Pub Date : 2024-01-05DOI: 10.3389/feduc.2023.1263360
Miquel Guardiola-Fígols, Aitor Gómez González, Laura Natividad-Sancho, Regina Gairal-Casadó
The literature shows not only that science communication excludes the most vulnerable groups in society but also that it is of the utmost importance to make it more inclusive and available to all citizens. However, the inclusive communication experiences that are having some impact on society by including vulnerable groups have yet to cover all aspects of the issue. This article shows the positive results of scientific workshops that take a dialogical approach from researchers from the Institute of Human Palaeoecology and Social Evolution (IPHES). The workshops on the “IPHES in the Local Area” program are designed to communicate science looking for scientific excellence in urban centers that are of special complexity. The data were collected using pre-and post-test questionnaires given to 117 pupils from three primary schools where the science workshops were held. The data analysis shows that, after the workshops, participants had a greater interest in and appreciation of science.
{"title":"Scientific workshops with a dialogical approach: an effective tool for introducing science into vulnerable educational contexts","authors":"Miquel Guardiola-Fígols, Aitor Gómez González, Laura Natividad-Sancho, Regina Gairal-Casadó","doi":"10.3389/feduc.2023.1263360","DOIUrl":"https://doi.org/10.3389/feduc.2023.1263360","url":null,"abstract":"The literature shows not only that science communication excludes the most vulnerable groups in society but also that it is of the utmost importance to make it more inclusive and available to all citizens. However, the inclusive communication experiences that are having some impact on society by including vulnerable groups have yet to cover all aspects of the issue. This article shows the positive results of scientific workshops that take a dialogical approach from researchers from the Institute of Human Palaeoecology and Social Evolution (IPHES). The workshops on the “IPHES in the Local Area” program are designed to communicate science looking for scientific excellence in urban centers that are of special complexity. The data were collected using pre-and post-test questionnaires given to 117 pupils from three primary schools where the science workshops were held. The data analysis shows that, after the workshops, participants had a greater interest in and appreciation of science.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"14 4","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383059","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 : 2024-01-05DOI: 10.3389/feduc.2023.1302326
Gavin T. L. Brown
Higher degree research students in education are largely underprepared for understanding or employing statistical data analysis methods. This is despite their need to read literature in their field which will indubitably include such research. This weakness may result in students choosing to use qualitative or interpretivist methodologies, even though education data are highly complex requiring sophisticated analysis techniques to properly evaluate the impact of nested data, multi-collinear factors, missing data, and changes over time. This paper describes a research methods course at a research-intensive university designed for students in a thesis-only degree program. The course emphasizes the logic and conceptual function of statistical methods and exposes students to hands-on tutorials in which students are required to conduct analyses with open-access data. The first half of the 12-week course focuses on core knowledge, normally taught in first-year probability and statistics courses. The second half focuses on introducing and modeling advanced statistical methods needed to handle complex problems and data. The course outline is provided along with descriptions of teaching and assessments. This exemplar functions as a potential model of how relative novices in statistical methods can be introduced to a conceptual use of statistical methods to raise the credibility of research.
{"title":"Teaching advanced statistical methods to postgraduate novices: a case example","authors":"Gavin T. L. Brown","doi":"10.3389/feduc.2023.1302326","DOIUrl":"https://doi.org/10.3389/feduc.2023.1302326","url":null,"abstract":"Higher degree research students in education are largely underprepared for understanding or employing statistical data analysis methods. This is despite their need to read literature in their field which will indubitably include such research. This weakness may result in students choosing to use qualitative or interpretivist methodologies, even though education data are highly complex requiring sophisticated analysis techniques to properly evaluate the impact of nested data, multi-collinear factors, missing data, and changes over time. This paper describes a research methods course at a research-intensive university designed for students in a thesis-only degree program. The course emphasizes the logic and conceptual function of statistical methods and exposes students to hands-on tutorials in which students are required to conduct analyses with open-access data. The first half of the 12-week course focuses on core knowledge, normally taught in first-year probability and statistics courses. The second half focuses on introducing and modeling advanced statistical methods needed to handle complex problems and data. The course outline is provided along with descriptions of teaching and assessments. This exemplar functions as a potential model of how relative novices in statistical methods can be introduced to a conceptual use of statistical methods to raise the credibility of research.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"23 21","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383811","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 : 2024-01-05DOI: 10.3389/feduc.2023.1231633
Emma Soye, Per Kristian Hilden, Arnfinn J. Andersen, Charles Watters
Education policies in different countries recognise the needs and abilities of newcomer students in different ways, with consequences for their social inclusion and academic progress at school. We highlight the importance of context to debates around the politics of recognition in newcomer education by drawing on qualitative research in Norwegian and English secondary schools. Taylor’s (1994) political theory of “recognition” provides the analytical lens through which we explore how teachers perceive newcomer students to be recognised (or not) in national education policies in each country. We underscore teachers’ agency in responding to these policies through their own politics of recognition at school.
