1. IntroductionDesignating graphic design as a vital tool in presentation part of architecture is a widely accepted notion not only in architectural practice but also in architectural education. Most of professional architects use graphic design as means of communication, which display their ideas and aims of an already completed design. Moreover, as Gurel and Basa (2004:193) conveyed there is also "a consensus for the necessity of an ideally finalized graphical presentation of a design project" in design studios; a tendency releted with "sets and systems of values that are hidden in the agenda of a design studio and its evaluation system".Nevertheless, these attitudes ignore the potentials of art of graphics within design process and constrain its usage by presentation. Indeed, graphic design could be a powerful tool especially in architectural education, for students to develop a design idea at the very beginning of the process.2. Problem StatementThe idea of presenting design in most pleasant and effective way forces designers to use the realm of visual language and art of graphics. Besides, visual representations such as sketches, drawings and virtual models are requirements as vital means of communication in the domain of architecture profession.For that reason, most of the architects are well equipped with graphical skills, but they don't consider them as neither technical nor theoretical part of their professional knowledge but as a part of their professional abilities. Hence, they dislocated graphical knowledge in presentation phase instead of the conceptual development process of an architectural design project. In other words, architects do not utilize their graphical skills as tool for design but as tool for displaying the already designed.3. Research QuestionsAlthough graphic design is designated as a powerful tool for presentation both in architectural education and in professional life, the authors would like to examine the possibility of wider use of art of graphics in conceptual development of a design project. Hence the this study questions if it is possible to integrate art of graphics within the design process implicitly by creating a demand for it on early stages of the design process?4. Purpose of the StudyThe purpose of this study is to show that utilizing art of graphics could be a productive side-tool in concept development stage of design process. In order to achieve this goal, it is important to understand the process of design and sequences of actions in a designing process.Nevertheless, it is not easy to understand the nature of design since it has many implicit personalized manners in decision making processes. Besides, the difficulty of understanding the design process lies partly in the fact that the design knowledge is tacit in nature, too. As in Polanyi's (1966:4) famous statement "we can know more than we can tell" in design education. On the other hand, the real difficulty lies in the fact that design process co
{"title":"The Art of Graphics in Design Education","authors":"H. T. Örmecioğlu, Aydin Uçar","doi":"10.15405/EJSBS.161","DOIUrl":"https://doi.org/10.15405/EJSBS.161","url":null,"abstract":"1. IntroductionDesignating graphic design as a vital tool in presentation part of architecture is a widely accepted notion not only in architectural practice but also in architectural education. Most of professional architects use graphic design as means of communication, which display their ideas and aims of an already completed design. Moreover, as Gurel and Basa (2004:193) conveyed there is also \"a consensus for the necessity of an ideally finalized graphical presentation of a design project\" in design studios; a tendency releted with \"sets and systems of values that are hidden in the agenda of a design studio and its evaluation system\".Nevertheless, these attitudes ignore the potentials of art of graphics within design process and constrain its usage by presentation. Indeed, graphic design could be a powerful tool especially in architectural education, for students to develop a design idea at the very beginning of the process.2. Problem StatementThe idea of presenting design in most pleasant and effective way forces designers to use the realm of visual language and art of graphics. Besides, visual representations such as sketches, drawings and virtual models are requirements as vital means of communication in the domain of architecture profession.For that reason, most of the architects are well equipped with graphical skills, but they don't consider them as neither technical nor theoretical part of their professional knowledge but as a part of their professional abilities. Hence, they dislocated graphical knowledge in presentation phase instead of the conceptual development process of an architectural design project. In other words, architects do not utilize their graphical skills as tool for design but as tool for displaying the already designed.3. Research QuestionsAlthough graphic design is designated as a powerful tool for presentation both in architectural education and in professional life, the authors would like to examine the possibility of wider use of art of graphics in conceptual development of a design project. Hence the this study questions if it is possible to integrate art of graphics