Relevant bibliographies by topics / Education of mediator

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education of mediator'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Education of mediator"

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Křepelková, Šárka Doležalová, Jan Krajhanzl, and Roman Kroufek. "THE INFLUENCE OF INTERACTION WITH NATURE IN CHILDHOOD ON FUTURE PRO-ENVIRONMENTAL BEHAVIOR." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 536–50. http://dx.doi.org/10.33225/jbse/20.19.536.

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Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children’s emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood. Keywords: affective mediator, interaction with nature, mediation analysis, pro-environmental behavior.
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Lopez Boo, Florencia. "Socio-economic status and early childhood cognitive skills." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 500–508. http://dx.doi.org/10.1177/0165025416644689.

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This article documents differences in cognitive development, as measured by the Peabody Picture Vocabulary Test (PPVT), between children from households with high and low socioeconomic status (SES) in two different phases of early childhood in four developing countries. A large number of potential mediators, such as urban residence, preschool attendance, early nutrition, caregiver’s education, and primary school attendance are discussed. Overall, the SES gradient is reduced but persists in most countries even when controlling for all the mediators. The mediational analysis shows that, while urban residence, caregiver’s education and early nutrition appear as significant mediators of the SES-PPVT relation for all countries and most ages, the size of the effect varies widely. For instance, after adding all mediators, the magnitude of the SES-PPVT relation drops by almost half in Peru (mainly due to urban residence), India (mainly due to caregiver’s education at age 5 and urban residence at age 8) and Vietnam at age 5 (mainly due to caregiver’s education). However, it only drops by one third in Ethiopia (mainly due to caregiver’s education at age 5 and urban residence at age 8). The relative importance of each mediator also changes depending on children’s age. Preschool attendance only appears as a minor mediator in Ethiopia and Vietnam at age 5, while primary school attendance does not appear as a significant mediator in any country.
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Pedrosa, Gabriel Frazao Silva. "The Educational Development of Autistic Students." International Journal of Innovative Science and Research Technology 5, no. 4 (April 21, 2020): 327–29. http://dx.doi.org/10.38124/ijisrt20apr498.

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The demand for an egalitarian education is a recurring subject in the current educational scenario, especially with regard to the inclusion of students with special educational needs, also, the need for a mediator to promote the development of the student in its full educational process. The objective of this study is to describe the educational process of a student with autism spectrum disorder from the insertion of a mediator in this medium. This is a descriptive study with a qualitative approach, a type of experience report. Regarding the pedagogical activities proposed in the classroom, its practice through the mediator contributed to the development of the student, from which the mediator can pay attention to the actions of the child. It is of paramount importance that educators, especially mediators, have a continuing and initial training plan regarding the expansion and acquisition of knowledge regarding the special educational needs of their students included in regular education.
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Birer, Emel. "Game as a mediator in a first year architectural design education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 237–47. http://dx.doi.org/10.18844/gjhss.v2i1.304.

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Budarina, Anna Olegovna, Irina Nikolaevna Simaeva, Alina Sergeevna Chupris, and Ekaterina Valentinovna Shakhtorina. "Meditation readiness as a Humanities bachelor students’ competence." Samara Journal of Science 7, no. 2 (June 15, 2018): 224–29. http://dx.doi.org/10.17816/snv201872302.

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The article deals with a number of interrelated social, methodological problems that impede the development of mediation as a professional activity in Russia, and put forward the idea of an integrated training of Humanities and Education bachelor students in the sphere of mediation on the basis of a competence approach. It is shown that this variational or optional module makes it possible to train professional mediators with a minimum of expenses for those with a humanitarian worldview and readiness to mediate as a social and humanitarian practice. This eliminates the discrepancy between the objective need of the state and society in mediators, the narrowly utilitarian interpretation of the mediator as a mediator in the settlement of disputes and conflicts, the diluted requirements of the professional standard for higher education of the mediator and the inability to use human resources among the BA graduates for mediation. It is proposed to introduce the universal competence Ability and readiness for mediation into the GEF3++ vocational training for Humanities and Education students. The paper considers the structure of this competence and the content of the cognitive, emotional-evaluative and motivational components of readiness for professional activity in the field of mediation. The paper also contains the results of the approbation of the elective module Fundamentals of Mediation and techniques of modeling the readiness for mediation on the basis of the competence approach, the theory of attitudes and ideas of a restorative strategy of responding to conflict and criminal situations.
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Sugisawa, Hidehiro, Ken Harada, Yoko Sugihara, Shizuko Yanagisawa, and Masaya Shinmei. "Health, psychological, social and environmental mediators between socio-economic inequalities and participation in exercise among elderly Japanese." Ageing and Society 40, no. 7 (March 20, 2019): 1594–612. http://dx.doi.org/10.1017/s0144686x1900014x.