{"title":"Recognising the newcomer: education policy and teaching practices in Norway and England","authors":"Emma Soye, Per Kristian Hilden, Arnfinn J. Andersen, Charles Watters","doi":"10.3389/feduc.2023.1231633","DOIUrl":"https://doi.org/10.3389/feduc.2023.1231633","url":null,"abstract":"Education policies in different countries recognise the needs and abilities of newcomer students in different ways, with consequences for their social inclusion and academic progress at school. We highlight the importance of context to debates around the politics of recognition in newcomer education by drawing on qualitative research in Norwegian and English secondary schools. Taylor’s (1994) political theory of “recognition” provides the analytical lens through which we explore how teachers perceive newcomer students to be recognised (or not) in national education policies in each country. We underscore teachers’ agency in responding to these policies through their own politics of recognition at school.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 7","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381304","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 metaverse is a promising platform for learning that all participants in the teaching and learning process may find appealing. This study aims to investigate the effectiveness of using metaverse-related visualization technologies, such as Virtual Reality (VR) and Augmented Reality (AR), in teaching chemistry.The study has an experimental research design and uses the following tools to collect data: Dombrovskaya’s Motivation for Learning Scale, the SAMOAL Questionnaire, and the Self-management Questionnaire. The study sample includes 236 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences.Results suggest that the integration of immersive VR/AR technologies in chemistry education signifies the beginning of a metaverse transition; the process, however, is in its early stages.The study concludes that immersive VR/AR technologies have an advantage over traditional programs in terms of motivation and competence development. Future research can investigate the impact of VR/AR technologies on students’ anxiety and build a model for predicting student achievements in the metaverse-based chemistry classroom.
{"title":"Teaching chemistry in the metaverse: the effectiveness of using virtual and augmented reality for visualization","authors":"E.M. Amirbekova, Nailya Shertayeva, Ekaterina Mironova","doi":"10.3389/feduc.2023.1184768","DOIUrl":"https://doi.org/10.3389/feduc.2023.1184768","url":null,"abstract":"The metaverse is a promising platform for learning that all participants in the teaching and learning process may find appealing. This study aims to investigate the effectiveness of using metaverse-related visualization technologies, such as Virtual Reality (VR) and Augmented Reality (AR), in teaching chemistry.The study has an experimental research design and uses the following tools to collect data: Dombrovskaya’s Motivation for Learning Scale, the SAMOAL Questionnaire, and the Self-management Questionnaire. The study sample includes 236 first-year undergraduate students studying chemistry at the Faculty of Natural Sciences.Results suggest that the integration of immersive VR/AR technologies in chemistry education signifies the beginning of a metaverse transition; the process, however, is in its early stages.The study concludes that immersive VR/AR technologies have an advantage over traditional programs in terms of motivation and competence development. Future research can investigate the impact of VR/AR technologies on students’ anxiety and build a model for predicting student achievements in the metaverse-based chemistry classroom.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"2 11","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381390","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 : 2024-01-05DOI: 10.3389/feduc.2023.1183994
M. Pugatch, Nathan J. Blum, William J. Barbaresi, Jonathan Rowe, Mark Berna, Sean Hennigan, A. Giovanelli, C. Penilla, K. Tebb, Megan Mott, Vikram Kumaran, Sara Buckelew, James C. Lester, Elizabeth Ozer
Attention deficit hyperactivity disorder (ADHD) affects about 13% of adolescents and is associated with substance use-related morbidity and mortality. While evidence on effective interventions to reduce alcohol use among adolescents with ADHD is limited, parent-teen communication about alcohol use has been found to be protective. Other approaches, such as educational interventions, hold promise to reduce alcohol-related harms in adolescents with ADHD. Digital technology offers an innovative approach to health behavior change, expanding access to services and may promote learning for neurodiverse youth, including teens with ADHD. INSPIRE, a narrative-centered game-based behavior change environment designed to promote self-regulation and self-efficacy to prevent risky alcohol use has been found to engage a general adolescent population. The goals of this pilot study are (1) to examine the engagement of youth with ADHD in INSPIRE; and (2) to examine if INSPIRE fosters parent-teen communication.Adolescents diagnosed with ADHD aged 14–16 were recruited from developmental medicine clinics and invited to a focus group offered via Zoom. Participants completed a pre-survey, interacted with the INSPIRE game, and answered a post-survey as well as open-ended questions about their gaming experience during the focus group. Engagement was measured through both self-report using subscales from the User Engagement Scale and computer data; survey and qualitative data collected information on