within the design process implicitly by creating a demand for it on early stages of the design process?4. Purpose of the StudyThe purpose of this study is to show that utilizing art of graphics could be a productive side-tool in concept development stage of design process. In order to achieve this goal, it is important to understand the process of design and sequences of actions in a designing process.Nevertheless, it is not easy to understand the nature of design since it has many implicit personalized manners in decision making processes. Besides, the difficulty of understanding the design process lies partly in the fact that the design knowledge is tacit in nature, too. As in Polanyi's (1966:4) famous statement \"we can know more than we can tell\" in design education. On the other hand, the real difficulty lies in the fact that design process co","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114178263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Parsa, Nakisa Parsa, M. Ahmadpanah, A. Ghaleiha
1. IntroductionSelf-efficacy beliefs illuminate how people think, behave and feel (Bandura, 1994). In addition, it has impact on various health outcomes (Bandura, 1997). During adolescence self-awareness of ability is helpful to make a plan and pursue till achieve the goals (Pajares & Schunk, 2002; Choi, 2003). On the other hands, adolescents with low self-efficacy have weak ambitions and low commitment to the goals they choose to follow (Langendorfer et al., 2006), hesitate about their abilities, and focus on obstacles, personal incompetence and negative results (Bandura, 1986 ). According to Scott & Dearing (2012) one's hesitate of capability to contact with others, related to negative social relationships and that may cause depression and anxiety to perform social skills. During late adolescence, individuals are preparing for the life choices and responsibilities they will assume during their adult lives. Family is viewed as an initial source of self-efficacy and known as a primary source for their children and adolescent's well-being (Sorkhabi, 2005).2. Problem StatementInter-parental conflict is related to parents' withdrawal and negative response of their children needs and reduced parental physical and psychological availability (Cummings & Davies, 1994). Parental conflict has possibilities to infer with child and adolescence development such as conflict between parents may provide a constant pressure that damages modify and erode children's self-efficacy (Bandura, 1997; Cui et al., 2005; Cummings & Davies, 1994; Fosco & Grych 2008; Grych et al., 1992). In social modeling, usually adolescent imitate their parents' behavior to make a pattern of conflictive behavior (Bandura, 1997; Pryor & Pattison, 2007). This pattern affects on late adolescents quality of their social relationships and psychological well-being (Van Doorn et al., 2007). Academic adjustment is related to psychological and social wellbeing among students. Studies have shown low self-efficacy contribute to low academic performance. Therefore, this is important.3. Research QuestionsWhat factors associate with self-efficacy among late adolescents?4. Purpose of the StudyThis study aims to determine the relationships between inter-parental conflict, anxiety to perform social skill and self-efficacy among late adolescent students in Hamadan University of Medical Sciences, Iran.5. Research MethodsA total of 374, freshman collage students were selected randomly from Hamadan University of Medicine and Health Science in Iran. The backward-forward translation method was used to cultural of study instrument. First, the instruments translated from English into Persian language. Second, two separate local professional translator back- translated instruments from Persian to English. The similarity of meaning and concepts of these two versions of translation were approved by two university's lecturer advisor in Hamadan University of Medicine and Health Science in Iran. The present study have
1. 自我效能感信念阐明了人们如何思考、行为和感受(Bandura, 1994)。此外，它还影响到各种健康结果(Bandura, 1997年)。在青少年时期，能力的自我意识有助于制定计划和追求，直到实现目标(Pajares & Schunk, 2002;崔,2003)。另一方面，低自我效能的青少年对自己选择遵循的目标的野心和承诺较弱(Langendorfer et al.， 2006)，对自己的能力犹豫不决，关注障碍，个人无能和消极结果(Bandura, 1986)。根据Scott & Dearing(2012)，一个人对与他人接触的能力的犹豫，与消极的社会关系有关，这可能导致抑郁和焦虑，无法发挥社交技能。在青春期后期，个人正在为他们成年后将要承担的生活选择和责任做准备。家庭被视为自我效能感的最初来源，被认为是儿童和青少年幸福的主要来源(Sorkhabi, 2005)。问题陈述父母之间的冲突与父母对孩子需求的退缩和消极反应以及父母身心可用性的降低有关(Cummings & Davies, 1994)。父母冲突有可能随着儿童和青少年的发展而推断，例如父母之间的冲突可能会提供持续的压力，损害、修改和侵蚀儿童的自我效能感(Bandura, 1997;崔等，2005;卡明斯和戴维斯，1994;Fosco & Grych 2008;Grych et al.， 1992)。在社会塑造方面，青少年通常会模仿父母的行为，形成一种冲突行为模式(Bandura, 1997;Pryor & Pattison, 2007)。这种模式影响到青少年后期的社会关系质量和心理健康(Van Doorn et al.， 2007)。学业适应关系到学生的心理和社会健康。研究表明，低自我效能会导致学习成绩不佳。因此，这一点很重要。研究问题:什么因素与青少年晚期的自我效能感相关?研究目的本研究旨在探讨伊朗哈马丹医科大学晚熟大学生父母间冲突、社交技能焦虑和自我效能感之间的关系。研究方法随机抽取伊朗哈马丹医学与健康科学大学大一新生374名。文化研究仪器采用了前后翻译法。首先，乐器从英语翻译成波斯语。第二，两名独立的当地专业翻译人员将乐器从波斯语翻译成英语。伊朗哈马丹医学和健康科学大学的两所大学的讲师顾问认可了这两个翻译版本的意义和概念的相似性。本研究采用人口统计学背景、人际行为量表(SIB)和一般自我效能量表(GSE)进行测量。参与者被要求填写一份人口统计表格，包括他们的年龄、性别、种族、受教育程度、子女数量、出生顺序、学生生活状况以及父母的年龄、受教育程度、就业情况、婚姻状况和家庭月收入。5.1《人际行为量表》(SIB)采用《人际行为量表》(arindell et al.， 1984)对青少年对社交技能表现的焦虑进行评估。该量表由50个项目组成，评估青少年的焦虑程度和社交技能表现的频率。本研究采用46个项目(α =0.94)来衡量焦虑对社交技能表现的影响，并对项目进行反向评分。该量表由4个分量表组成，即消极情绪的表达，共15项(α =0;…
