Having been asked to respond to a question from the Ministry of Education, Taiwan, about whether educational technologies used during the COVID-19 pandemic can serve as a knowledge base and be incorporated as learning tools based on their impacts on music education curricula, what follows are some observations and reflections from the Tainan University of Technology (TUT), Taiwan, about its educators’ experiences of teaching live lessons one-to-one and in groups online. The idea put forward is that technology applications reflect an emergent sensibility in music lessons, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the accessibility of new and varied forms of musicianship and acknowledging the ways in which course curricula continue to grow in their range of practices and necessary literacies, pedagogies can be developed in concert with digital technologies to support broader and more cohesive, inclusive, diverse, meaningful, and useful experiences for music students.
{"title":"ADOPTING ONLINE LEARNING APPROACHES IN PROFESSIONAL MUSIC TRAINING - THE TUT EXPERIENCE","authors":"Hua Hui Tseng","doi":"10.36315/2023v1end006","DOIUrl":"https://doi.org/10.36315/2023v1end006","url":null,"abstract":"Having been asked to respond to a question from the Ministry of Education, Taiwan, about whether educational technologies used during the COVID-19 pandemic can serve as a knowledge base and be incorporated as learning tools based on their impacts on music education curricula, what follows are some observations and reflections from the Tainan University of Technology (TUT), Taiwan, about its educators’ experiences of teaching live lessons one-to-one and in groups online. The idea put forward is that technology applications reflect an emergent sensibility in music lessons, and this represents an opportunity for music educators to reconfigure and strengthen their pedagogical approaches. By recognizing the accessibility of new and varied forms of musicianship and acknowledging the ways in which course curricula continue to grow in their range of practices and necessary literacies, pedagogies can be developed in concert with digital technologies to support broader and more cohesive, inclusive, diverse, meaningful, and useful experiences for music students.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82836271","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}
{"title":"“THAT’S JUST SOMETHING I WAS PLAYING WITH.” MATH TALK AND AVOIDANCE IN AN ART MUSEUM","authors":"","doi":"10.36315/2023v1end139","DOIUrl":"https://doi.org/10.36315/2023v1end139","url":null,"abstract":"","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82965802","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}
Play is considered as one of the most effective and meaningful ways of learning for children until the age of eight years (Skene et al., 2022). Play is also a prerequisite for human development and creativity (Rieber & Carton, 1987). However, many early learning classrooms struggle to find time or ways to include playful learning in their curriculums. In this presentation I introduce an educational innovation that helps bring play in early learning classrooms. Playworlds are forms of adult-child joint play often centered around a piece of literature or story. The story is turned alive by acting, playing and creation of plot, characters and props (Lindqvist, 1995). Implementing playworlds often requires time and dedication so many teachers find it hard to combine it with formal learning goals of the school. I will introduce a Finnish first year school classroom in which a teacher developed a playworld activity around the story of Crocodile Gene (by Eduard Uspenski). The class was culturally diverse with children from around six different home languages. The data analyzed consists of teacher diaries and notes, informal email correspondence and interviews between the teacher and the researcher during the school year. I focus on one of the characters in the story, Chebi (a hand puppet played by the teacher) visiting the classroom and becoming a member of the class. I discuss how children who were ambivalently engaged (see Ferholt & Rainio, 2016) towards school going found meaningful ways to participate in class activities with the help of Chebi. The imaginative character played by the teacher was helping children to engage and attach to the classroom activities. The paper concludes that the power of imagination, play and stories should not be undermined in developing easy access and meaningful ways of participation in early learning classrooms.