parent-teen communication. Univariate statistics described adolescent characteristics, Rank-sum and Fisher’s exact tests examined relationships among variables, and qualitative analysis identified themes in open-ended questions.Of adolescent participants (N = 40), 45% identified as female, 17.5% Black, 7.5%, Hispanic, and 62.5% White. Post-survey mean engagement subscales of Usability (on a 5-point scale) was 3.67 (SD = 0.74), and Satisfaction was 3.63 (SD = 0.75). Computer data indicated that participants played the game for a median of 24 min. Adolescents shared that playing the game strengthened refusal skills and their ability to navigate social gatherings with alcohol. Post-survey, 63% planned to share information from INSPIRE with a parent.Findings suggest that INSPIRE may support facilitating youth with ADHD to learn the developmental competencies needed to mitigate risk and thrive. INSPIRE warrants further testing to explore its impact on alcohol use in youth with ADHD.
{"title":"Engagement of adolescents with ADHD in a narrative-centered game-based behavior change environment to reduce alcohol use","authors":"M. Pugatch, Nathan J. Blum, William J. Barbaresi, Jonathan Rowe, Mark Berna, Sean Hennigan, A. Giovanelli, C. Penilla, K. Tebb, Megan Mott, Vikram Kumaran, Sara Buckelew, James C. Lester, Elizabeth Ozer","doi":"10.3389/feduc.2023.1183994","DOIUrl":"https://doi.org/10.3389/feduc.2023.1183994","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) affects about 13% of adolescents and is associated with substance use-related morbidity and mortality. While evidence on effective interventions to reduce alcohol use among adolescents with ADHD is limited, parent-teen communication about alcohol use has been found to be protective. Other approaches, such as educational interventions, hold promise to reduce alcohol-related harms in adolescents with ADHD. Digital technology offers an innovative approach to health behavior change, expanding access to services and may promote learning for neurodiverse youth, including teens with ADHD. INSPIRE, a narrative-centered game-based behavior change environment designed to promote self-regulation and self-efficacy to prevent risky alcohol use has been found to engage a general adolescent population. The goals of this pilot study are (1) to examine the engagement of youth with ADHD in INSPIRE; and (2) to examine if INSPIRE fosters parent-teen communication.Adolescents diagnosed with ADHD aged 14–16 were recruited from developmental medicine clinics and invited to a focus group offered via Zoom. Participants completed a pre-survey, interacted with the INSPIRE game, and answered a post-survey as well as open-ended questions about their gaming experience during the focus group. Engagement was measured through both self-report using subscales from the User Engagement Scale and computer data; survey and qualitative data collected information on parent-teen communication. Univariate statistics described adolescent characteristics, Rank-sum and Fisher’s exact tests examined relationships among variables, and qualitative analysis identified themes in open-ended questions.Of adolescent participants (N = 40), 45% identified as female, 17.5% Black, 7.5%, Hispanic, and 62.5% White. Post-survey mean engagement subscales of Usability (on a 5-point scale) was 3.67 (SD = 0.74), and Satisfaction was 3.63 (SD = 0.75). Computer data indicated that participants played the game for a median of 24 min. Adolescents shared that playing the game strengthened refusal skills and their ability to navigate social gatherings with alcohol. Post-survey, 63% planned to share information from INSPIRE with a parent.Findings suggest that INSPIRE may support facilitating youth with ADHD to learn the developmental competencies needed to mitigate risk and thrive. INSPIRE warrants further testing to explore its impact on alcohol use in youth with ADHD.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"21 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383476","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 : 2024-01-05DOI: 10.3389/feduc.2023.1322103
Nadia Dario, Monica Mollo, G. Savarese, L. Carpinelli
This research critically and empirically analyzes the intricate interaction between the transformative impact of the COVID-19 pandemic on the Italian educational system and the quality of the teacher-student relationship. The main focus is on the experiences of Italian educators who had to deal with the upheavals caused by the pandemic within an educational system.The primary purpose of this study is to explore (a) how did teachers’ educational practices change during the first lockdown and (b) how did the teacher-student relationship evolve during the first lockdown from the teachers’ point of view.The study uses a qualitative approach through semi-structured interviews and diary collection (conducted via platforms). Participants are Italian primary and secondary school teachers aged between 25 and 60.In this study, the thematic analysis of the content of the interviews and diaries reveals: the initial responses of educators, the transition to distance learning, the challenges and potential of virtual education, the students’ evaluation, future perspectives, and the topic of the relationship with students (particularly addressed in the diaries).By delving into the transformation of the teacher-student relationship under extraordinary circumstances, this research enriches the discourse on its quality, capturing the psychological nuances of learning-teaching experiences, and uncovers the multifaceted transformations in teaching methodologies, tools, and assessments.