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AbstractThis study examined which of the identified health, psychological, social and environmental mediators could most effectively explain the socio-economic status (SES)-based differences in participation in exercise among elderly Japanese. The candidates for mediators were composed based on the socio-ecological model. A representative sample of people 65 years and older living in two areas with different residential SES in Tokyo, Japan produced 739 effective participants. The intensity of exercise was evaluated based on whether the participants exercise for 30 minutes or longer twice a week, or for 20 minutes or longer three times a week. SES was evaluated by education and income. Mediators were assessed through four dimensions: (a) health, (b) psychological status, (c) social relations and (d) environmental context. As a result, SES's indirect effect through the mediators was evaluated using a multiple mediator model. The influence of both education and income on exercise was mediated by self-efficacy for exercise and social support for exercise. Self-efficacy for exercise had the strongest effect, while social support for exercise explained more of the income differences affecting participation in exercise than it did regarding educational differences. Self-efficacy for exercise may have the strongest effect as a mediator, which would explain the differences in participation in exercise among elderly Japanese based on education and income.
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Gonzalez, Oscar, and David P. MacKinnon. "A Bifactor Approach to Model Multifaceted Constructs in Statistical Mediation Analysis." Educational and Psychological Measurement 78, no. 1 (October 14, 2016): 5–31. http://dx.doi.org/10.1177/0013164416673689.

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Statistical mediation analysis allows researchers to identify the most important mediating constructs in the causal process studied. Identifying specific mediators is especially relevant when the hypothesized mediating construct consists of multiple related facets. The general definition of the construct and its facets might relate differently to an outcome. However, current methods do not allow researchers to study the relationships between general and specific aspects of a construct to an outcome simultaneously. This study proposes a bifactor measurement model for the mediating construct as a way to parse variance and represent the general aspect and specific facets of a construct simultaneously. Monte Carlo simulation results are presented to help determine the properties of mediated effect estimation when the mediator has a bifactor structure and a specific facet of a construct is the true mediator. This study also investigates the conditions when researchers can detect the mediated effect when the multidimensionality of the mediator is ignored and treated as unidimensional. Simulation results indicated that the mediation model with a bifactor mediator measurement model had unbiased and adequate power to detect the mediated effect with a sample size greater than 500 and medium a- and b-paths. Also, results indicate that parameter bias and detection of the mediated effect in both the data-generating model and the misspecified model varies as a function of the amount of facet variance represented in the mediation model. This study contributes to the largely unexplored area of measurement issues in statistical mediation analysis.
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Pryahina, Marina, and Natalia Potlachuk. "On the question of the psychological component of family mediation." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2021, no. 2 (July 8, 2021): 230–37. http://dx.doi.org/10.35750/2071-8284-2021-2-230-237.

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The relevance of the topic under consideration is due to the need to improve the effectiveness of family mediation. The presented statistical data of the Supreme Court of the Russian Federation, the Center for Conflict Resolution of the St. Petersburg State Budgetary Institution «CCSP» indicates the low effectiveness of the alternative procedure for settling family disputes with the participation of a mediator. Analyzing the reasons for this, the authors turn to the world experience in the development of family mediation, focused on the development of standards for training specialists on the basis of serious psychological training. The Russian professional standard «Specialist in Mediation (mediator)» in a specialized field of activity sets the requirements for the special knowledge and skills of a mediator in the field of social, humanistic, cognitive psychology, psychological correction of attitudes, perception, and emotional response. However, the analysis of the basic training program for mediators in the family mediation module, as well as the training programs for mediators offered by Russian higher education organizations, indicates that there is no serious psychological training for mediators to resolve disputes arising from family legal relationships. The authors’ practical first-hand experience makes it possible to highlight the psychological component of family conflicts, which significantly distinguishes family mediation from mediation in the field of civil or labor disputes and requires a mediator to have competencies in the field of family psychodiagnostics, family counseling and therapy. The authors substantiate a number of methodological and technological provisions of the family mediation procedure.
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Et. al., Dr Muhammad Juni Beddu,. "Urgency of Mediator (Mediation) in Resolving Divorce Cases in Religious Courts." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 10, 2021): 1455–60. http://dx.doi.org/10.17762/turcomat.v12i4.1383.

