46 research outputs found

    Why are students' self-initiated contributions important(?) A study on agentic engagement

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    This article is part of a broader research project on student engagement, achievement goals, and autonomy support in higher education. This observational study presents a categorization of students’ self-initiated contributions for learning. For this purpose, an observation form was developed and implemented in both a large and a small course delivered by the same professor. The research question was “Which students’ verbal contributions in lecture-based courses are aligned with the concept of agentic engagement?” This question also aimed to explore the premise that agentic behavior is performed differently by male and female students in small and large courses. Each self-initiated contribution was classified, counted, and described, and then compared between courses. The findings revealed that (1) expected self-initiated contributions were the most observed ones in both courses, and (2) the number and type of contributions were different regarding student’s gender and class size. The paper concludes with recommendations to advance the state of research on agentic engagement

    Comprendiendo el concepto de compromiso agéntico de los estudiantes en su aprendizaje

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    Bearing in mind that agentic engagement has a recent history in comparison to the other types of engagement (behavioral, emotional and cognitive), this paper will present a theoretical review of this concept, including the reasons it has been denominated as the fourth type of student engagement. Agentic engagement is understood as the observable classroom event in which the learner constructively contributes to his/her learning and the instruction he/she receives (Reeve, 2012). The revision of research and theory on agentic engagement included in this paper supports the idea that it provides a consistent researchable field. Future research contributions may focus on (1) the disaffected face of agentic engagement, its conceptualization and its effects (Reeve & Tseng, 2011; Reeve, 2013) and (2) the understanding (description, typology, and analysis) of students’ self-initiated contributions (proactive actions) in the classroom (Waring, 2011) in order to identify which strategies may facilitate students’ learning processes, teacher’s agentic engagement interventions, and student-teacher interaction.Teniendo en cuenta que el compromiso agéntico tiene una historia reciente en comparación con los otros tipos de compromiso (comportamental, emocional y cognitivo), este documento presenta una revisión teórica sobre este concepto, incluyendo las razones por las cuales se le ha denominado el cuarto tipo de compromiso en el aula. El compromiso agéntico se entiende como el evento de clase observable en el que el alumno contribuye de manera constructiva con su aprendizaje y la enseñanza que recibe (Reeve, 2012). La revisión teórica y de investigación sobre el compromiso agéntico en este documento apoya la idea de que este compromiso proporciona un campo investigable consistente. Contribuciones sobre este tema podrían centrarse en (1) el lado opuesto del compromiso agéntico, su conceptualización y sus efectos (Reeve & Tseng, 2011; Reeve, 2013) y (2) el entendimiento (descripción, tipología y análisis) sobre las contribuciones iniciadas por los alumnos en el aula (acciones proactivas) (Waring, 2011) con el fin de identificar estrategias que puedan facilitar el proceso de aprendizaje de los estudiantes, la intervención del docente, y la interacción estudiante-docente

    Análisis de posicionamientos y estructuras de participación de un grupo de aprendices universitarios de inglés en un ambiente de aprendizaje colaborativo

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    A preliminary analysis about the way a group of university students behaved in group activities that promoted interaction and negotiation revealed that some students were positioned negatively while learning English. This qualitative study analyzed the learners’ positionings as group members and the participation structures under a specific pedagogical intervention focused on peer collaboration. The data collection instruments were audio recordings, field notes and individual conferences. The conclusions show that the rights and responsibilities during group work were given according to the way the learners mutually acknowledged their skills. The school and social skills recognized by the peers were related to checking each others’ work, building consensus, and guiding the development of the task.Un análisis preliminar sobre el comportamiento de un grupo de aprendices universitarios de inglés reveló que algunos estudiantes eran posicionados negativamente durante el trabajo grupal que requería interacción y negociación. Este estudio cualitativo se centró en el análisis de los posicionamientos y las estructuras de participación en grupo durante una intervención pedagógica basada en colaboración. Los instrumentos de recolección de datos fueron grabaciones de voz, notas de campo y conferencias. Las conclusiones muestran que los derechos y las responsabilidades dependían de la forma en que los aprendices mutuamente reconocían sus habilidades, las cuales se relacionan con revisar el trabajo de los compañeros, llegar a consensos, y guiar el desarrollo de las actividades en grupo