{"title":"Through teachers’ eyes: adaptability and transformations in their practices and relationship with students during COVID-19 pandemic","authors":"Nadia Dario, Monica Mollo, G. Savarese, L. Carpinelli","doi":"10.3389/feduc.2023.1322103","DOIUrl":"https://doi.org/10.3389/feduc.2023.1322103","url":null,"abstract":"This research critically and empirically analyzes the intricate interaction between the transformative impact of the COVID-19 pandemic on the Italian educational system and the quality of the teacher-student relationship. The main focus is on the experiences of Italian educators who had to deal with the upheavals caused by the pandemic within an educational system.The primary purpose of this study is to explore (a) how did teachers’ educational practices change during the first lockdown and (b) how did the teacher-student relationship evolve during the first lockdown from the teachers’ point of view.The study uses a qualitative approach through semi-structured interviews and diary collection (conducted via platforms). Participants are Italian primary and secondary school teachers aged between 25 and 60.In this study, the thematic analysis of the content of the interviews and diaries reveals: the initial responses of educators, the transition to distance learning, the challenges and potential of virtual education, the students’ evaluation, future perspectives, and the topic of the relationship with students (particularly addressed in the diaries).By delving into the transformation of the teacher-student relationship under extraordinary circumstances, this research enriches the discourse on its quality, capturing the psychological nuances of learning-teaching experiences, and uncovers the multifaceted transformations in teaching methodologies, tools, and assessments.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"21 3","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382989","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 : 2024-01-05DOI: 10.3389/feduc.2023.1228610
Mario Andrés Ramos, Raul Camacho, P. Buitrago, Robert David Urda, Julio Pastor Restrepo
The evolution of communication systems has brought about a paradigm shift, particularly in radiocommunications, where software has increasingly taken precedence over hardware. This transition has not only reduced implementation costs but has also significantly enhanced the flexibility of equipment architecture. A prime example of this trend is the emergence and consolidation of software-defined radio (SDR) technology in recent decades. This study provides a comprehensive contextualization of SDR technology, offering insights into its current state in terms of development tools and market equipment. Additionally, two learning scenarios are presented that employ different teaching methodologies. In one of these scenarios, communication theory is exclusively approached from a theoretical perspective. In the second scenario, knowledge acquisition is encouraged through the implementation of low-cost laboratories that incorporate SDR technology. The study indicates that implementing SDR technology boosts student motivation and learning, with 73.13% believing it enhances engineering education and 96% showing increased motivation. Those using SDR in practical laboratories perform better on knowledge tests, but statistical analysis shows that the difference is not statistically significant.