{"title":"PLAYWORLDS: IMAGINATIVE ADULT-CHILD JOINT PLAY IN EARLY LEARNING CLASSROOMS","authors":"A. Rainio","doi":"10.36315/2023v1end067","DOIUrl":"https://doi.org/10.36315/2023v1end067","url":null,"abstract":"Play is considered as one of the most effective and meaningful ways of learning for children until the age of eight years (Skene et al., 2022). Play is also a prerequisite for human development and creativity (Rieber & Carton, 1987). However, many early learning classrooms struggle to find time or ways to include playful learning in their curriculums. In this presentation I introduce an educational innovation that helps bring play in early learning classrooms. Playworlds are forms of adult-child joint play often centered around a piece of literature or story. The story is turned alive by acting, playing and creation of plot, characters and props (Lindqvist, 1995). Implementing playworlds often requires time and dedication so many teachers find it hard to combine it with formal learning goals of the school. I will introduce a Finnish first year school classroom in which a teacher developed a playworld activity around the story of Crocodile Gene (by Eduard Uspenski). The class was culturally diverse with children from around six different home languages. The data analyzed consists of teacher diaries and notes, informal email correspondence and interviews between the teacher and the researcher during the school year. I focus on one of the characters in the story, Chebi (a hand puppet played by the teacher) visiting the classroom and becoming a member of the class. I discuss how children who were ambivalently engaged (see Ferholt & Rainio, 2016) towards school going found meaningful ways to participate in class activities with the help of Chebi. The imaginative character played by the teacher was helping children to engage and attach to the classroom activities. The paper concludes that the power of imagination, play and stories should not be undermined in developing easy access and meaningful ways of participation in early learning classrooms.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81773170","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}
Language plays a pivotal role in enabling learner acquisition of scientific knowledge and skills. Whilst previous research indicates that proficiency in the language of learning and teaching (LoLT) does not guarantee learners’ understanding of concepts taught, the current paper argues that learners who are proficient and fluent in the LoLT have an advantage in the science classrooms. Language affords learners to read the text in learning materials and assessments with understanding. Understandably science (Life Sciences) is a language on its own which is academic and authoritative which every learner grapples with despite fluency in the LoLT, the argument is that the challenge is compounded for those learners whose home languages are different from the LoLT. The current paper therefore sought to explore the language challenges grade 11 learners encounter in the teaching and learning materials and assessments in Life Sciences. In both qualitative and quantitative non-experimental designs, 28 grade 11 Life Sciences learners whose home languages were different from the LoLT, were purposively selected from a school where English is the LoLT. A 4-point Likert scale questionnaire was administered to learners through a google form. It sought learners’ biographical information related to their home language and proficiency in English, challenges encountered in instructional materials and assessments, and their views about the use of code switching during the teaching and learning of Life Sciences. Focus group interviews were used to collect qualitative data. Quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) software to obtain descriptive statistics and qualitative data was subjected to content analysis. Most of the learners (75%) indicated that the complexity and specialisation of the scientific language make it difficult for them to understand scientific concepts in the teaching and learning materials such as textbooks, activities, worksheets, and assessments. Whilst many learners pointed out that the use of English as the LoLT limits their acquisition of Life Sciences concepts, only 25% prefers to be taught in their home languages and the majority (72%) appreciated the use of English. They indicated that it places them at an advantage as all assessments are administered in English. Overall, the study found that three quarters of the learners (21 out of the 28) were of the view that code switching made the scientific concepts easier to understand. However, learners from other African countries (18%) who did not speak indigenous languages as homes language, were against code switching. The findings have implications for curriculum policy implementation and instructional materials design