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This scientific paper was written to investigate the Urgency of Mediators in Resolving Divorce Cases in the Religious Courts. The descriptive method was employed to describe a scientific paper with a theoretical description. It can also be called a grand theory. A mediator is a person who should be able to divert the intention of the two parties from the one who wants to divorce to undo that intention. Therefore, the two parties in the case are settled peacefully. The mediator is the judge himself or an individual or institution that has been certified by the Supreme Court.
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Turnuklu, Abbas, Tarkan Kacmaz, Dilara Sunbul, and Hatice Ergul. "Effects of Conflict Resolution and Peer Mediation Training in a Turkish High School." Australian Journal of Guidance and Counselling 20, no. 1 (July 1, 2010): 69–80. http://dx.doi.org/10.1375/ajgc.20.1.69.

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AbstractThe purpose of the research was to examine the effectiveness of Conflict Resolution and Peer Mediation (CRPM) training on high school students' interpersonal conflicts. The CRPM training program was developed by the researchers as a 31-hour program that addressed four basic conflict resolution skills; understanding the nature of interpersonal conflicts, communication skills, anger management skills, and negotiation and peer mediation skills. The study was conducted in a high school located in Izmir, Turkey which served students from low SES families. During the two-year study, a total of 830 students received training, and following the training, 12 peer mediator students were elected from each classroom by their friends. These peer mediators handled their friends' conflicts during three semesters. Data were collected through the peer mediation forms filled by the mediator students following the mediation sessions. A total of 253 mediation sessions were held; 240 (94.9%) resulted in resolution and 13 (5.1%) in no-resolution. Results of the study indicated that CRPM training could prove to be effective in resolving high school students' conflicts.
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Dissertations / Theses on the topic "Education of mediator"

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MELLO, TATIANA DE FREITAS ORDONHES DE. "FROM MEDIATOR TEACHER TO MEDIATOR INDIVIDUALS - ADULTS AND CHILDREN - IN CHILDREN EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12368@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo desta dissertação é analisar o que significa ou pode significar ser um professor mediador na educação de crianças pequenas. O trabalho é embasado pelo conceito de mediação semiótica de Vigotski, pelo conceito de signo de Bakhtin e pelo referencial da Sociologia da Infância. Além disso, os textos teóricos da década de 90 e 2000, que tratam do tema da mediação do professor são referências para o estudo. Com o foco direcionado para as relações, a pesquisa busca conhecer quais os tipos de mediação realizadas pelos sujeitos adultos e crianças que integram duas turmas de educação infantil em uma escola de ensino fundamental, compreendendo como eles se concebem e concebem suas ações na escola. No contexto do trabalho de campo, as relações entre crianças, adultos e signos mediadores permitiram a percepção de algumas recorrências e, também, algumas diferenças nos tipos de mediações que ocorrem no cotidiano de cada grupo. No caso das mediações dos adultos com as crianças das turmas A (crianças de 4 anos) e B (crianças de 5 anos), são presentes as mediações do tipo organizadoras, as do tipo desafiadoras no que diz respeito à convivência com os colegas, as mediações do tipo informativas e as mediações do tipo instrutivas, ou seja, siga o modelo do professor. No caso das mediações de crianças com crianças e com adultos, foram observadas as que as crianças solicitam a participação direta do adulto para resolver algo que sozinhas não conseguiram, as que se inspiram nas falas ou atitudes do adulto sem a presença direta deste em suas ações e as mediações que vão além do modelo adulto. Nestas relações, signos revelam idéias e concepções importantes para uma discussão sobre as práticas escolares para/ com as crianças pequenas.
The purpose of this research is to analyse what being a mediator teacher means or is likely to mean in children education. This investigation is based on i) Vigotski's concept of semiotic mediation, ii) on the concept of signs developed by Bakhtin; iii) on the studies of early childhood Sociology, and, finally, iv) on the theoretical texts that approached the topic between the 1990s and the year 2000. Focusing mainly on the relationship among individuals, this study seeks to investigate the types of mediations which occur between adults and children in the school environment. The research was carried out with two different classes of four and five- year-old children pupils, respectively, in a state school of Early Childhood Education and Primary School, with the purpose of comprehending how children and adults perceive themselves and perceive their actions in that particular environment. The field work provided a broad understanding of the mediating signs existing in the relationship between children and adults, their recurrences and also the differences in the types of mediation that occur in the every-day interaction in each group. The mediations identified between the adults and the children in group A (fouryear- old children) and B (five-year-old children) are: the organising mediations; challenging mediations, encountered in inter personal communication with their peers; informative mediations, and instructive mediations which position the teachers as models to be immitated. As for the mediations occurring when adults and children are engaged in joint activity, it could be noticed that mediation was necessary in situations in which children often requested the adults as a support to appproach problems that they were not be able to solve by themselves. There was also the kind of mediation which could be found in the adults' speeches and attitudes, regardless of their presence. Finally, it could be seen that some mediations were beyond the adult model. Yet, in all these relations, the signs have proved to be crucial tools, in that they reveal important ideas and concepts that enable us to discuss and reflect on the school practices regarding small children.
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Dewhurst, Marcia Lynn. "Mediator communication tactics : using formulations to manage the interaction /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115925108.