{"title":"Mediating Effect of Anxiety to Perform Social Skill on the Relationship between Inter-Parental Conflict and Adolescents' Self-Efficacy","authors":"P. Parsa, Nakisa Parsa, M. Ahmadpanah, A. Ghaleiha","doi":"10.15405/EJSBS.168","DOIUrl":"https://doi.org/10.15405/EJSBS.168","url":null,"abstract":"1. IntroductionSelf-efficacy beliefs illuminate how people think, behave and feel (Bandura, 1994). In addition, it has impact on various health outcomes (Bandura, 1997). During adolescence self-awareness of ability is helpful to make a plan and pursue till achieve the goals (Pajares & Schunk, 2002; Choi, 2003). On the other hands, adolescents with low self-efficacy have weak ambitions and low commitment to the goals they choose to follow (Langendorfer et al., 2006), hesitate about their abilities, and focus on obstacles, personal incompetence and negative results (Bandura, 1986 ). According to Scott & Dearing (2012) one's hesitate of capability to contact with others, related to negative social relationships and that may cause depression and anxiety to perform social skills. During late adolescence, individuals are preparing for the life choices and responsibilities they will assume during their adult lives. Family is viewed as an initial source of self-efficacy and known as a primary source for their children and adolescent's well-being (Sorkhabi, 2005).2. Problem StatementInter-parental conflict is related to parents' withdrawal and negative response of their children needs and reduced parental physical and psychological availability (Cummings & Davies, 1994). Parental conflict has possibilities to infer with child and adolescence development such as conflict between parents may provide a constant pressure that damages modify and erode children's self-efficacy (Bandura, 1997; Cui et al., 2005; Cummings & Davies, 1994; Fosco & Grych 2008; Grych et al., 1992). In social modeling, usually adolescent imitate their parents' behavior to make a pattern of conflictive behavior (Bandura, 1997; Pryor & Pattison, 2007). This pattern affects on late adolescents quality of their social relationships and psychological well-being (Van Doorn et al., 2007). Academic adjustment is related to psychological and social wellbeing among students. Studies have shown low self-efficacy contribute to low academic performance. Therefore, this is important.3. Research QuestionsWhat factors associate with self-efficacy among late adolescents?4. Purpose of the StudyThis study aims to determine the relationships between inter-parental conflict, anxiety to perform social skill and self-efficacy among late adolescent students in Hamadan University of Medical Sciences, Iran.5. Research MethodsA total of 374, freshman collage students were selected randomly from Hamadan University of Medicine and Health Science in Iran. The backward-forward translation method was used to cultural of study instrument. First, the instruments translated from English into Persian language. Second, two separate local professional translator back- translated instruments from Persian to English. The similarity of meaning and concepts of these two versions of translation were approved by two university's lecturer advisor in Hamadan University of Medicine and Health Science in Iran. The present study have","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128586310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this scoping study was to understand which issues are of salience for the experiences of adults with Autism Spectrum Conditions (ASCs) as they grow older, in order to determine themes for a follow up study using in-depth interviews. Four adults (two female, two male) on the high functioning end of the autism spectrum were interviewed with a purposely broad semi-structured interview schedule. The transcripts were analysed using Thematic Analysis to identify emerging themes. The themes identified are depression, effects of diagnosis, experiences with mental health professionals and therapists, the inverted relationship between educational level and career, the participant as autism expert, and communication/social interaction. The findings echo some existing research and present an insight into the lived experiences of older adults with autism. The themes identified in the scoping study will form the basis for further qualitative studies.
{"title":"What's it like being you? Growing old(er) with Autism Spectrum Conditions – a scoping study","authors":"Frauke Elichaoff","doi":"10.15405/EJSBS.166","DOIUrl":"https://doi.org/10.15405/EJSBS.166","url":null,"abstract":"The aim of this scoping study was to understand which issues are of salience for the experiences of adults with Autism Spectrum Conditions (ASCs) as they grow older, in order to determine themes for a follow up study using in-depth interviews. Four adults (two female, two male) on the high functioning end of the autism spectrum were interviewed with a purposely broad semi-structured interview schedule. The transcripts were analysed using Thematic Analysis to identify emerging themes. The themes identified are depression, effects of diagnosis, experiences with mental health professionals and therapists, the inverted relationship between \u0000educational level and career, the participant as autism expert, and communication/social interaction. The findings echo some existing research and present an insight into the lived experiences of older adults with autism. The themes identified in the scoping study will form the basis for further qualitative studies.