doméstica fatal contra a mulher: evolução e tipificação

Trabalho de Conclusão de Curso apresentado ao Departamento Acadêmico de Direito da Fundação Universidade Federal de Rondônia, campus Professor Francisco Gonçalves Quiles, para obtenção do título de Bacharel em Direito. Orientadora: Prof.ª M.ª Simone Maria Gonçalves de Oliveira Ulian.O presente trabalho apresenta a construção histórica em que foi gerada a violência contra a mulher a qual vem carregada de preconceitos relacionados com as categorias de gênero, classe e raça/etnia e suas relações de poder. Estudar os mecanismos de proteção e sua evolução ao longo dos tempos como o pacto internacional sobre direitos civis e políticos, a convenção americana de direitos humanos e o pacto de San José da costa rica, dentre outros.Dentre as medidas de proteção está uma lei especifica que visa combater a violência existente no âmbito doméstico, trata-se da lei 10.455/02, que altera o artigo 69, parágrafo único da lei 9.099/95 que prevê a retirada do agressor da residência e proibindo a presença deste no mesmo espaço em que se encontra a vítima. Contudo, as leis ainda frágeis diante dos índices elevados de homicídio de mulheres restaram necessárias uma forma mais rígida de lidar com tal situação e criou-se a mais recente lei 13.104/2015 que trata do feminicídio, visando exacerbar a pena quando crime de homicídio é cometido contra mulher, crimes que ocorrem simplesmente pela condição de ser mulher. O mapa da violência apresenta dados dos crimes ocorridos contra mulheres nos anos de 2014/2015. Para tanto será utilizado o método de pesquisa bibliográfico

Students’ experiences with challenge-based learning at TU/e innovation Space:overview of five key characteristics across a broad range of courses

Challenge-based learning (CBL) has emerged in the last decade as a response to the complexity of problems faced by modern society, new competencies needed for the workplace, and insights from cognitive sciences on knowledge acquisition and learner motivation. In CBL, students work on real-world problems which are open-ended and require interdisciplinary knowledge and entrepreneurial mindset. In the last three years, over 70 CBL experiments have been initiated at Eindhoven University of Technology (TU/e), in order to develop a broad range of CBL teaching practices. Half of these courses have taken place at TU/e innovation Space, which is a learning hub and expertise centre for CBL and entrepreneurship education. We use students’ evaluation surveys to analyse the experiences of Bachelor and Masters students in these courses. In particular, we are focusing on responses to five key course design characteristics set by the teaching staff as important: how interdisciplinary and challenge-based (or linked to real-life problems) the courses are, how entrepreneurial and hands-on they are, and how much they contributed to students’ personal development, as well as their team development. The results show that what attracts students to these CBL courses matches closely these five characteristics, and we discuss why this might be the case. Interestingly, some of the more hands-on aspects of the courses do not seem to have been affected by the COVID-19 disruption in the 2019-2020 academic year

The impact of child teacher relationship training on teachers' and aides' use of relationship-building skills and the effect on student classroom behavior.

This study examined the impact of child teacher relationship training (CTRT) on teachers' and aides' use of relationship- building skills in the classroom and the correlation between teachers' and aides' demonstration of relationship- building skills and the effect on student behavior. CTRT was modeled after Landreth and Bratton's (2006) 10-session filial therapy model titled child parent relationship therapy (CPRT) which is based on the principles and procedures of child -centered play therapy. The CPRT manual was adapted slightly for use with teachers and aides for this project. In this quasi-experimental design, 12 teacher aide dyads (n = 24) were assigned to the experimental (n = 12) or active control groups (n = 12). Children who scored in the Borderline/Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (N = 32). During the first phase of treatment, teachers and aides participated in the equivalent of 10 training/supervision sessions consistent with the principles and procedures of CPRT. During CTRT Phase II, teachers and aides participated in 10 weeks of coaching/modeling to facilitate the use of CTRT skills in the classroom environment and continued to participate in weekly 1-hour group training/supervision sessions. Eight hypotheses were analyzed. Different analyses were conducted based on the hypotheses. Analyses of covariance and repeated measures analysis of variance were conducted. Correlation coefficients were also calculated. Additionally, effect sizes were calculated to determine practical significance. Two hypotheses were retained at the .05 level of significance. Children in the experimental group (n = 19) demonstrated a significant decrease (p = .04) in Externalizing Problems between Measurements 1 and 3 when compared to the children in the active control group (n = 13). A statistically significant relationship was found between teachers' and aides' higher use of relationship-building skills and students' decrease in externalizing behaviors (p < .05). No statistically significant results were found on the remaining hypotheses

Klinische Verlaufsbeobachtung zur Wirksamkeit, Verträglichkeit und Lebensqualität einer antiretroviralen Kombinationstherapie mit Einschluss von Hydroxyurea

In der vorliegenden Arbeit werden die Verträglichkeit, Wirksamkeit und Lebensqualität einer Hydroxyurea (HU) enthaltenden antiretroviralen Kombinationstherapie evaluiert. Bei HIV-Patienten mit Therapieversagen konnte gezeigt werden, dass die Umstellung der Therapie auf eine HU enthaltende ART eine effektive und verträgliche Therapieoption darstellt. Die Viruslast konnte drastisch gesenkt werden, die Steigerung der CD4-Zellen wurde jedoch nicht in zufrieden stellender Höhe erreicht. Subjektiv wurde die Therapiekombination sehr gut vertragen

What do we need to consider when designing and researching student learning in Challenge-Based Learning?

Challenge-Based Learning has become specifically popular in higher engineering education. CBL addresses the key characteristics of future engineering programs by embracing authentic, active learning, offering choice in problem-solving and learning practices as well as enabling training in interdisciplinary teamwork and decision-making. This responds to the desire of many students for a sense of meaning in their education. Just as with many other educational innovations, we see a large variety of many different initiatives under the CBL label which is why much research is being conducted on the characteristics of CBL implementation. But the goal for researching different characteristics of CBL experiments is to, in the long run, understand whether CBL influences student learning, and in which way, since prior research suggests positive effects of such active learning approaches. In this short paper we present a framework for capturing the prerequisites, context, process and outcomes of student learning in Challenge-Based Learning. We take a close look at CBL as an educational concept in contrast to the prior ways in which student learning has been described. We put forward a heuristic analytical framework that will allow researchers and educators to capture the different aspects of the CBL process and context that could guide further education innovation and research to foster student learning gain in CBL

What do we need to consider when designing and researching student learning in Challenge-Based Learning?

Challenge-Based Learning has become specifically popular in higher engineering education. CBL addresses the key characteristics of future engineering programs by embracing authentic, active learning, offering choice in problem-solving and learning practices as well as enabling training in interdisciplinary teamwork and decision-making. This responds to the desire of many students for a sense of meaning in their education. Just as with many other educational innovations, we see a large variety of many different initiatives under the CBL label which is why much research is being conducted on the characteristics of CBL implementation. But the goal for researching different characteristics of CBL experiments is to, in the long run, understand whether CBL influences student learning, and in which way, since prior research suggests positive effects of such active learning approaches. In this short paper we present a framework for capturing the prerequisites, context, process and outcomes of student learning in Challenge-Based Learning. We take a close look at CBL as an educational concept in contrast to the prior ways in which student learning has been described. We put forward a heuristic analytical framework that will allow researchers and educators to capture the different aspects of the CBL process and context that could guide further education innovation and research to foster student learning gain in CBL