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Muller, Linda. "Music as metaphor and mediator : creating an integrative paradigm for education." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/8141.

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Includes bibliographical references (p. 251-283).
The purpose of this thesis is to create an integrative paradigm for education based on music as metaphor and mediator. It proposes a meta-frame of inquiry to establish a meta-contextual perspective from within which a self-reflexive reframing process is expected to emerge. A system of ideas is presented, consisting of key concepts drawn mainly from the systems worldview and speculative musicology. From these, metaphoric maps are devised as a guide for mediating the proposed ideas in education contexts. It is an attempt to inspire metaphoric, aesthetic and intuitive modes of understanding and experiencing the world, along with the explanatory, which can affect a profound epistemological shift in the way we frame our inquiry.
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Chenoweth, Erica. "Appalachian High School Students' Possible Selves As a Mediator of Continuing Their Education." DigitalCommons@USU, 2005. https://digitalcommons.usu.edu/etd/6209.

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The Appalachian region has long been regarded as an economically disadvantaged area, with a lower percentage of individuals pursuing higher education than in the nation as a whole . Improving the educational status of residents of Appalachia may foster some economic transition in the region, shifting the employment focus from an unskilled labor emphasis to more professional and career opportunities. Better understanding of the influences in the decision processes of Appalachian students is needed in order to design and implement intervention programs to increase enrollment in higher education. The concept of possible selves is introduced as a way to examine individuals' goals and beliefs about themselves in future contexts. Other factors (academic preparation, family, and culture) influencing the decision regarding college attendance were considered and evaluated in relation to possible selves. A model was developed to examine the influences of academic preparation, family, and culture on Appalachian students' educational goals and aspirations, as they are mediated by possible selves. It was hypothesized that the mediated influences model sufficiently predicts students' plans for college attendance. Statistical analysis and a revision of the original model were conducted, and results indicate that the model was adequately supported. Interpretations for these results were offered, and implications and limitations of the study were discussed.
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Barton, Alison L., J. Blake Snider, Alexander T. Vazsonyi, and Jaclyn Layne Cox. "Adolescent Religiosity as a Mediator of the Relationship Between Parental Religiosity and Adolescent Health Outcomes." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3421.

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Studies have demonstrated the positive impacts of both parent and adolescent religiosity on adolescent outcomes; however, the relationships among these variable have not been studied. Our study was conducted to assess whether adolescent religiosity mediates the relationship between parent religiosity and adolescent emotional and behavioral health outcomes. A sample of 491 late adolescents ages 18–22 completed surveys that assessed their parents’ religious practices, their own religious practices, deviant behaviors, and internalizing behaviors. Findings suggest that adolescent religiosity mediates the relationship between parents’ religiosity and adolescent health outcomes such as drug and alcohol use and depression.
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Kwapong, Abeena. "How might the Twi language act as mediator of learning in primary schools in Ghana?" Thesis, Goldsmiths College (University of London), 2010. http://eprints.gold.ac.uk/6500/.