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133546200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. IntroductionEnglish rose to the status of the most popular foreign language in Vietnam as early as 1990s. However, it was not until 2003 that English was officially included as an optional subject to be taught in primary education. In 2008, English was officially institutionalized in the primary education system with the projection that by 2018, 100% of students should be taught English (Vietnamese Government, 2008). In 2008, the nation-wide project 2020 was approved as the government's and MOET's latest attempt to promote English learning (Vietnamese Government, 2008). The planned outcome was to have students graduating from primary (6-10 years old), lower secondary (11-15 years old) and upper secondary (15-18 years old) schools reaching levels A1, A2, and B1 respectively of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). For undergraduate education, the target was set at level B1, B2, and C1 for graduates from, respectively, institutions not specializing in foreign languages, college (2 year) and university (4 year) programs with a specialization in foreign languages.2. Problem StatementThe rising need for English language learning reveals severe problems, including teachers' low language proficiency and inappropriate training. Limited studies at primary school level by scholars such as Nguyen (2011) and Le and Do (2012) revealed that teachers were not sufficiently prepared to teach English at the elementary level due to their weaknesses in pedagogical skills, vocabulary knowledge and pronunciation. These weaknesses were attributed to low-quality pre-service training, the lack of an environment for language use and practice, and isolation from the professional community. They called for intensive retraining of current in-service primary teachers regarding both language competence and language teaching methodology. Teachers need to be equipped with background knowledge of theories and methods of teaching English to young learners while priority should be put on the improvement of teachers' pronunciation and fluency. Attempts should also be made to establish communities of practice (Wenger, 1998) to promote teachers' self-engagement in the continuous development of knowledge and skills.Discussing the teaching of English in Vietnam in general, Le (2007) specified the lack of well-trained teachers as one of the three inherent problems accounting for the low quality of foreign language education in Vietnam. Indeed, questions have been raised concerning the ability of in-service teachers and the quality of pre-service teacher training programs. The media reported the shocking results of a nation-wide teachers' language proficiency assessment test in which, even in big cities like Hanoi and Ho Chi Minh, only a fifth of those tested qualified for the CEFR's B2 level of language proficiency. In one particular province, Ben Tre, only one teacher out of 700 tested passed this threshold level. Officials f
1. 早在20世纪90年代，英语就成为越南最受欢迎的外语。然而，直到2003年，英语才被正式列入小学教育的选修课。2008年，英语在小学教育系统中正式制度化，预计到2018年，100%的学生应该学习英语(越南政府，2008年)。2008年，全国范围的项目2020被批准为政府和教育部促进英语学习的最新尝试(越南政府，2008年)。计划的结果是，从小学(6-10岁)、初中(11-15岁)和高中(15-18岁)毕业的学生分别达到《欧洲共同语言参考框架:学习、教学和评估》(CEFR)的A1、A2和B1水平。本科阶段，非外语专业院校、学院(2年制)和大学(4年制)外语专业毕业生的水平分别达到B1、B2和C1水平。问题陈述英语学习需求的增长暴露出严重的问题，包括教师的语言水平低和培训不当。Nguyen(2011)和Le and Do(2012)等学者在小学阶段进行的有限研究表明，由于教师在教学技能、词汇知识和发音方面的弱点，他们在小学阶段的英语教学准备不足。这些弱点是由于低质量的职前培训、缺乏使用和练习语言的环境以及与专业社区隔绝。他们呼吁就语文能力和语文教学方法加强对在职小学教师的再培训。教师需要掌握少儿英语教学的理论和方法的背景知识，同时应优先提高教师的发音和流利度。还应尝试建立实践社区(Wenger, 1998)，以促进教师在知识和技能的持续发展中的自我参与。在讨论越南的英语教学时，Le(2007)指出，缺乏训练有素的教师是导致越南外语教育质量低下的三个内在问题之一。事实上，人们对在职教师的能力和职前教师培训项目的质量提出了质疑。媒体报道了全国教师语言能力评估测试的令人震惊的结果，即使在河内和胡志明这样的大城市，只有五分之一的人达到了CEFR的B2语言能力水平。在一个特殊的省，本特里，700名接受测试的教师中只有一名通过了这个门槛。MOET和project 2020的官员报告称，有8万名在职教师需要进一步培训，因为97%、93%和98%的小学、初中和高中教师不合格(Nguyen & Dudzik, 2013)。人们提出了批评，并制定了“规范”教师语言能力的计划。然而，在所有这些令人沮丧的统计数据和全国性的支持项目中，缺少的是教师对自己语言能力的看法，以及他们需要的培训和支持。这些教师是否意识到他们需要提高自己的语言能力?他们如何维护和发展它?他们面临的挑战是什么?他们希望得到什么样的培训和支持?所有这些问题都没有得到回答。由于教师是这项语言政策的中心，他们的声音被听到，这样他们的需求才能得到满足，这一点至关重要。非英语母语教师的语言能力发展问题在文献中经常被强调。…
{"title":"Vietnamese English language teachers: insights into their language proficiency development","authors":"N. V. Trao, Mai Ngo","doi":"10.15405/EJSBS.164","DOIUrl":"https://doi.org/10.15405/EJSBS.164","url":null,"abstract":"1. IntroductionEnglish rose to the status of the most popular foreign language in Vietnam as early as 1990s. However, it was not until 2003 that English was officially included as an optional subject to be taught in primary education. In 2008, English was officially institutionalized in the primary education system with the projection that by 2018, 100% of students should be taught English (Vietnamese Government, 2008). In 2008, the nation-wide project 2020 was approved as the government's and MOET's latest attempt to promote English learning (Vietnamese Government, 2008). The planned outcome was to have students graduating from primary (6-10 years old), lower secondary (11-15 years old) and upper secondary (15-18 years old) schools