语言在学习者习得科学知识和技能方面起着关键作用。虽然以前的研究表明，学习和教学语言(LoLT)的熟练程度并不能保证学习者对所教授概念的理解，但本论文认为，熟练和流利使用LoLT的学习者在科学课堂上具有优势。语言使学习者能够理解学习材料和评估中的文本。可以理解的是，科学(生命科学)本身就是一门学术和权威的语言，尽管每个学习者都能流利地掌握LoLT，但争论的焦点是，对于那些母语与LoLT不同的学习者来说，挑战更加复杂。因此，本文试图探讨11年级学生在生命科学的教学材料和评估中遇到的语言挑战。在定性和定量的非实验设计中，有目的地从一所以英语为主要语言的学校中选择28名母语不是主要语言的11年级生命科学学习者。通过谷歌表格对学习者进行4点李克特量表问卷调查。它寻求学习者与他们的母语和英语熟练程度相关的传记信息，在教学材料和评估中遇到的挑战，以及他们对生命科学教学中使用代码转换的看法。采用焦点小组访谈法收集定性数据。定量资料采用SPSS (Statistical Package for Social Sciences)软件进行描述性统计，定性资料进行内容分析。大多数学习者(75%)表示，科学语言的复杂性和专业化使他们难以理解教材、活动、工作表和评估等教学材料中的科学概念。虽然许多学习者指出，使用英语作为教学语言限制了他们对生命科学概念的习得，但只有25%的人喜欢用母语教学，大多数人(72%)欣赏英语的使用。他们表示，这使他们处于有利地位，因为所有的评估都是用英语进行的。总的来说，研究发现四分之三的学习者(28人中有21人)认为语码转换使科学概念更容易理解。然而，不以土著语言为母语的其他非洲国家的学习者(18%)反对代码转换。研究结果对课程政策的实施和教材的设计具有启示意义
{"title":"LANGUAGE CHALLENGES GRADE 11 LEARNERS ENCOUNTER IN LIFE SCIENCES INSTRUCTIONAL MATERIALS AND ASSESSMENTS","authors":"Godfrey Zwane, Lydia Mavuru","doi":"10.36315/2023v1end135","DOIUrl":"https://doi.org/10.36315/2023v1end135","url":null,"abstract":"Language plays a pivotal role in enabling learner acquisition of scientific knowledge and skills. Whilst previous research indicates that proficiency in the language of learning and teaching (LoLT) does not guarantee learners’ understanding of concepts taught, the current paper argues that learners who are proficient and fluent in the LoLT have an advantage in the science classrooms. Language affords learners to read the text in learning materials and assessments with understanding. Understandably science (Life Sciences) is a language on its own which is academic and authoritative which every learner grapples with despite fluency in the LoLT, the argument is that the challenge is compounded for those learners whose home languages are different from the LoLT. The current paper therefore sought to explore the language challenges grade 11 learners encounter in the teaching and learning materials and assessments in Life Sciences. In both qualitative and quantitative non-experimental designs, 28 grade 11 Life Sciences learners whose home languages were different from the LoLT, were purposively selected from a school where English is the LoLT. A 4-point Likert scale questionnaire was administered to learners through a google form. It sought learners’ biographical information related to their home language and proficiency in English, challenges encountered in instructional materials and assessments, and their views about the use of code switching during the teaching and learning of Life Sciences. Focus group interviews were used to collect qualitative data. Quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) software to obtain descriptive statistics and qualitative data was subjected to content analysis. Most of the learners (75%) indicated that the complexity and specialisation of the scientific language make it difficult for them to understand scientific concepts in the teaching and learning materials such as textbooks, activities, worksheets, and assessments. Whilst many learners pointed out that the use of English as the LoLT limits their acquisition of Life Sciences concepts, only 25% prefers to be taught in their home languages and the majority (72%) appreciated the use of English. They indicated that it places them at an advantage as all assessments are administered in English. Overall, the study found that three quarters of the learners (21 out of the 28) were of the view that code switching made the scientific concepts easier to understand. However, learners from other African countries (18%) who did not speak indigenous languages as homes language, were against code switching. The findings have implications for curriculum policy implementation and instructional materials design","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"17 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89195412","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 use of ICT has become an indispensable component of education in modern times. Recently, most teachers, including indigenous language teachers, have been involved in integrating technology into their classroom practices. But there is a lack of research on integrating ICT by Setswana student teachers at higher education institutions. This study aims to investigate the competency levels of Setswana student teachers in using ICT in their classrooms. A total of 20 student teachers were purposively selected to participate in this study. Data was collected using classroom observations and interviews. The SAMR model was used as a data analysis tool to determine the extent to which Setswana student teachers can integrate ICT in their classrooms. The results of this study indicate that the student teachers' competence to use ICT was still at a lower level. They predominantly only have basic computer literacy skills, such as word processors, PowerPoint, and other digital resources. The study revealed that the student teachers' ICT integration levels were still at the substitution and augmentation levels.