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Jones, Kamio Ayisha. "EFFECTS OF RACIAL IDENTITY ON THE ACADEMIC ACHIEVEMENT OF BIRACIAL STUDENTS WITH ACADEMIC SELF CONCEPT AS A MEDIATOR." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3744.

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The current study investigated the relationship between racial identity and academic achievement of biracial high school students and whether academic self-concept mediated the relationship. Data from the National Institute of Child Health and Development- Study of Early Child Care and Youth Development was examined. A structural equation model with two groups was used to assess if academic self-concept is a mediator for the relationship between racial identity and academic achievement. Results suggest that academic self-concept in Math or English did not mediate the relationship between racial identity and scores on the WJ-R Passage Comprehension and Applied Problems subtest for both groups of biracial high school students. In addition, racial identity did not have a significant effect for both groups of biracial students on academic self-concept in English and Math. The insignificant findings from the current study highlight that race and ethnicity do not impact Black and White biracial high school students or Latin and White biracial high school students’ educational success and this information should be applied by educators, parents, and families as they help biracial children navigate through their educational experience.
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Walker, Trisha Jeanine. "Social-Emotional Support as a Mediator of Household Structure and Mental Distress in Women." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7442.

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Mental illness affects more women than men in the United States. Poor mental health in reproductive-age women has negative implications on population health. The purpose of this quantitative, correlational study was to examine the relationship between household structure and frequency of mental distress, with consideration of the mediation social-emotional support provides for reproductive-age women. The social ecological model was the theoretical framework for this research, in which frequency of mental distress related to the individual-level of the human-environment interaction construct. Household structure and social-emotional support were examined at the relationship-level. Pearson's correlation coefficient and linear regression were used to conduct a cross-sectional analysis of the 2010 Behavioral Risk Factor Surveillance System data set with a total sample size of 65,269 women, 18-44 years old. The confounding variables, health care access, race, income, marital status, number of children in the household, and pregnancy status, were included in the analysis. Although social-emotional support significantly influenced both household structure and frequency of mental distress, significance was not found between household structure and frequency of mental distress indicating that mediation does not exist. This study provides researchers and practitioners information about household structure that should be considered when designing innovative, nonprofessional support programs at the community-level. Positive social change implications include an understanding of the relationship between complex variables associated with social-emotional support, which could improve community support programs focused on mental health wellness of reproductive-age women.
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Shaine, Megan J. Doughty. "Exploring On-Campus Peer Social Support as a Mediator between Attachment and Posttraumatic Stress in Military and Veteran Students." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096687.

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Following the passage of the Post-9/11 G.I. Bill in 2008, U.S. military service members and veterans have been enrolling at institutions of higher education at rapidly increasing rates (U.S. Department of Veterans Affairs, 2014). As a result, campus administrators and mental health professionals are seeking new and better ways to support this growing population (Coll & Weiss, 2015). The few existing studies on the mental health of military-affiliated students suggest they feel isolated on campus (DiRamio, Ackerman, & Mitchell, 2008) and are more likely than civilian peers to experience depression, posttraumatic stress (PTS), and suicidal ideation (Barry, Whiteman, McDermid Wadsworth, & Hitt, 2012; Rudd, Goulding, & Bryan, 2011). The current study explored the role of two different types of on-campus peer social support—military and civilian—in mediating the relationship between adult attachment orientation and posttraumatic stress, as well as its correlate, hazardous alcohol use. Data was collected via Web-based, self-report survey from 221 military and veteran students across the United States. Latent variable path analyses indicated that civilian peer social support mediated the relationship between attachment anxiety and PTS, but only partially, underscoring the enduring role of adult attachment orientation in the response to trauma. Psychometric issues limited the testing of models that included military peer social support. Results are discussed in the context of potential on-campus counseling interventions and resources.

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Biasutti, Luana Dalmaschio. "O engajamento mútuo como elemento formativo de mediadores em espaços de educação não formal." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-24062016-145910/.