reaching levels A1, A2, and B1 respectively of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). For undergraduate education, the target was set at level B1, B2, and C1 for graduates from, respectively, institutions not specializing in foreign languages, college (2 year) and university (4 year) programs with a specialization in foreign languages.2. Problem StatementThe rising need for English language learning reveals severe problems, including teachers' low language proficiency and inappropriate training. Limited studies at primary school level by scholars such as Nguyen (2011) and Le and Do (2012) revealed that teachers were not sufficiently prepared to teach English at the elementary level due to their weaknesses in pedagogical skills, vocabulary knowledge and pronunciation. These weaknesses were attributed to low-quality pre-service training, the lack of an environment for language use and practice, and isolation from the professional community. They called for intensive retraining of current in-service primary teachers regarding both language competence and language teaching methodology. Teachers need to be equipped with background knowledge of theories and methods of teaching English to young learners while priority should be put on the improvement of teachers' pronunciation and fluency. Attempts should also be made to establish communities of practice (Wenger, 1998) to promote teachers' self-engagement in the continuous development of knowledge and skills.Discussing the teaching of English in Vietnam in general, Le (2007) specified the lack of well-trained teachers as one of the three inherent problems accounting for the low quality of foreign language education in Vietnam. Indeed, questions have been raised concerning the ability of in-service teachers and the quality of pre-service teacher training programs. The media reported the shocking results of a nation-wide teachers' language proficiency assessment test in which, even in big cities like Hanoi and Ho Chi Minh, only a fifth of those tested qualified for the CEFR's B2 level of language proficiency. In one particular province, Ben Tre, only one teacher out of 700 tested passed this threshold level. Officials f","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129425582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. Introduction"Now I have to tell you this one thing that we decided to share with you. We're all here from this school and we all know our students: So, there was this extraordinary event. After we had told to the students that we will continue our project-day on Friday, there was this girl, Anni, who is not interested in school-going normally, well, she came on to me after our information session and asked me very quietly: " how is it, am I also coming? My classes normally begin at nine, but I'll also come at eight on Friday, won't I?" Well you all know what this means. I mean Anni would never do anything like this normally. So we were very surprised indeed." (Session 7, turn of talk 290)This excerpt is from teachers' discussion in the end of a pedagogic intervention in a Finnish urban lower secondary school. It shows a teacher's surprise over the behaviour of her students during the project. This talk can seen as part of a lived ideology (Billig & al, 1988) that the teacher shares with the other teachers in this school. The example also shows a change in this ideology towards what we in this paper call envisioned ideology, a possibility for seeing students and their problems in a new light.In this paper we focus on the central topic of student engagement through examining an intensive school-led research intervention project in one school. The intervention followed the principles of Developmental Work Research (Engestrom, 2005). The aim of the intervention was together with the teachers to develop pedagogical practices and classroom culture towards engaging and problem-oriented knowledge work where students work together in groups and with a shared goal (Rainio, 2003). Here we focus on a specific aspect which we argue is central in improving student engagement in school: the ways in which teachers, in reflecting on their practice, conceptualise their students, their capabilities and engagement (ibid.; Hennessy, Hasler & Hofmann, under review). Literature on school change argues that enabling teachers a central place in the developing and letting their voices be heard are keys towards a more thorough change (Clark & Florio-Ruane, 2001; Pyhalto, Pietarinen & Soini, 2013). Moreover, we argue that conceptualisations of students and their engagement and learning in teachers' talk are part of the institutional practices in a school. Transforming these ways of talking about students is about reforming those institutional practices (Daniels, 2006; Virkkunen & al., 2012).2. Problem Statement: Teacher conceptions of student engagement"Engagement" is commonly used to refer to things such as commitment and being strongly dedicated , attracted or absorbed (Fredricks, Blumenfeld & Paris, 2004; Ketonen & Lonka, 2012). In discussions about enhancing student engagement in policy, practitioner literature and educational research, various discourses can be discerned (see Hofmann, 2008a). In this study we will discuss three which are also reflected in our data.