{"title":"Software Defined Radio, a perspective from education","authors":"Mario Andrés Ramos, Raul Camacho, P. Buitrago, Robert David Urda, Julio Pastor Restrepo","doi":"10.3389/feduc.2023.1228610","DOIUrl":"https://doi.org/10.3389/feduc.2023.1228610","url":null,"abstract":"The evolution of communication systems has brought about a paradigm shift, particularly in radiocommunications, where software has increasingly taken precedence over hardware. This transition has not only reduced implementation costs but has also significantly enhanced the flexibility of equipment architecture. A prime example of this trend is the emergence and consolidation of software-defined radio (SDR) technology in recent decades. This study provides a comprehensive contextualization of SDR technology, offering insights into its current state in terms of development tools and market equipment. Additionally, two learning scenarios are presented that employ different teaching methodologies. In one of these scenarios, communication theory is exclusively approached from a theoretical perspective. In the second scenario, knowledge acquisition is encouraged through the implementation of low-cost laboratories that incorporate SDR technology. The study indicates that implementing SDR technology boosts student motivation and learning, with 73.13% believing it enhances engineering education and 96% showing increased motivation. Those using SDR in practical laboratories perform better on knowledge tests, but statistical analysis shows that the difference is not statistically significant.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"107 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139383310","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 : 2024-01-05DOI: 10.3389/feduc.2023.1277638
María Dolores Fernández Tilve, María Laura Malvar Méndez, Juan José Varela Tembra
It is out of doubt that little attention is paid to the emotional competences of secondary school counselors in research activity, as well as in their initial and ongoing training. It seems that emotional well-being is still a pending issue that may even generate some controversy, even though, today, it is defined as a clear strategy in mental health plans. Undoubtedly, we are facing a content that facilitates the contrast of points of view and social commitment as an inherent part of the democratic process. Therefore, it was decided to carry out a study, of enormous relevance, with the purpose of knowing the perceptions of secondary school counselors within the Autonomous Community of Galicia regarding emotional competences for an ideal counseling practice in complex times and moments with great challenges in the field of educational equity. Specifically, an evaluation study was carried out on the level of training received by school counselors in emotional competences and thus be able to have a diagnosis, identifying possible strengths and weaknesses. A study with a quantitative based methodology which uses the questionnaire for data collection as a main research technique. The findings obtained suggest that the quality of the teaching and learning processes in secondary schools would be substantially improved if the emotional competence profile of the counselors was considered. In particular, the interest that emotional competences arouse in counselors is confirmed, at the same time, they recognize that they can help them properly to manage the relationship processes and, the personal balance. This research, one of the first carried out in Galicia on emotional competences in secondary school counselors, provides empirical data of great interest for future training plans that are more in line with social and professional expectations, since it provides an x-ray unique, revealing, valid and real statement of the state of the matter.
{"title":"Emotional competence profile in secondary school counselors: controversy or need?","authors":"María Dolores Fernández Tilve, María Laura Malvar Méndez, Juan José Varela Tembra","doi":"10.3389/feduc.2023.1277638","DOIUrl":"https://doi.org/10.3389/feduc.2023.1277638","url":null,"abstract":"It is out of doubt that little attention is paid to the emotional competences of secondary school counselors in research activity, as well as in their initial and ongoing training. It seems that emotional well-being is still a pending issue that may even generate some controversy, even though, today, it is defined as a clear strategy in mental health plans. Undoubtedly, we are facing a content that facilitates the contrast of points of view and social commitment as an inherent part of the democratic process. Therefore, it was decided to carry out a study, of enormous relevance, with the purpose of knowing the perceptions of secondary school counselors within the Autonomous Community of Galicia regarding emotional competences for an ideal counseling practice in complex times and moments with great challenges in the field of educational equity. Specifically, an evaluation study was carried out on the level of training received by school counselors in emotional competences and thus be able to have a diagnosis, identifying possible strengths and weaknesses. A study with a quantitative based methodology which uses the questionnaire for data collection as a main research technique. The findings obtained suggest that the quality of the teaching and learning processes in secondary schools would be substantially improved if the emotional competence profile of the counselors was considered. In particular, the interest that emotional competences arouse in counselors is confirmed, at the same time, they recognize that they can help them properly to manage the relationship processes and, the personal balance. This research, one of the first carried out in Galicia on emotional competences in secondary school counselors, provides empirical data of great interest for future training plans that are more in line with social and professional expectations, since it provides an x-ray unique, revealing, valid and real statement of the state of the matter.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"4 25","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381063","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 : 2024-01-05DOI: 10.3389/feduc.2023.1344955
Kristina Rios, Paul Luelmo, Saury Ramos Torres
{"title":"Editorial: The impact of COVID-19 pandemic on children and adolescents with disabilities: education, development, and well-being of culturally and linguistically diverse families","authors":"Kristina Rios, Paul Luelmo, Saury Ramos Torres","doi":"10.3389/feduc.2023.1344955","DOIUrl":"https://doi.org/10.3389/feduc.2023.1344955","url":null,"abstract":"","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"83 18","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139381455","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：