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Nota-se um crescimento constante da importância dos espaços de Educação Não Formal frente ao de Ensino de Ciências. Com isso, passa a ser imprescindível a presença de profissionais que promovam a interação da ciência com o público e, consequentemente, a formação dos mesmos para que possam atuar de maneira efetiva no desenvolvimento de atividades educativas nesses locais. Nesta perspectiva, este estudo de caso teve por finalidade analisar o processo de formação de mediadores de um espaço de Educação Não Formal de ciências, utilizando a perspectiva da teoria de Comunidades de Prática, elaborada por Jean Lave e Etienne Wenger. Mais especificamente, teve como objetivo analisar como o elemento engajamento mútuo, proposto pelos autores como um dos pontos fundamentais da participação dos membros de uma comunidade de prática, pode contribuir para a formação inicial de mediadores. Para realização dessa investigação, foi necessário, primeiramente, averiguar se o local de estudo escolhido - Estação Biologia (EB), projeto de extensão universitária vinculado ao Instituto de Biociências da Universidade de São Paulo, poderia ser considerado uma comunidade de prática, sendo necessária, para isso, a identificação de três elementos básicos: o repertório compartilhado, o engajamento mútuo e o empreendimento conjunto. Os dados coletados a partir de análises documentais, entrevistas gravadas semiestruturadas, filmagens e observações de visitas evidenciam que os três elementos básicos coexistem na EB, podendo, assim, ser considerada uma comunidade de prática. Nessa comunidade, às possibilidades de flexibilização de funções e o estabelecimento de negociações internas promovem o aumento do engajamento mútuo que está diretamente envolvido com a transformação de um mediador periférico em um mediador central, e consequentemente, com a sua formação tanto para atuar como mediador, quanto para atuar profissionalmente, seja na carreira de bacharelado ou de licenciatura. Isso pode ser afirmado visto que, ao aumentar o engajamento na prática da comunidade, esse mediador se apropria de conhecimentos que poderão ser usados dentro e fora da EB.
There has been a steadily growing role of non-formal education within science teaching. Thus, the presence of professionals is crucial for promoting the interaction of science with the public. Consequently, the formation of these professionals is essential to enable them to act effectively in the development of activities at educational sites. Accordingly, this case study aims at examining the process of formation of mediators in the area of non-formal education in science, using the Theory of Community of Practice, coined by Jean Lave and Etienne Wenger. More specifically, the analysis of the mutual engagement element, as proposed by the authors as one of the key points in the participation of members in a community of practice, may contribute to the initial training of mediators. To undertake this study, it was necessary to first determine whether the chosen place of study, Estação Biologia (EB) of the University of São Paulo, could be considered a community of practice. For this, the identification of three basic elements were required: shared repertoire, mutual engagement and joint enterprise. The data that were collected from documentary analysis, semi-structured registered interviews, recorded visits and personal observations, showed that all the three basic elements were present in EB, and thus it can be considered a community of practice. In this community, the flexibility of functions, and the establishment of internal negotiations, promote increased mutual engagement that is directly involved in the transformation of a peripheral into a central mediator, and consequently, their training both to act as a mediator and how to do so professionally. Considering that by increasing engagement in the practice of community, this mediator appropriates knowledge that can be used inside and outside the EB.
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Books on the topic "Education of mediator"

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Nieman, M. M., and R. B. Monyai. The educator as mediator of learning. Pretoria, South Africa: Van Schaik, 2006.

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Mastering mediation education. Antwerpen: Maklu, 2012.

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Brown, Alan. Using skills as the key mediator of meaning in labour market services of the future: Paper presented at Forum for European Research on Vocational Education and Training on "Skills for the future" 6th-9th November 1997, Dublin. Coventry: Institute for Employment Research, University of Warwick, 1997.

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Lam, Jeanne, Kwan Keung Ng, Simon K. S. Cheung, Tak Lam Wong, Kam Cheong Li, and Fu Lee Wang, eds. Technology in Education. Technology-Mediated Proactive Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-48978-9.

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Singer, Linda R. Mediation in special education: Two states' experiences. Washington, D.C. (1901 L St., N.W., Washington 20036): National Institute for Dispute Resolution, 1985.

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Agrati, Laura Sara, Daniel Burgos, Pietro Ducange, Pierpaolo Limone, Loredana Perla, Pietro Picerno, Paolo Raviolo, and Christian M. Stracke, eds. Bridges and Mediation in Higher Distance Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67435-9.

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Kiraly, Donald C., 1953- editor, Hansen-Schirra Silvia 1975 editor, and Maksymski Karin 1982 editor, eds. New prospects and perspectives for educating language mediators. Tübingen: Narr Verlag, 2013.