{"title":"Transformations in teachers’ discourse about their students during a school-led pedagogic intervention","authors":"A. Rainio, R. Hofmann","doi":"10.15405/EJSBS.163","DOIUrl":"https://doi.org/10.15405/EJSBS.163","url":null,"abstract":"1. Introduction\"Now I have to tell you this one thing that we decided to share with you. We're all here from this school and we all know our students: So, there was this extraordinary event. After we had told to the students that we will continue our project-day on Friday, there was this girl, Anni, who is not interested in school-going normally, well, she came on to me after our information session and asked me very quietly: \" how is it, am I also coming? My classes normally begin at nine, but I'll also come at eight on Friday, won't I?\" Well you all know what this means. I mean Anni would never do anything like this normally. So we were very surprised indeed.\" (Session 7, turn of talk 290)This excerpt is from teachers' discussion in the end of a pedagogic intervention in a Finnish urban lower secondary school. It shows a teacher's surprise over the behaviour of her students during the project. This talk can seen as part of a lived ideology (Billig & al, 1988) that the teacher shares with the other teachers in this school. The example also shows a change in this ideology towards what we in this paper call envisioned ideology, a possibility for seeing students and their problems in a new light.In this paper we focus on the central topic of student engagement through examining an intensive school-led research intervention project in one school. The intervention followed the principles of Developmental Work Research (Engestrom, 2005). The aim of the intervention was together with the teachers to develop pedagogical practices and classroom culture towards engaging and problem-oriented knowledge work where students work together in groups and with a shared goal (Rainio, 2003). Here we focus on a specific aspect which we argue is central in improving student engagement in school: the ways in which teachers, in reflecting on their practice, conceptualise their students, their capabilities and engagement (ibid.; Hennessy, Hasler & Hofmann, under review). Literature on school change argues that enabling teachers a central place in the developing and letting their voices be heard are keys towards a more thorough change (Clark & Florio-Ruane, 2001; Pyhalto, Pietarinen & Soini, 2013). Moreover, we argue that conceptualisations of students and their engagement and learning in teachers' talk are part of the institutional practices in a school. Transforming these ways of talking about students is about reforming those institutional practices (Daniels, 2006; Virkkunen & al., 2012).2. Problem Statement: Teacher conceptions of student engagement\"Engagement\" is commonly used to refer to things such as commitment and being strongly dedicated , attracted or absorbed (Fredricks, Blumenfeld & Paris, 2004; Ketonen & Lonka, 2012). In discussions about enhancing student engagement in policy, practitioner literature and educational research, various discourses can be discerned (see Hofmann, 2008a). In this study we will discuss three which are also reflected in our data. ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130457586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. IntroductionTeaching that promotes effective student learning and success is not an accident. The quality of the teaching relates to student outcomes and professional development/learning (PDL) is the most effective means of ensuring teaching quality. However, PDL has minimal value unless there is modification of teacher behaviour. Consequently, there is an ongoing demand for teachers to improve their practice but then research indicates that transfer of training (ToT) is often inadequate or does not occur. One important reason for this lack of transfer is that the processes for the implementation into the classroom are not well known and/or overlooked by PDL planners, despite there being a vast literature and research base concerning ToT strategies. Accordingly, PDL planners need to move beyond teacher learning and incorporate strategies that promote and monitor implementation of the learning and it is recommended that a Transfer of Training Audit (TOTA) can be employed to promote this implementation.2. Problem StatementToT planning is an essential consideration if participant behaviour is to change following a workshop, training or PDL programme. However, teacher PDL plans often overlook the need for a strategic transfer plan to ensure this impact on-the-job.3. Research QuestionHow can professional development planners more effectively promote ToT to the teachers' classrooms?4. Purpose of the StudyThe purpose of the study was to identify approaches and techniques that promote transfer of training and to create an audit (checklist) of potentially useful ideas for PDL planners to use to enhance transfer.5. Research MethodsThe literature used to source this paper has arisen from a range of resources. Information about the nature of PDL and transfer was sought from databases (e.g., ProQuest) and texts, but also included unpublished material (e.g., thesis and websites) and personal experiences. Key words/phrases used in this search strategy included transfer of training, transfer of learning, effective professional development, effective professional learning and audit. It was an evidence-based literature collation (with emphasis upon teacher PDL) identifying strategic approaches and specific techniques for promoting on-the-job impact. The criteria for selection of approaches/techniques was material that had been peer reviewed (and/or confirmed by ToT experts and colleagues) and reported as valuable via quantitative and qualitative reports for transfer. The next step was to identify those specific ToT evidence-based techniques able to be operationalised and these were then placed in a pool for the development of the Transfer of Training Audit (TOTA). Following this, whenever possible a number of similar and splinter items identified for the audit were combined into one technique then arranged into before, during and after X roles PDL categories, although recognising that these were not exclusive categories6. FindingsThe purpose of this study was
{"title":"Transfer of the learning: Teacher professional development","authors":"Lex McDonald","doi":"10.15405/EJSBS.140","DOIUrl":"https://doi.org/10.15405/EJSBS.140","url":null,"abstract":"1. IntroductionTeaching that promotes effective student learning and success is not an accident. The quality of the teaching relates to student outcomes and professional development/learning (PDL) is the most effective means of ensuring teaching quality. However, PDL has minimal value unless there is modification of teacher behaviour. Consequently, there is an ongoing demand for teachers to improve their practice but then research indicates that transfer of training (ToT) is often inadequate or does not occur. One important reason for this lack of transfer is that the processes for the implementation into the classroom are not well known and/or overlooked by PDL planners, despite there being a vast literature and research base concerning ToT strategies. Accordingly, PDL planners need to move beyond teacher learning and incorporate strategies that promote and monitor implementation of the learning and it is recommended that