Thematische Bibliographien / Psychosynthesis as educational model

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Auswahl der wissenschaftlichen Literatur zum Thema „Psychosynthesis as educational model“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Psychosynthesis as educational model"

O'Regan, Miceal. „PSYCHOSYNTHESIS a Model of Faith and Hope“. Self & Society 15, Nr. 1 (Januar 1987): 36–47. http://dx.doi.org/10.1080/03060497.1987.11084823.

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Appel, Philip R. „Psychosynthesis: A Transpersonal Model for Hypnotically Mediated Psychotherapy“. American Journal of Clinical Hypnosis 56, Nr. 3 (02.01.2014): 249–68. http://dx.doi.org/10.1080/00029157.2013.831744.

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Lombard, Catherine Ann, und Barbara C. N. Müller. „Opening the Door to Creativity: A Psychosynthesis Approach“. Journal of Humanistic Psychology 58, Nr. 6 (30.06.2016): 659–88. http://dx.doi.org/10.1177/0022167816653224.

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Given the great importance of creativity in society, and in health psychology in particular, investigating how creativity can be enhanced is a valuable area of research. Interventions that enable individuals to become more creative vary in their focus from increasing divergent thinking to task reactivation during sleep. This article introduces psychosynthesis psychology as an additional theoretical and therapeutic approach for enhancing creativity through its concept that creativity originates from different levels of the unconscious. We show that the subpersonality model, one of the fundamental psychosynthesis techniques, is an effective intervention for aiding creative expression as it helps people connect to different levels of their unconscious creativity. It is assumed that through the use of this technique, clients are able to release and unblock energies that not only allow them to rebuild their personal identities but also become actively creative in their daily lives. We support this assumption with qualitative findings that include testimonies from eleven clients in The Netherlands who received psychosynthesis counseling. In addition, qualitative data of a case study demonstrates subpersonality integration and its role in helping clients to become more creative in their personal and professional lives. The present article is, to the best of our knowledge, the first to demonstrate the beneficial effects of using psychosynthesis to facilitate creativity. The framework of psychosynthesis psychology, its techniques (which include the subpersonality model), and its therapeutic approach are viable methodologies for anyone searching to unblock and activate new creative energy and achieve personal and professional growth.

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Aleksandrova, Ludmila A., und Edvard R. Galimov. „University digital educational model“. Journal Of Applied Informatics 15, Nr. 89 (30.10.2020): 37–51. http://dx.doi.org/10.37791/2687-0649-2020-15-5-37-51.

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This work was carried out in accordance with the Digital Economy program of the Russian Federation and is therefore relevant. The program posed the following tasks for universities: the digital transformation of universities and the training of specialists of the digital economy. The Ministry of Education has articulated these issues as the creation of the Digital University. The paper proposes a model that can be laid the foundation of the Digital University. The model was developed on the basis of an analysis of the development of education in the fi of digitalization over the past 20 years, an assessment of the readiness of the leading universities of the Russian Federation to transform at present, and their own experience in using digital technologies. The proposed model satisfies the following requirements: openness of the system for students and teachers; the student’s participation in the formation of the trajectory of his own learning; the ability to access additional resources, courses and choose the places for practical training; formation and analysis of the digital trace; the use of intelligent methods for assessing acquired knowledge and competencies. The main blocks of the model are identified and the tasks for each block are formulated, which must be solved at the stage of creating the Digital University. The paper proposes approaches to their solution, technologies that the authors tested, evaluated and published the results in their previous works. In conclusion, we note that to create a Digital University, first of all, it is necessary: expand the base of control and training materials, modify, improve their forms; implement software smart systems for training and control; form a digital student trace, digital passports of information resources and, on their basis, form an individual learning path, an image of a specialist; develop learning scenarios for different images of students, goals, objectives; integrate intellectual resources of science and education; automate the management of the learning and control process as much as possible.

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Dierkhising, Judy Tombrink. „Formulating an Educational Model“. Journal of Psychosocial Oncology 5, Nr. 1 (13.05.1987): 89–102. http://dx.doi.org/10.1300/j077v05n01_09.