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Burge, Elizabeth J. Computer mediated communication and education: A selected bibliography. Toronto, Ont: Ontario Institute for Studies in Education, Distance Learning Office, 1992.

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Computer mediated communication: Issues and approaches in education. Hershey PA: Information Science Reference, 2011.

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Goldberg, Paul W. Report of Commissioner of Mediation Services. St. Paul, Minn. (1380 Energy La., Suite 2, St. Paul 55108): Bureau of Mediation Services, 1990.

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Book chapters on the topic "Education of mediator"

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Crespo, Paloma Gómez, and Carlos Giménez Romero. "Artistic Expressions as Tools for Mediator Action." In Comparative and International Education, 69–84. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-423-7_5.

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Hammersley-Fletcher, Linda, John Schostak, and Usama Darwish. "Leadership, the vanishing mediator and organisation." In Paradoxes of Democracy, Leadership and Education, 134–46. Abingdon, Oxon; New York, NY : Routledge, 2020. |Includes bibliographical references and index. |Summary: Provided by publisher.: Routledge, 2020. http://dx.doi.org/10.4324/9781351029186-10.

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Klein, Andrée, and Hélène Godinet. "The teacher as a mediator in a networked society." In Communications and Networking in Education, 157–64. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_14.

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Kim, Taijong, Mincheol Kim, and DoHyeun Kim. "Intelligent Education Services Based on Context Mediator in Pervasive Computing." In Advances in Intelligent and Soft Computing, 771–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27966-9_103.

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Rudvin, Mette, and Elena Tomassini. "13. Migration, ideology and the interpreter-mediator: The role of the language mediator in education and medical settings in Italy." In Crossing Borders in Community Interpreting, 245–66. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.76.13rud.

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Kizildag, Ayse, and Anita Eriksson. "Empowering Teacher Students for Diversity in Schools: Mentorship Model as a Mediator in Sweden." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 145–62. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5107-1_8.

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Marlow, Lenard, and S. Richard Sauber. "College Education." In The Handbook of Divorce Mediation, 373–81. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2495-7_20.

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Friedman, Jan M. "Physician and Patient Education." In Male-Mediated Developmental Toxicity, 293–95. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-1877-8_24.

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Friedman, J. M. "Physician and Patient Education." In Male-Mediated Developmental Toxicity, 385–88. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4615-1877-8_37.

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Tzuriel, David. "Cognitive Education Programs." In Mediated Learning and Cognitive Modifiability, 413–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75692-5_15.

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Conference papers on the topic "Education of mediator"

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Petrova, Marcela. "INTEGRATING MEDIATION IN PRESCHOOL EDUCATION." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.218.

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The report presents the main positions in mediation, the necessary skills of the mediator and the types of mediators in the specifics of preschool education. The possibilities for introducing mediation in the system are presented. Our research on the topic and our attempt to create an innovative project "Mediation in kindergarten".
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Petrova, Marcela. "INTEGRATING MEDIATION IN PRESCHOOL EDUCATION." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.20.

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The report presents the main positions in mediation, the necessary skills of the mediator and the types of mediators in the specifics of preschool education. The possibilities for introducing mediation in the system are presented. Our research on the topic and our attempt to create an innovative project "Mediation in kindergarten".
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Portere, Viktorija, and Baiba Briede. "The Meaning of Constructivist Approach in Mediation and the Role of the Mediator." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.032.

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The process of overcoming a conflict in mediation using constructivist ideas is revealed in the study. A mediator’s roles in the frame of the constructivist approach represent the topicality of the study. The mediator’s role is analysed and the emphasis is on the constructivist frame. The mediator’s pedagogical role is in the centre of the study. In the process of the study, the aim was to find out theoretical explanations of the meaning of the constructivist approach in mediation, how it occurs and what is the role of mediator in the mediation process based on dialogue? The methodology of the study comprises a theoretical assessment of the role of the mediator based on a constructivist approach with a purposeful emphasis on a dialogue between parties. The mediator facilitates a dialogical mediation process being also a pedagogue who helps the parties to learn how to keep a dialogue. Analysis of the mediator’s role and the usage of D.A. Kolb’s learning types in the stages of mediation are the main results of the study. The significance of the study implies a substantiation of various roles of the mediator, constructivist approach with the emphasis on the dialogue and implementation of D.A. Kolb’s learning types in the stages of mediation.
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Briede, Baiba, and Viktorija Portere. "FURTHER EDUCATION MILESTONES OF THE MEDIATOR." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0194.