a Transfer of Training Audit (TOTA) can be employed to promote this implementation.2. Problem StatementToT planning is an essential consideration if participant behaviour is to change following a workshop, training or PDL programme. However, teacher PDL plans often overlook the need for a strategic transfer plan to ensure this impact on-the-job.3. Research QuestionHow can professional development planners more effectively promote ToT to the teachers' classrooms?4. Purpose of the StudyThe purpose of the study was to identify approaches and techniques that promote transfer of training and to create an audit (checklist) of potentially useful ideas for PDL planners to use to enhance transfer.5. Research MethodsThe literature used to source this paper has arisen from a range of resources. Information about the nature of PDL and transfer was sought from databases (e.g., ProQuest) and texts, but also included unpublished material (e.g., thesis and websites) and personal experiences. Key words/phrases used in this search strategy included transfer of training, transfer of learning, effective professional development, effective professional learning and audit. It was an evidence-based literature collation (with emphasis upon teacher PDL) identifying strategic approaches and specific techniques for promoting on-the-job impact. The criteria for selection of approaches/techniques was material that had been peer reviewed (and/or confirmed by ToT experts and colleagues) and reported as valuable via quantitative and qualitative reports for transfer. The next step was to identify those specific ToT evidence-based techniques able to be operationalised and these were then placed in a pool for the development of the Transfer of Training Audit (TOTA). Following this, whenever possible a number of similar and splinter items identified for the audit were combined into one technique then arranged into before, during and after X roles PDL categories, although recognising that these were not exclusive categories6. FindingsThe purpose of this study was ","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116754938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract1. IntroductionThe issue of quality education has been often activated in nowadays social life processes. Since the end of the 20th century, when the national education systems of several European countries, the USA and Australia started to apply the tests like PISA, TIMSS, IGLU, experts in education, politicians, employers as well as wider society have taken part in discussions of their results in relation with the quality issues of educational achievements.In the context of this dispute special education has been considered as a segregated sphere, where the education theory and practice for children with special educational needs (abbreviated as SEN) has made its way from the psycho-medical paradigm, based on the assumption that deficits are located within individuals (Mitchell, 2010) towards development. It is difficult to change the patterns of thinking, therefore the process of enrichment or change of paradigms that place more emphasis on the environment is very slow.The reason for segregation in this sphere could be exactly the specific character of target audience with special educational needs. In these cases the developmental process of a child is characterized by individual features caused by the particular character of general development process and evoked by limited psychophysical resources that become apparent in insufficient social abilities for independent life. Consequently the educational needs of children with SEN are considered to arise primarily from the problems attributable to disabilities that result in delayed acquisition of knowledge and skills (Mitchell, 2010; Speck, 2005). Naturally, in these cases it is ineffective to apply the method of generally adopted tests for clarifying the effectiveness of education process.However, nowadays the process of education for children with SEN is associated with some challenges. One of them refers to educational provisions for children with severe disorders. In these cases the specific developmental potential has to be taken in consideration and a pedagogical activity has to be oriented towards harmonious personality development and inclusion into social environment of every single child. Often it is a long-lasting process and there is no possibility of using objective methods to evaluate its effectiveness. Other essential challenge is connected with inclusive education provisions that means promoting optimal development of every child by using the basis of individual resources in mainstream school environments (Theunissen & Schirbot, 2006). Consequently such conditions cause a necessity of applying individualized evaluation system for education quality indicators.In the education system of Latvia both tendencies mentioned above proceed almost simultaneously. Since the end of the past century children with severe and multifunctional developmental disorders have been provided with possibilities of acquiring special education programmes in accordance with the requirements of th
{"title":"Quality of Special Education: Parent Perspective","authors":"Dina Bethere, Linda Pavītola","doi":"10.15405/EJSBS.142","DOIUrl":"https://doi.org/10.15405/EJSBS.142","url":null,"abstract":"Abstract1. IntroductionThe issue of quality education has been often activated in nowadays social life processes. Since the end of the 20th century, when the national education systems of several European countries, the USA and Australia started to apply the tests like PISA, TIMSS, IGLU, experts in education, politicians, employers as well as wider society have taken part in discussions of their results in relation with the quality issues of educational achievements.In the context of this dispute special education has been considered as a segregated sphere, where the education theory and practice for children with special educational needs (abbreviated as SEN) has made its way from the psycho-medical paradigm, based on the assumption that deficits are located within individuals (Mitchell, 2010) towards development. It is difficult to change the patterns of thinking, therefore the process of enrichment or change of paradigms that place more emphasis on the environment is very slow.The reason for segregation in this sphere could be exactly the specific character of target audience with special educational needs. In these cases the developmental process of a child is characterized by individual features caused by the particular character of general development process and evoked by limited psychophysical resources that become apparent in insufficient social abilities for independent life. Consequently the educational needs of children with SEN are considered to arise primarily from the problems attributable to disabilities that result in delayed acquisition of knowledge and skills (Mitchell, 2010; Speck, 2005). Naturally, in these cases it is ineffective to apply the method of generally adopted tests for clarifying the effectiveness of education process.However, nowadays the process of education for children with SEN is associated with some challenges. One of them refers to educational provisions for children with severe disorders. In these cases the specific developmental potential has to be taken in consideration and a pedagogical activity has to be oriented towards harmonious personality development and inclusion into social environment of every single child. Often it is a long-lasting process and there is no possibility of using objective methods to evaluate its effectiveness. Other essential challenge is connected with inclusive education provisions that means promoting optimal development of every child by using the basis of individual resources in mainstream school environments (Theunissen & Schirbot, 2006). Consequently such conditions cause a necessity of applying individualized evaluation system for education quality indicators.In the education system of Latvia both tendencies mentioned above proceed almost simultaneously. Since the end of the past century children with severe and multifunctional developmental disorders have been provided with possibilities of acquiring special education programmes in accordance with the requirements of th","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128226175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