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Chianchana, Chaiwichit. „Research Synthesis on Educational Model“. 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, Nr. 1 (09.12.2020): 14. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(14).

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The concept of study management according to the National Study Plan, based on the key principles of study management, consists of: Principles of Education Management for The Nation Principles of Education Management for Equality and General. The philosophy of sufficiency economy and the principle of participation in all sectors of society. It also adheres to sustainable development goals. Domestic issues such as the quality of people of all ages. Changes to the country's population structure Inequality of income distribution and environmental crisis. The national strategy is a key framework for the creation of a national education plan from 2017 to 2036, and the findings in the study's quality plan have also found that the development results are not satisfactory, as the basic academic achievements are significantly lower than average and lower than many Asian countries (Office of the Education Council, 2017). From that plan, Education is extremely important and must continue to develop across all dimensions. Keywords: Research systhesis, Educational Model

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Buchanan, Neil, und Graham Scambler. „Epilepsy as an educational model“. Seizure 2, Nr. 1 (März 1993): 45–48. http://dx.doi.org/10.1016/s1059-1311(05)80100-1.

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Adams, Denis, Albakri Ahmad, Doug Haynes und Jim Sheehan. „Embodiments of Beer's Educational Model“. Kybernetes 22, Nr. 6 (Juni 1993): 44–59. http://dx.doi.org/10.1108/eb005990.

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Pevec, Alexander Michael. „Refining an Educational Pricing Model“. International Journal of Knowledge, Culture, and Change Management: Annual Review 5, Nr. 1 (2006): 39–46. http://dx.doi.org/10.18848/1447-9524/cgp/v05i01/49457.

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Kerchner, Jody L. „A Model for Educational Partnerships“. Journal of Music Teacher Education 8, Nr. 1 (September 1998): 7–14. http://dx.doi.org/10.1177/105708379800800103.

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Dissertationen zum Thema "Psychosynthesis as educational model"

Trotta, Patrizia. „The potential contribution of psychosynthesis to education : an interview-based exploration of educators' experiences of working with members of the 'New Generations' who are developing towards self-actualisation and self-transcendence“. Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/11561.

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The intention behind this research was to reveal through two interpretive, inter-related studies the perceived needs of differently-labelled youth, collectively addressed in this thesis as ‘the New Generations’, exploring potentially viable ways of working with them in education. The first study focused on youth labelled Indigos, and the second study focused on exploring a possible way of working with the New Generations according to experienced teachers. Both studies drew on lived experience and opinions of educators who have acquired extensive experience respectively with the Indigo phenomenon and with the psychosynthetic educational model. The first study’s results revealed not only Indigos’ self-actualising and self-transcending characteristics and needs, but also indicated that holistic approaches to education appeared to have been successful with them. A further analysis of characteristics observed by special education experts indicated that differently-labelled youth also appear to be motivated by self-actualising and self-transcending tendencies, which highlighted the relevance of investigating holistic models for potential integration in mainstream education. Psychosynthesis was chosen for investigation in the second study, in that besides addressing self-actualising/transcending needs, it also integrates them within the psyche. The study explored how recent psychosynthesis-based educational projects might inform, and contribute to, holistic and mainstream education. Some innovative potential contributions to both holistic and mainstream education were found. Recent research on current tendencies, educational futures and global trends affecting a changing world would appear to emphasise the relevance of the contributions offered by the psychosynthesis model, hence to suggest the potential appropriateness of their fuller integration in mainstream education. However, an examination of study results and of the relevant literature on practices seems to indicate a tendency to transmit knowledge from past to future generations, irrespective of possibly changed needs, in both mainstream and holistic education. It is suggested that this potentially biased way of educating youth might need to be addressed on both fronts.

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Rintala, Gerald O. „A preliminary educational technology maturity model“. Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289159.

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The current technological revolution has necessitated a new way to view the maturity of its computing environment within a given educational system. Adapting a model from the software industry which assesses the maturity of an organization, the researcher has developed an educational technology maturity model consisting of two dimensions: technology availability and teacher fluency with that technology. The purpose of the model is to locate a particular school within a given school district on a concept grid consisting of Technology Availability on an X-axis, and Teacher Fluency on the Y-axis. The continuum for each of the axes range from a Level 1 (the lowest) to a Level 5 (the highest). One of the uses of such a model is to give a school district a means to assess individual schools against a baseline within the district. This information can assist in the development of a technology plan if none exists, or to revise an existing plan to accomplish the goals of the district. Future uses may include relating technology assessment to achievement scores in schools or districts.