{"title":"EXPLORING THE INTEGRATION LEVEL OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) BY SETSWANA STUDENT TEACHERS AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA","authors":"B. Mangwegape, Paseka Patric, Mollo","doi":"10.36315/2023v1end036","DOIUrl":"https://doi.org/10.36315/2023v1end036","url":null,"abstract":"The use of ICT has become an indispensable component of education in modern times. Recently, most teachers, including indigenous language teachers, have been involved in integrating technology into their classroom practices. But there is a lack of research on integrating ICT by Setswana student teachers at higher education institutions. This study aims to investigate the competency levels of Setswana student teachers in using ICT in their classrooms. A total of 20 student teachers were purposively selected to participate in this study. Data was collected using classroom observations and interviews. The SAMR model was used as a data analysis tool to determine the extent to which Setswana student teachers can integrate ICT in their classrooms. The results of this study indicate that the student teachers' competence to use ICT was still at a lower level. They predominantly only have basic computer literacy skills, such as word processors, PowerPoint, and other digital resources. The study revealed that the student teachers' ICT integration levels were still at the substitution and augmentation levels.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89364380","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 the paper is to analyze the potential of particular blended learning tasks with regard to the development of students’ intralinguistic mediation skills in a foreign language. In accordance with the current trends in designing higher education language curricula, the paper deals with the issues of English Medium Instruction (EMI, as summarized e.g., by Macaro 2018 or Lasagabaster 2022) and draws on newly formulated categories of the updated Common European Framework of Reference for Languages (CEFR). Our primary perspective is represented by the category of mediation, which has significantly broadened its scope owing to the analyses carried out by North and Piccardo (2016) and now constitutes a very important part of the updated version of CEFR. Our focus is on the so-called intralinguistic mediation, i.e. mediation within the same language, deliberately implemented into the university curricula of English for Specific Purposes (ESP) in order to establish conditions for subsequent EMI teaching. The empirical part presents a thorough description of an integrated blended learning assignment consisting of an online discussion forum in LMS Moodle and the follow-up classroom presentation task, in terms of the key theoretical constructs, namely mediation activities, and mediation strategies. Based on that, the paper presents the results of a small-scale empirical investigation carried out by means of a semi-structured questionnaire and aimed at identifying the students´ perceptions of key aspects of mediation implemented into the integrated ESP learning tasks. The research outcomes are interpreted in relation to our previous studies on the potential of ESP online discussion forums and the specifics of establishing the EMI teaching contexts. The main implication is that the concept of mediation seems to be highly meaningful for the successful integration of the most relevant learning and communication modes, i.e. written and spoken language interaction and production in both online and classroom learning environments.