1. IntroductionLearning environments and learning organisations have in the recent years been faced with radical changes as new generations of students enter the old institutions. Both the physical facilities and the practices that the organizations entertain may be challenged (Faulkner & McLaughlin, 2012; Harrison & Hutton, 2014). Many of the newcomers belong to the socalled digital natives (Prensky, 2012) who use various digital applications and mobile devices as integrated parts in their everyday lives in different knowledge seeking and knowledge sharing activities. However, not much is known about the relationship between students' beliefs about knowledge - their epistemologies - and their perceptions of different learning environments.Learning always takes place in a context: it is not only a process of acquiring more knowledge, but rather, increasingly active participation in a culture (Lave & Wenger, 1991; Lonka, 2012). In higher education, as well, the ways students learn are embedded in the different dimension of the learning environment. This context is not only situational, but it relies on culturally and historically developed structures (Vygotsky, 1978). The cognitive development of human beings depends of on a certain kind of cultural environment for its realization (Tomasello, 1999).Bruner (1996) pointed out the power of culture in shaping human mind. Also the environments where learning takes place shape our intellectual efforts. Our activities are mediated by varying tools and artifacts (Hakkarainen, 2009). The physically distributed cognition and intelligence is supported and emergent along with technological innovations (Hakkarainen et al., 2013). Today, also technologies and social media mediate our forms of collaboration and learning even though we may not at all times be aware of it. Even when we are not using such aids ourselves, they inevitably change the ways of communication in the society. For example, many societal movements and revolutions have spread and been reinforced by Twitter, and innovations - areally and intellectually - are spread and mediated by these technological prostheses that we use in the ordering of things and in communication (see also Hakkarainen et ah, 2004).Learning environments consist of the practices of teaching, learning, and assessment (Biggs, 1996) as well as the physical learning environment. Biggs (1996) used the concept constructive alignment to describe an ideal educational enterprise in which students adopt approaches to learning allowing for a profound understanding of the learning material, and in which all aspects of the teaching, including the assessment systems, are aligned to, and support these approaches.Relationships between teaching and learning are not always simple. Rather, they are mediated by students' goals and strategies as well as situational factors. Lindblom-Ylanne & Lonka (1999) investigated this dynamic interplay between learners and the learning environment in a tra
{"title":"The Experience of Laboratory Learning – How Do Chemistry Students Perceive Their Learning Environment?","authors":"N. Sandström, Elina E. Ketonen, K. Lonka","doi":"10.15405/EJSBS.144","DOIUrl":"https://doi.org/10.15405/EJSBS.144","url":null,"abstract":"1. IntroductionLearning environments and learning organisations have in the recent years been faced with radical changes as new generations of students enter the old institutions. Both the physical facilities and the practices that the organizations entertain may be challenged (Faulkner & McLaughlin, 2012; Harrison & Hutton, 2014). Many of the newcomers belong to the socalled digital natives (Prensky, 2012) who use various digital applications and mobile devices as integrated parts in their everyday lives in different knowledge seeking and knowledge sharing activities. However, not much is known about the relationship between students' beliefs about knowledge - their epistemologies - and their perceptions of different learning environments.Learning always takes place in a context: it is not only a process of acquiring more knowledge, but rather, increasingly active participation in a culture (Lave & Wenger, 1991; Lonka, 2012). In higher education, as well, the ways students learn are embedded in the different dimension of the learning environment. This context is not only situational, but it relies on culturally and historically developed structures (Vygotsky, 1978). The cognitive development of human beings depends of on a certain kind of cultural environment for its realization (Tomasello, 1999).Bruner (1996) pointed out the power of culture in shaping human mind. Also the environments where learning takes place shape our intellectual efforts. Our activities are mediated by varying tools and artifacts (Hakkarainen, 2009). The physically distributed cognition and intelligence is supported and emergent along with technological innovations (Hakkarainen et al., 2013). Today, also technologies and social media mediate our forms of collaboration and learning even though we may not at all times be aware of it. Even when we are not using such aids ourselves, they inevitably change the ways of communication in the society. For example, many societal movements and revolutions have spread and been reinforced by Twitter, and innovations - areally and intellectually - are spread and mediated by these technological prostheses that we use in the ordering of things and in communication (see also Hakkarainen et ah, 2004).Learning environments consist of the practices of teaching, learning, and assessment (Biggs, 1996) as well as the physical learning environment. Biggs (1996) used the concept constructive alignment to describe an ideal educational enterprise in which students adopt approaches to learning allowing for a profound understanding of the learning material, and in which all aspects of the teaching, including the assessment systems, are aligned to, and support these approaches.Relationships between teaching and learning are not always simple. Rather, they are mediated by students' goals and strategies as well as situational factors. Lindblom-Ylanne & Lonka (1999) investigated this dynamic interplay between learners and the learning environment in a tra","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"259 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122745856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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