    Teaching Spanish as an additional foreign language to experienced learners

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    This chapter advocates the multilingual turn in language education and stems from the premise that multilingualism is a resource to exploit in the foreign language classroom. Drawing on the literature and on empirical knowledge, two Colombian language educators reflect upon their experiences teaching Spanish at a Polish and at a German university. The authors contend that lack of awareness and misconceptions about multilingualism may limit the opportunities for multicompetence development, affect classroom dynamics, and have a negative impact on student motivation, engagement, and autonomy. Overall, the discussion focuses on the need of adopting a multilingual approach for third/additional language instruction and pinpoints four major challenges in the Spanish L3/Ln class, suggesting they be regarded as possibilities for methodological innovation and professional growth. Ultimately, the authors invite language teachers to reflect upon their classroom practices from a multilingual stance, taking into account the linguistic profile, specific needs, and great potential of experienced learners

    CARE MODEL IN PRIMARY HEALTH CARE: ACCESS AND COMPREHENSIVE CARE DURING THE COVID-19 PANDEMIC

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    Objective: To analyze the care model in Primary Health Care from the perspective of access and comprehensive care.Method: Qualitative research, with data collected from May to December 2021 in each regional health center in the state of Paraná through recorded interviews using a semi-structured script with 26 managers. IRAMUTEQ  software was used to process and group the data into five classes. The results were analyzed using dialectical hermeneutics.Results: Two classes showed actions related to the attributes of access and comprehensiveness present in the care model. Actions to increase access included the participation of a multi-professional team to promote comprehensive care and the use of technological resources while maintaining the biomedical model. Final considerations: During the pandemic, there was adaptation and resilience on the part of managers who organized the care model and the inclusion of technological tools to facilitate access and continuity of care

    MODELO ASISTENCIAL EN LA ATENCIÓN PRIMARIA A LA SALUD: ACCESO Y ATENCIÓN INTEGRAL DURANTE LA PANDEMIA DE COVID-19

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    Objetivo: analizar el modelo asistencial en Atención Primaria a la Salud desde la perspectiva del acceso y la atención integral.Método: investigación cualitativa, con datos recogidos de mayo a diciembre de 2021, en cada centro regional de salud del estado de Paraná, a través de entrevistas grabadas, utilizando un guion semiestructurado con 26 gestores. Se utilizó el software IRAMUTEQ para procesar y agrupar los datos en cinco clases. Los resultados se analizaron utilizando la hermenéutica dialéctica.Resultados: dos clases mostraron acciones relacionadas con los atributos de acceso e integralidad, presentes en el modelo de atención. Las acciones para aumentar el acceso incluyeron la participación de un equipo multiprofesional para promover la atención integral y la inclusión de recursos tecnológicos, manteniendo el modelo biomédico. Consideraciones finales: durante la pandemia, hubo adaptación y resiliencia por parte de los gestores que organizaron el modelo de atención, incluyendo herramientas tecnológicas para facilitar el acceso y la continuidad de la atención

    MODELO ASSISTENCIAL NA ATENÇÃO PRIMÁRIA À SAÚDE: ACESSO E INTEGRALIDADE DO CUIDADO DURANTE A PANDEMIA COVID-19

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    Objetivo: analisar o modelo assistencial na Atenção Primária à Saúde na perspectiva do acesso e integralidade do cuidado.Método: pesquisa qualitativa, com dados coletados no período de maio a dezembro de 2021, em cada regional de saúde do estado do Paraná, por meio de entrevistas gravadas, de roteiro semiestruturado com 26 gestores. Utilizou-se o software IRAMUTEQ para processamento e agrupamento dos dados em cinco classes. A análise dos resultados foi conduzida pela Hermenêutica dialética.Resultados: evidenciaram-se em duas classes ações relacionadas aos atributos acesso e integralidade, presentes no modelo assistencial. As ações para ampliação do acesso contaram com a participação de equipe multiprofissional na promoção da integralidade do cuidado e inserção de recursos tecnológicos, mantendo, porém, o modelo biomédico. Considerações finais: durante a pandemia, houve adaptação e resiliência por parte dos gestores que organizaram o modelo assistencial, a inclusão de ferramentas tecnológicas para facilitar o acesso e a continuidade do cuidado