{"title":"ONLINE DISCUSSION FORUM TASKS IN ESP COURSES: SPACE FOR DEVELOPMENT OF INTRALINGUISTIC MEDIATION SKILLS","authors":"Pavel Brebera, Zuzana Bezdickova","doi":"10.36315/2023v1end056","DOIUrl":"https://doi.org/10.36315/2023v1end056","url":null,"abstract":"The aim of the paper is to analyze the potential of particular blended learning tasks with regard to the development of students’ intralinguistic mediation skills in a foreign language. In accordance with the current trends in designing higher education language curricula, the paper deals with the issues of English Medium Instruction (EMI, as summarized e.g., by Macaro 2018 or Lasagabaster 2022) and draws on newly formulated categories of the updated Common European Framework of Reference for Languages (CEFR). Our primary perspective is represented by the category of mediation, which has significantly broadened its scope owing to the analyses carried out by North and Piccardo (2016) and now constitutes a very important part of the updated version of CEFR. Our focus is on the so-called intralinguistic mediation, i.e. mediation within the same language, deliberately implemented into the university curricula of English for Specific Purposes (ESP) in order to establish conditions for subsequent EMI teaching. The empirical part presents a thorough description of an integrated blended learning assignment consisting of an online discussion forum in LMS Moodle and the follow-up classroom presentation task, in terms of the key theoretical constructs, namely mediation activities, and mediation strategies. Based on that, the paper presents the results of a small-scale empirical investigation carried out by means of a semi-structured questionnaire and aimed at identifying the students´ perceptions of key aspects of mediation implemented into the integrated ESP learning tasks. The research outcomes are interpreted in relation to our previous studies on the potential of ESP online discussion forums and the specifics of establishing the EMI teaching contexts. The main implication is that the concept of mediation seems to be highly meaningful for the successful integration of the most relevant learning and communication modes, i.e. written and spoken language interaction and production in both online and classroom learning environments.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79778386","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}
Education as a common good has as its distinctive feature-a renewed purpose for the formation of citizens in favor of integral human development and in a context of economic, social and environmental sustainability that favors it. For this purpose, the educational process must address the development of all the potentialities and capabilities of the individual, from a holistic and humanistic vision so that he/she may discover and fulfill his/her personal and professional vocation in order to address the main social challenges in a committed and supportive manner to contribute positively to social transformation. This new view of education goes beyond a utilitarian approach, as it integrates the multiple dimensions of human existence and considers the educational process as an inclusive and crucial factor to promote democracy and human rights, the formation of citizenship and the promotion of a culture of peace. As a proposal derived from this humanistic approach to education arises the pedagogical model called `pedagogy of the common good´, whose anthropological foundations are based on the centrality of the human person and the social values of respect for the dignity of the person, solidarity, subsidiarity, truth, freedom, justice, common good and love. In addition, this pedagogical model is based on four principles: integral experience, culture of encounter, transforming leadership and transcendence in the common good. The concretization of the model allows the generation of the following learning: learning to be integral, learning to live together, learning to transform and learning to transcend. The ´pedagogy of the common good´ favors the development of meaningful experiences that facilitate the full development of the talents of the students in all their potential in an integral manner, so that they grow in a spirit of solidarity and become promoters of justice for all, care for the family, respect for the dignity of human life, protection of nature, the search for peace from the donation, otherness and mission.
