Positive Psychology Interventions (PPIs) has been widely used in the world with children and has achieved good results. In recent years, PPIs has been carried out among college students in China and has achieved certain results. In contrast, there is little use in Chinese children. In order to verify the effect of PPIs on children in Chinese communities, so that we can provide an effective way to serve children in the community. This study adopted the method of experimental research, and compared the effect of PPIs on the improvement of positive psychological quality of children in communities by pre - and post-test. The results showed that through PPIs, the positive psychological quality of children in the community was significantly improved, and it was not affected by gender, grade and whether they came from a single parent family. But this improvement is only an overall improvement, not an improvement in every quality. Which quality can be improved depends on which PPIs program is used. Therefore, this study suggests that PPIs can be widely used in children in the community, but it needs to be measured before intervention, and the appropriate PPIs program should be accurately selected according to the measured results.
{"title":"Implications of positive psychology in community service guidance practice: A group intervention for community children","authors":"Yusu Qin, Shujuan Gao, Yu Zhang, Linsong Shi, Chen Huang, Wanling Bao, Chongchuan Peng, Xue Zhang","doi":"10.53935/2641533x.v6i2.257","DOIUrl":"https://doi.org/10.53935/2641533x.v6i2.257","url":null,"abstract":"Positive Psychology Interventions (PPIs) has been widely used in the world with children and has achieved good results. In recent years, PPIs has been carried out among college students in China and has achieved certain results. In contrast, there is little use in Chinese children. In order to verify the effect of PPIs on children in Chinese communities, so that we can provide an effective way to serve children in the community. This study adopted the method of experimental research, and compared the effect of PPIs on the improvement of positive psychological quality of children in communities by pre - and post-test. The results showed that through PPIs, the positive psychological quality of children in the community was significantly improved, and it was not affected by gender, grade and whether they came from a single parent family. But this improvement is only an overall improvement, not an improvement in every quality. Which quality can be improved depends on which PPIs program is used. Therefore, this study suggests that PPIs can be widely used in children in the community, but it needs to be measured before intervention, and the appropriate PPIs program should be accurately selected according to the measured results.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135541284","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}
Pub Date : 2023-05-26DOI: 10.53935/2641533x.v6i1.252
Md Mahbubur Rahman
The aim of this study is to investigate the different research paradigms, including conventional and alternative paradigms, and to critically examine their underlying assumptions and implications for research design, data collection, and analysis. The methodology involves a critical examination of different research paradigms and their underlying belief structure. The main findings of this study indicate that different research paradigms have different assumptions about the nature of reality, the role of the researcher, and the goals of the research. These assumptions have implications at the fundamental level. This review article contributes to the existing literature by providing a comprehensive overview of research paradigms and their implications for research design, data collection, and analysis, practically. The study also emphasizes the importance of choosing the most appropriate research paradigm that aligns with the research questions and goals, leading to more accurate and relevant findings that contribute to the advancement of knowledge in the scholarly fields.