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Bush, Charles D. „Teacher Perceptions About New Evaluation Model Implementations“. Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622533.

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The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how new model implementations impact the relationships between teachers and administration. The main unit of analysis was teachers at one school experiencing the implementation of new evaluation reform. The sub-units were the experience levels of teachers, specifically New Teachers, Mid-career Teachers, and Seasoned Teachers. Findings in this research demonstrated a protectiveness of the low income school in which the participants work, and a lack of trust in the state understanding the needs of a low performing school. The findings indicated teachers perceive the lack of local control or input into the development or implementation of a new evaluation tool may create feelings of mistrust and ulterior motives. Results also emerged suggesting that teachers perceive a new teacher evaluation model may add stress to the site, provide tools for feedback and accountability, and possibly negatively impact the relationships with students. Finally, the findings indicated striking differences of the perceptions of teachers with different levels of teaching experience. Teachers of all experience levels perceived similar, positive relationships between teachers and administrators. However, the perceptions of the current evaluation tool was markedly different based on years of experience. New Teachers and Mid-Career Teachers stressed a desire to receive feedback and the need for feedback to improve their practice. Conversely, Seasoned Teachers stated a clear lack of need or desire for feedback. Additionally, All experience level groups perceived that there may be some level of added stress during the implementation of a new evaluation tool. Seasoned Teachers Mid-Career Teachers perceive the possibility of a new tool as a negative event, while New Teachers viewed this as an opportunity for accountability and alignment.

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Tupponce, John Thomas. „An Intervention Model| Principal Professional Learning Communities (PPLC)“. Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.

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The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews.

The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.

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Zakaria, Mohamed Ramzy. „The hybrid model, and adaptive educational hypermedia frameworks“. Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/14247/.

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The amount of information on the web is characterised by being enormous, as is the number of users with different goals and interests. User models have been utilized by adaptive hypermedia systems generally and adaptive educational hypermedia systems (AEHS) particularly to personalize the amount of information they have with respect to each individual's knowledge, background and goals. As a result of the research described herein, a user model called the Hybrid Model has been developed. This model is both generic and abstract, and it extends other models used by AEHS by measuring users' knowledge levels with respect to different knowledge domains simultaneously by utilising well known techniques in the world of user modelling, specifically the Overlay model (which has been modified) and the Stereotype model. Therefore, using the Hybrid Model, AEHS will not be restricted to a single knowledge domain at anyone time. Thus, by implementing the Hybrid model, those systems can manage users' knowledge globally with respect to the deployed knowledge domains. The model has been implemented experimentally in an educational hypermedia system called WHURLE (Web-based Hierarchal Universal Reactive Learning Environment) to verify its aim - managing users' knowledge globally. Moreover, this implementation has been tested successfully through a user trial as an adaptive revision guide for a Biological Anthropology Course. Furthermore, the infrastructure of the WHURLE system has been modified to embrace the objective of the Hybrid Model. This has led to a novel design that provides the system with the capability of utilising different user models easily without affecting any of its component modules.

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Metcalf, Shelia Elaine. „Redesigning High School through a Personalized Learning Model“. Thesis, William Woods University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742972.

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Personalized learning is an evolving method for tailoring the goals of K-12 education to meet the needs of each student. This study supports education leaders in learning how to tailor education plans that maximize success for each student. This study extends learning about a better course of action for schools that might prevent students from being in credit lag and at risk of dropping out. This qualitative research study aims to outline themes about time, place and pace in earning high school credits, as well as combat the reasons why students drop out. Through a qualitative content analysis of US Department of Education reports, corporate advocacy narratives, and published research monographs, the researcher examined how rationales for a personalized learning model served to further innovative approaches to high school course completion by redefining the roles of teacher and student in the learning environment. The theory of situated learning was the basis for recognizing the relationships between teaching and learning in a personalized learning instructional model. The documents showed a high level of density in discussing the combined roles of teacher and student with little regard for the singular role of teacher in a personalized learning model.