{"title":"PEDAGOGICAL MODEL FOR SOCIAL TRANSFORMATION WITH A COMMON GOOD PERSPECTIVE","authors":"Mariano Sánchez Cuevas","doi":"10.36315/2023v1end028","DOIUrl":"https://doi.org/10.36315/2023v1end028","url":null,"abstract":"Education as a common good has as its distinctive feature-a renewed purpose for the formation of citizens in favor of integral human development and in a context of economic, social and environmental sustainability that favors it. For this purpose, the educational process must address the development of all the potentialities and capabilities of the individual, from a holistic and humanistic vision so that he/she may discover and fulfill his/her personal and professional vocation in order to address the main social challenges in a committed and supportive manner to contribute positively to social transformation. This new view of education goes beyond a utilitarian approach, as it integrates the multiple dimensions of human existence and considers the educational process as an inclusive and crucial factor to promote democracy and human rights, the formation of citizenship and the promotion of a culture of peace. As a proposal derived from this humanistic approach to education arises the pedagogical model called `pedagogy of the common good´, whose anthropological foundations are based on the centrality of the human person and the social values of respect for the dignity of the person, solidarity, subsidiarity, truth, freedom, justice, common good and love. In addition, this pedagogical model is based on four principles: integral experience, culture of encounter, transforming leadership and transcendence in the common good. The concretization of the model allows the generation of the following learning: learning to be integral, learning to live together, learning to transform and learning to transcend. The ´pedagogy of the common good´ favors the development of meaningful experiences that facilitate the full development of the talents of the students in all their potential in an integral manner, so that they grow in a spirit of solidarity and become promoters of justice for all, care for the family, respect for the dignity of human life, protection of nature, the search for peace from the donation, otherness and mission.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81507159","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}
Extensive research has been conducted on the effects of mindfulness on the human brain and psyche, demonstrating that stress, rumination, and anxiety can decrease, as creativity and attentiveness increase in subjects who practice mindfulness regularly (Kabat-Zinn 1982, 2009; Hölzel et al., 2011). Mindfulness has been shown to have multiple benefits across fields such as medicine, psychology, and business. According to proponents, living mindfully, with an unobstructed availability to experience, allows us to exercise greater awareness and emotional self-regulation, can foster transformative learning (Barner & Barner 2011), and can increase well-being (Singleton et al., 2014). These outcomes have supported the exploration of mindfulness in the field of education where it has been shown to increase focus and concentration, promote creative thinking and mental flexibility, and decrease distractedness (Berkovich-Ohana et al., 2017; Zeidan et al., 2010). Moreover, mindfulness shifts the focus from a self-referential narrative to one that is more open to and accepting of others. Its practice can improve social cooperation, through more altruistic and compassionate decisions and behavior (Donald et al., 2019; Iwamoto et al., 2020; Condon et al., 2013). In this hands-on presentation, using the vehicle of study abroad, we suggest ways in which mindfulness can be successfully incorporated into education at multiple levels. The presentation will include a brief theoretical framework to illustrate the principles of mindfulness and contemplative pedagogy (Barbezat & Bush 2014; Palmer & Zajonc 2010; Owen-Smith 2018), followed by specific praxis, such as statio , visualization, or loving kindness meditation. Attendees will be guided in simple techniques that they can use in their respective classrooms or institutions. A time for individual and collective reflection will follow each practical activity.
关于正念对人类大脑和心理的影响已经进行了广泛的研究，表明压力、沉思和焦虑可以减少，因为经常练习正念的受试者的创造力和注意力会增加(Kabat-Zinn 1982, 2009;Hölzel et al.， 2011)。正念已被证明在医学、心理学和商业等领域有多种好处。根据支持者的说法，有意识地生活，不受阻碍地获得经验，使我们能够锻炼更强的意识和情绪自我调节，可以促进变革性学习(Barner & Barner 2011)，并且可以增加幸福感(Singleton et al.， 2014)。这些结果支持了正念在教育领域的探索，在教育领域，正念被证明可以提高注意力和集中力，促进创造性思维和心理灵活性，减少分心(Berkovich-Ohana等人，2017;Zeidan et al.， 2010)。此外，正念将焦点从自我参照的叙述转移到对他人更开放和接受的叙述。它的实践可以通过更多的利他主义和富有同情心的决策和行为来改善社会合作(Donald et al.， 2019;Iwamoto et al.， 2020;Condon et al.， 2013)。在这个实践演示中，我们利用国外学习的工具，提出了将正念成功地融入多层次教育的方法。演讲将包括一个简短的理论框架，以说明正念和沉思教学法的原则(Barbezat & Bush 2014;Palmer & Zajonc 2010;欧文-史密斯2018)，然后是具体的实践，比如站，可视化，或者仁爱冥想。与会者将在简单的技术指导，他们可以在各自的教室或机构使用。每次实践活动之后，都会有一段个人和集体反思的时间。