    Trees, forests and water: Cool insights for a hot world

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    Forest-driven water and energy cycles are poorly integrated into regional, national, continental and global decision-making on climate change adaptation, mitigation, land use and water management. This constrains humanity’s ability to protect our planet’s climate and life-sustaining functions. The substantial body of research we review reveals that forest, water and energy interactions provide the foundations for carbon storage, for cooling terrestrial surfaces and for distributing water resources. Forests and trees must be recognized as prime regulators within the water, energy and carbon cycles. If these functions are ignored, planners will be unable to assess, adapt to or mitigate the impacts of changing land cover and climate. Our call to action targets a reversal of paradigms, from a carbon-centric model to one that treats the hydrologic and climate-cooling effects of trees and forests as the first order of priority. For reasons of sustainability, carbon storage must remain a secondary, though valuable, by-product. The effects of tree cover on climate at local, regional and continental scales offer benefits that demand wider recognition. The forest- and tree-centered research insights we review and analyze provide a knowledge-base for improving plans, policies and actions. Our understanding of how trees and forests influence water, energy and carbon cycles has important implications, both for the structure of planning, management and governance institutions, as well as for how trees and forests might be used to improve sustainability, adaptation and mitigation efforts

    Global variations in diabetes mellitus based on fasting glucose and haemogloblin A1c

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    Fasting plasma glucose (FPG) and haemoglobin A1c (HbA1c) are both used to diagnose diabetes, but may identify different people as having diabetes. We used data from 117 population-based studies and quantified, in different world regions, the prevalence of diagnosed diabetes, and whether those who were previously undiagnosed and detected as having diabetes in survey screening had elevated FPG, HbA1c, or both. We developed prediction equations for estimating the probability that a person without previously diagnosed diabetes, and at a specific level of FPG, had elevated HbA1c, and vice versa. The age-standardised proportion of diabetes that was previously undiagnosed, and detected in survey screening, ranged from 30% in the high-income western region to 66% in south Asia. Among those with screen-detected diabetes with either test, the agestandardised proportion who had elevated levels of both FPG and HbA1c was 29-39% across regions; the remainder had discordant elevation of FPG or HbA1c. In most low- and middle-income regions, isolated elevated HbA1c more common than isolated elevated FPG. In these regions, the use of FPG alone may delay diabetes diagnosis and underestimate diabetes prevalence. Our prediction equations help allocate finite resources for measuring HbA1c to reduce the global gap in diabetes diagnosis and surveillance.peer-reviewe

    Understanding the Concept of Agentic Engagement

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    Bearing in mind that agentic engagement has a recent history in comparison to the other types of engagement (behavioural, emotional and cognitive), this paper will present a theoretical review of this concept, including the reasons it has been denominated as the fourth type of student engagement. Agentic engagement is understood as the observable classroom event in which the learner constructively contributes to his/her learning and the instruction he/she receives (Reeve, 2012). The revision of research and theory on agentic engagement included in this paper supports the idea that it provides a consistent researchable field. Future research contributions may focus on (1) the disaffected face of agentic engagement, its conceptualization and its effects (Reeve & Tseng, 2011; Reeve, 2013) and (2) the understanding (description, typology and analysis) of students’ self-initiated contributions (proactive actions) in the classroom (Waring, 2011) in order to identify which strategies may facilitate students’ learning processes, teacher’s agentic engagement interventions, and student-teacher interaction
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