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Farmakidis, Constantine G. „Implications of Using a Technology Integration Model“. University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384366122.

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Williamson, Jamie D. „Reliability of the Brief Assessment Model“. Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101994832.

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Grant, Kay Veronica. „Educational decision-making: An explanation of Janis' groupthink model“. Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186364.

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Janis' theory of "groupthink" is explored in the context of educational decision making. Since 1973 when Janis coined the term, to describe extreme concurrence seeking tendencies in decision making group, few empirical studies testing the theory had been completed. While the notion of groupthink has been used extensively in various areas of the social sciences, educational decision makers, i.e., school boards, have seldom been the focus of this research. The purpose of this study was threefold. First, an attempt was made to explore decision making processes occurring at the school board level. Second, the theory of groupthink was investigated through the use of a complete questionnaire packet developed by Park (1989). Finally the data obtained from the questionnaire was used to determine the psychometric properties, reliability, and construct validity of the measures of central tendency and factor loading with regard to the questionnaire and its four subscales. Multiple regression was utilized to determine the relationship between the first three subscales and the last. The questionnaire developed by Park (1989) and tested on ad-hoc groups in a laboratory setting was tested on actual decision making groups (school boards). The reliability and construct validity of the study were determined to be within the moderate range. Overall findings suggest that respondents, based upon their response patterns, do agree with the various dimensions of the groupthink framework as it relates to the educational decision making process. Intercorrelation of subscales and cluster scales ranged from low to moderately high, and the four clusters seem to have significant predictability of the decision making process. While the overall direction of the results seem to support the theory of groupthink, more detailed studies using a variety of objective and subjective measures need to be developed.

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Norton, Susan K. „Indicators of Success in the Blended Doctoral Cohort Model“. Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840659.

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For decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.

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Bücher zum Thema "Psychosynthesis as educational model"

Whitmore, Diana. Psychosynthesis in education: A guide to the joy of learning. Rochester, VT: Destiny Books, 1986.

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Whitmore, Diana. Psychosynthesis in education: A guide to the joy of learning. Wellingborough: Turnstone, 1986.

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Lafleur, Clay. Program review model. [Barrie, ON]: Simcoe County Board of Education, 1990.

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D, Schaub Richard Ph, Hrsg. Healing addictions: The vulnerability model of recovery. Albany: Delmar, 1997.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1987.

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Sawchuk, Mariette T. Access and persistence: An educational program model. Los Angeles, Calif. : e: PrismPublishing of Mount St. Mary's College, 1990.

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Barbara, Walker. A collaborative model for school and program evaluation. Edmonton, Alta: Alberta Education, 1993.

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Müller, Joseph. The action training model and its educational foundations. Hamburg: UNESCO Institute for Education, 1994.

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Buchteile zum Thema "Psychosynthesis as educational model"

Duit, Reinders. „Model of Educational Reconstruction“. In Encyclopedia of Science Education, 654–56. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_157.

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Duit, Reinders. „Model of Educational Reconstruction“. In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_157-1.

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Wu, Margaret, Hak Ping Tam und Tsung-Hau Jen. „Partial Credit Model“. In Educational Measurement for Applied Researchers, 159–85. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3302-5_9.

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan und David M. Williamson. „The Biomass Measurement Model“. In Bayesian Networks in Educational Assessment, 549–82. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_15.

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Patten, Kathryn E. „The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy“. In Educational Neuroscience, 86–96. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345827.ch13.

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Catherine, Chua Siew Kheng. „A New Model of Bilingualism for Singapore: Multilingualism in the Twenty-First Century“. In Educational Linguistics, 65–84. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7317-2_5.

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Stufflebeam, Daniel L. „The CIPP Model for Evaluation“. In International Handbook of Educational Evaluation, 31–62. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_4.

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Sanders, James R., und E. Jane Davidson. „A Model for School Evaluation“. In International Handbook of Educational Evaluation, 807–26. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_46.

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan und David M. Williamson. „Critiquing and Learning Model Structure“. In Bayesian Networks in Educational Assessment, 331–69. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_10.