{"title":"NON-JUDGEMENTAL ATTENTION WITH INTENTION: MINDFULNESS IN THE CURRICULUM AT HOME AND ABROAD","authors":"A. Conboy, Kevin Clancy","doi":"10.36315/2023v1end059","DOIUrl":"https://doi.org/10.36315/2023v1end059","url":null,"abstract":"Extensive research has been conducted on the effects of mindfulness on the human brain and psyche, demonstrating that stress, rumination, and anxiety can decrease, as creativity and attentiveness increase in subjects who practice mindfulness regularly (Kabat-Zinn 1982, 2009; Hölzel et al., 2011). Mindfulness has been shown to have multiple benefits across fields such as medicine, psychology, and business. According to proponents, living mindfully, with an unobstructed availability to experience, allows us to exercise greater awareness and emotional self-regulation, can foster transformative learning (Barner & Barner 2011), and can increase well-being (Singleton et al., 2014). These outcomes have supported the exploration of mindfulness in the field of education where it has been shown to increase focus and concentration, promote creative thinking and mental flexibility, and decrease distractedness (Berkovich-Ohana et al., 2017; Zeidan et al., 2010). Moreover, mindfulness shifts the focus from a self-referential narrative to one that is more open to and accepting of others. Its practice can improve social cooperation, through more altruistic and compassionate decisions and behavior (Donald et al., 2019; Iwamoto et al., 2020; Condon et al., 2013). In this hands-on presentation, using the vehicle of study abroad, we suggest ways in which mindfulness can be successfully incorporated into education at multiple levels. The presentation will include a brief theoretical framework to illustrate the principles of mindfulness and contemplative pedagogy (Barbezat & Bush 2014; Palmer & Zajonc 2010; Owen-Smith 2018), followed by specific praxis, such as statio , visualization, or loving kindness meditation. Attendees will be guided in simple techniques that they can use in their respective classrooms or institutions. A time for individual and collective reflection will follow each practical activity.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75427800","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}
Purpose: Language comprehension is vital to social and educational development. Difficulties in sentence comprehension can be detected in most children with developmental language disorders (DLD) using age-appropriate instruments with high sensitivity. There are two main theoretical frameworks for the characterization of difficulties in language acquisition in children with (DLD): linguistic-based and cognitive-based theories. The aim of this study is a comparison of language comprehension in children with developmental language disorder (DLD) and children with typical language development (TLD). Two types of tests referred to as main theoretical frameworks have been used (Token test and TEPO - Sentence Comprehension Test). Sample: We studied 101 children aged 4,3-6,9 years with (DLD) and typically developing peers (TLD). Data collection took place in the period 2021-2023. Method: It is quantitative research. A total of 47 children with (DLD) were compared with 54 children with (TLD) in two comprehension tests. The research goals were set as follows: 1) Correlation of TEPO test and Token test using Spearman´s correlation coefficient; 2) Comparison of homogeneity of test results in TLD and DLD children using Stuart–Maxwell test; 3) Determination of the sensitivity and specificity of both tests. Results: There is a high dependence between the two tests, indicating a high level of correlation, with = 0.81 in the whole research sample. There was a statistically significant difference (p < 0.001) between the test results based on percentile rank scores. The non-parametric unpaired Stuart-Maxwell test was used. The TEPO test has high sensitivity (95,7%) and the Token test has high specificity (90,7%). Discussion: Both comprehension tests have several advantages in terms of their characteristics, and they also have some limitations. The research results provide more information about the differences between the two testing methods and explain how the test results can be used in education.