{"title":"Navigating the landscape of research paradigms: An overview and critique","authors":"Md Mahbubur Rahman","doi":"10.53935/2641533x.v6i1.252","DOIUrl":"https://doi.org/10.53935/2641533x.v6i1.252","url":null,"abstract":"The aim of this study is to investigate the different research paradigms, including conventional and alternative paradigms, and to critically examine their underlying assumptions and implications for research design, data collection, and analysis. The methodology involves a critical examination of different research paradigms and their underlying belief structure. The main findings of this study indicate that different research paradigms have different assumptions about the nature of reality, the role of the researcher, and the goals of the research. These assumptions have implications at the fundamental level. This review article contributes to the existing literature by providing a comprehensive overview of research paradigms and their implications for research design, data collection, and analysis, practically. The study also emphasizes the importance of choosing the most appropriate research paradigm that aligns with the research questions and goals, leading to more accurate and relevant findings that contribute to the advancement of knowledge in the scholarly fields.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136041126","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i02/69-77
J. Rubin
{"title":"The Intersection of Memory and Perspective","authors":"J. Rubin","doi":"10.18848/2327-011x/cgp/v18i02/69-77","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i02/69-77","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568664","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i02/1-11
Duncan Maclellan
{"title":"Collaborating in a Post-COVID World: Exploring the Opportunities and Challenges for Educators","authors":"Duncan Maclellan","doi":"10.18848/2327-011x/cgp/v18i02/1-11","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i02/1-11","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568688","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i01/57-73
Pramila Neupane, J. Sapkota
The global pandemic caused by the novel coronavirus, also known as COVID-19, has significantly disrupted education worldwide, including in Nepal. As of August 22, 2022, a total of 995,646 confirmed cases with 11,993 deaths were recorded in Nepal. The number has started rising again recently. To respond to the unprecedented educational disruption and learning loss, the Ministry of Education, Science, and Technology, Government of Nepal, formulated various educational policies for the continuation of education during the pandemic. In this context, this article assesses the trend and impacts of this global crisis on the education sector in Nepal and the public policy response to tackle the pandemic. As the infection surged, leaving millions of children out of school, the information and communication technology (ICT) infrastructures were expanded rapidly, especially in the urban areas, and digital online content evolved. Even though the government was relatively new and inexperienced, it formulated targeted education policies and revised them following the fast-changing situation. We found some critical weaknesses in the policies and guidelines, especially at the implementation level. However, the policies signaled a transformation in school education in Nepal through increasing parental involvement, encouraging self-learning, and promoting broader collaboration in educational activities.
{"title":"COVID-19 and School Education in Nepal","authors":"Pramila Neupane, J. Sapkota","doi":"10.18848/2327-011x/cgp/v18i01/57-73","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i01/57-73","url":null,"abstract":"The global pandemic caused by the novel coronavirus, also known as COVID-19, has significantly disrupted education worldwide, including in Nepal. As of August 22, 2022, a total of 995,646 confirmed cases with 11,993 deaths were recorded in Nepal. The number has started rising again recently. To respond to the unprecedented educational disruption and learning loss, the Ministry of Education, Science, and Technology, Government of Nepal, formulated various educational policies for the continuation of education during the pandemic. In this context, this article assesses the trend and impacts of this global crisis on the education sector in Nepal and the public policy response to tackle the pandemic. As the infection surged, leaving millions of children out of school, the information and communication technology (ICT) infrastructures were expanded rapidly, especially in the urban areas, and digital online content evolved. Even though the government was relatively new and inexperienced, it formulated targeted education policies and revised them following the fast-changing situation. We found some critical weaknesses in the policies and guidelines, especially at the implementation level. However, the policies signaled a transformation in school education in Nepal through increasing parental involvement, encouraging self-learning, and promoting broader collaboration in educational activities.","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568038","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i02/25-38
Nicholas Dovellos
{"title":"An Academic Call-to-Arms: Erich Fromm’s Biophilia and a Practical Solution to the Problem of the Great Transition for the Island of Kalymnos","authors":"Nicholas Dovellos","doi":"10.18848/2327-011x/cgp/v18i02/25-38","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i02/25-38","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568647","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i02/39-49
P. Mckenzie
{"title":"A Body of New Definers","authors":"P. Mckenzie","doi":"10.18848/2327-011x/cgp/v18i02/39-49","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i02/39-49","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568759","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i02/51-68
Jill Weigt
{"title":"“I Have Become a Food Inequality Prophet”: An Analysis of a Community-Engaged, Food-Focused Course","authors":"Jill Weigt","doi":"10.18848/2327-011x/cgp/v18i02/51-68","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i02/51-68","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568381","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}
Pub Date : 2023-01-01DOI: 10.18848/2327-011x/cgp/v18i01/75-98
D. Turnbull, R. Barnard
{"title":"“We Ourselves Are Both Actors and Spectators”: What is the Place of Naturalistic Philosophy in the Doing of Science? Implications for the Teaching of Science","authors":"D. Turnbull, R. Barnard","doi":"10.18848/2327-011x/cgp/v18i01/75-98","DOIUrl":"https://doi.org/10.18848/2327-011x/cgp/v18i01/75-98","url":null,"abstract":"","PeriodicalId":38257,"journal":{"name":"International Journal of Interdisciplinary Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67568571","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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