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Johannis, A. A., Chloe Yi-Xiang Tan, Shamala Raveendaran und David Wei-Loong Hung. „Singapore: A Centralised – Decentralised Model“. In Educational Authorities and the Schools, 389–407. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_21.

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Konferenzberichte zum Thema "Psychosynthesis as educational model"

Tujarov, Hristo, Svetlana Avramova, Stefan Kalchev und Milena Stefanova. „Educational process model“. In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500940.

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„Teaching Model of English writing Based on Integrative Feedback“. In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000607.

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„Training Model of Practical Teaching in Colleges and Universities“. In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000646.

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Daltaban, T. S., J. S. Archer und H. Toral. „Petroleum Engineering Studies Educational Model“. In Petroleum Computer Conference. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/19145-ms.

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Zainuddin, Zainuddin. „Model of Educational Synergy Management“. In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.137.

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Galiutinova, E. I. „Educational Institution Risk Management Model“. In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.232.

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Pham, Xuan Thanh, Anh Tho Mai und Anh Tuan Ngo. „An Educational Transformative Sustainability Model Based On Modem Educational Technology“. In 2020 5th International Conference on Green Technology and Sustainable Development (GTSD). IEEE, 2020. http://dx.doi.org/10.1109/gtsd50082.2020.9303074.

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„The Practice and Exploration of the Hybrid English Teaching Model for Postgraduates“. In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000613.

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„A Probe into the Talent Training Model of Preschool Male Student Teachers“. In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000619.

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Spacek, Lubos, Jiri Vojtesek und Vladimir Bobal. „Educational model of unstable MIMO system“. In 2017 International Conference on Engineering, Technology and Innovation (ICE/ITMC). IEEE, 2017. http://dx.doi.org/10.1109/ice.2017.8279916.

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Berichte der Organisationen zum Thema "Psychosynthesis as educational model"

Jere, Catherine M. Developing, implementing and evaluating the SOFIE model: Supporting increased educational access for vulnerable pupils in Malawi. Institute of Education, University of Malawi, 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii080.

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Pavlicheva, E. N. Logical-informational model of educational disciplines of an individual trajectory of a student's education at a university. OFERNIO, Dezember 2020. http://dx.doi.org/10.12731/ofernio.2020.24723.

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Greenwood, Jeremy, Nezih Guner, Georgi Kocharkov und Cezar Santos. Technology and the Changing Family: A Unified Model of Marriage, Divorce, Educational Attainment and Married Female Labor-Force Participation. Cambridge, MA: National Bureau of Economic Research, Januar 2012. http://dx.doi.org/10.3386/w17735.

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Thenappan, Ashwatha, Esther Dupont-Versteegden und Robin Cooper. An Educational Model for Understanding Acute Deep Tissue Injury of Motor Units: Common Lab Exercises with a New Twist. Journal of Young Investigators, Mai 2019. http://dx.doi.org/10.22186/jyi.62-72.

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Ruff, Grigory, und Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, Dezember 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.

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Dell'Olio, Franca, und Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues und Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, Dezember 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).

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McGee, Steven, Amanda Durik und Jess Zimmerman. The Impact of Text Genre on Science Learning in an Authentic Science Learning Environment. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.2.

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A gap exists between research on learning and research on interest. Cognitive researchers rarely consider motivational processes, and interest researchers rarely consider cognitive process. However, it is essential to consider both since achievement and interest are in fact intertwined. In this paper we (1) discuss a theoretical model that intertwines cognitive and interest development, (2) describe how that model informed the development of educational materials, and (3) report on the results of the cognitive components of a randomized research study examining the impact of text genre on learning and interest. In our prior analyses, we examined the effects of text characteristics (i.e., narrative or expository genre) on situational interest. We found that students with higher levels of prior individual interest preferred the narrative versions of text whereas students with lower levels of prior individual interest preferred the expository versions of text. In this paper, we examine the impact of text characteristics on student learning. The results of this research showed that contrary to prior research, there was no significant difference in comprehension based on text characteristics. These results provide evidence that is possible to differentiate instruction based students' prior interest without sacrificing learning outcomes.

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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.

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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.

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