{"title":"SENTENCE COMPREHENSION IN CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDERS","authors":"Barbora Cervenková, Gabriela Solná","doi":"10.36315/2023v1end077","DOIUrl":"https://doi.org/10.36315/2023v1end077","url":null,"abstract":"Purpose: Language comprehension is vital to social and educational development. Difficulties in sentence comprehension can be detected in most children with developmental language disorders (DLD) using age-appropriate instruments with high sensitivity. There are two main theoretical frameworks for the characterization of difficulties in language acquisition in children with (DLD): linguistic-based and cognitive-based theories. The aim of this study is a comparison of language comprehension in children with developmental language disorder (DLD) and children with typical language development (TLD). Two types of tests referred to as main theoretical frameworks have been used (Token test and TEPO - Sentence Comprehension Test). Sample: We studied 101 children aged 4,3-6,9 years with (DLD) and typically developing peers (TLD). Data collection took place in the period 2021-2023. Method: It is quantitative research. A total of 47 children with (DLD) were compared with 54 children with (TLD) in two comprehension tests. The research goals were set as follows: 1) Correlation of TEPO test and Token test using Spearman´s correlation coefficient; 2) Comparison of homogeneity of test results in TLD and DLD children using Stuart–Maxwell test; 3) Determination of the sensitivity and specificity of both tests. Results: There is a high dependence between the two tests, indicating a high level of correlation, with = 0.81 in the whole research sample. There was a statistically significant difference (p < 0.001) between the test results based on percentile rank scores. The non-parametric unpaired Stuart-Maxwell test was used. The TEPO test has high sensitivity (95,7%) and the Token test has high specificity (90,7%). Discussion: Both comprehension tests have several advantages in terms of their characteristics, and they also have some limitations. The research results provide more information about the differences between the two testing methods and explain how the test results can be used in education.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"162 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73802744","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 success of online learning processes is linked to our ability to create strong motivation among teachers taking continuing education classes and teachers in their classrooms. Creating positive feelings and motivation to invest efforts in teaching and learning actions in teachers is depends on fostering teaching practices in areas related to the sense of belonging and feeling secure, self-efficacy and autonomy. The aim of this study was to identify how teachers perceive their abilities in online environment in different roles: as teachers and as Students The research was conducted among 48 teachers who participated in continuing education courses given online during the COVID-19 period. The research data were gathered by analyzing validated questionnaires. This research uses mixed methods. We conducted a quantitative analysis that included t-test. Distributions were checked and participants’ answers as teachers and as students were compared. The quantitative analysis shows that participants see themselves differently when answering as teachers and as students as far as related to the potential of an online environment and their ability to cope with it. By the qualitative findings we can see that personal experience positions participants’ answers as teachers and as students in different places. Some of the findings show that the ability to manage a class, promote students’ involvement through the using of teaching practices in an online environment and with the appropriate pedagogy are the factors that reflect the degree of the teacher’s self-efficacy and lead to constructive thinking that encourages teachers to develop understanding and performance promoting teaching practices.
{"title":"TEACHERS AS STUDENTS: DUALITY AS PERCEIVED BY TEACHERS AND ASPECTS OF SELF-EFFICACY IN AN ONLINE ENVIRONMENT","authors":"M. Nachshon, A. Rom","doi":"10.36315/2023v1end002","DOIUrl":"https://doi.org/10.36315/2023v1end002","url":null,"abstract":"The success of online learning processes is linked to our ability to create strong motivation among teachers taking continuing education classes and teachers in their classrooms. Creating positive feelings and motivation to invest efforts in teaching and learning actions in teachers is depends on fostering teaching practices in areas related to the sense of belonging and feeling secure, self-efficacy and autonomy. The aim of this study was to identify how teachers perceive their abilities in online environment in different roles: as teachers and as Students The research was conducted among 48 teachers who participated in continuing education courses given online during the COVID-19 period. The research data were gathered by analyzing validated questionnaires. This research uses mixed methods. We conducted a quantitative analysis that included t-test. Distributions were checked and participants’ answers as teachers and as students were compared. The quantitative analysis shows that participants see themselves differently when answering as teachers and as students as far as related to the potential of an online environment and their ability to cope with it. By the qualitative findings we can see that personal experience positions participants’ answers as teachers and as students in different places. Some of the findings show that the ability to manage a class, promote students’ involvement through the using of teaching practices in an online environment and with the appropriate pedagogy are the factors that reflect the degree of the teacher’s self-efficacy and lead to constructive thinking that encourages teachers to develop understanding and performance promoting teaching practices.","PeriodicalId":93546,"journal":{"name":"Education and new developments","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74158285","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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