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"Mediator-learner Dyad - Cooperative Relationships." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004961503170322.

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Nuryana, Arief, Prahastiwi Utari, Pawito Pawito, and Sudarmo Sudarmo. "Education is a Mediator of Various Cultures: Multicultural Education towards a Humanist Education." In Proceedings of 1st Workshop on Environmental Science, Society, and Technology, WESTECH 2018, December 8th, 2018, Medan, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.8-12-2018.2283975.

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De Apro, Sona. "Mediator between Computer Science and Classic Law Education: Russian Experience." In 2020 International Conference Engineering Technologies and Computer Science (EnT). IEEE, 2020. http://dx.doi.org/10.1109/ent48576.2020.00031.

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Nite, Sandra B., Mary Margaret, Robert M. Capraro, Jim Morgan, and Cheryl Ann Peterson. "Pathways to engineering: Mathematics as a mediator of engineering success." In 2014 IEEE Frontiers in Education Conference (FIE). IEEE, 2014. http://dx.doi.org/10.1109/fie.2014.7044348.

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Rahmi, Tuti, Efi Fitriana, Diana Harding, and Hendriati Agustiani. "Stress and Work Engagement: Meaningful Work as Mediator." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.069.

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Kjærgaard, Hanne Wacher. "TECHNOLOGY AS A MEDIATOR OF CHANGE IN TEACHERS' WRITTEN CORRECTIVE FEEDBACK PRACTICES." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0635.

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Reports on the topic "Education of mediator"

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Cardini, Alejandra, Andrea Bergamaschi, Vanessa D'Alessandre, and Agustina Ollivier. Educar en tiempos de pandemia: Un nuevo impulso para la transformación digital del sistema educativo en la Argentina. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003323.

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La incorporación de tecnologías digitales a los procesos de enseñanza y aprendizaje tiene un enorme potencial para ampliar las oportunidades de que los niños, niñas, adolescentes y jóvenes desplieguen trayectorias escolares completas, extensas y densas en aprendizajes. Desde mediados de 2020, debido a las medidas para la contención de la circulación del COVID-19, el sistema educativo migró masivamente al espacio digital para impulsar respuestas de emergencia para sostener la continuidad pedagógica. Desde entonces, las políticas educativas digitales, en marcha desde hacía más de dos décadas, recibieron un impulso insospechado. La nota hace foco en las respuestas educativas de emergencia vinculadas con la digitalización del sistema educativo argentino en el 2020. Su propósito es ofrecer información relevante para caracterizar las tendencias recientes e identificar su potencial y áreas de mejora para consolidar políticas digitales sistémicas que contribuyan, en el corto plazo, a potenciar los modelos de educación híbrida y, en el mediano plazo, a transformar el tiempo escolar en una experiencia más disfrutable y enriquecedora que impulse el aprendizaje dialógico, crítico y en profundidad para cada estudiante.
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Rothstein, Jesse. Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income. Cambridge, MA: National Bureau of Economic Research, April 2018. http://dx.doi.org/10.3386/w24537.

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Morduchowicz, Alejandro, and Vicente A. García Moreno. El impacto de la pandemia COVID-19: sus consecuencias educativas y laborales en el largo plazo. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003363.

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El cierre de escuelas, como consecuencia de la pandemia de COVID-19, tiene un impacto en la escolaridad de los estudiantes en México y este tendrá un impacto en sus ingresos en el mediano y largo plazo. Este documento cuantifica el potencial efecto económico y educativo de las decisiones educativas para mitigar cierre de escuelas para en los ciclos escolares 2019-2020 y 2020-2021. La falta de clases presenciales limitará el aprendizaje, en particular de la población más vulnerable. El presente documento presenta resultados que sugieren que hoy más inversión en educación y mejor distribución de estos recursos serán claves para mitigar la presente situación.
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Kreussler, Claudia, Adriana Viteri, Rodolfo Scannone, and Horacio Álvarez Marinelli. Los planes de reapertura escolar en la región. Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002885.

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Los países se encuentran en fases distintas con respecto a la decisión de cómo y cuándo se deben reabrir las escuelas debido a las diferencias en la curva de contagio de Covid-19. Las estrategias de reapertura y continuación de clases virtuales de emergencia en la región también varían dependiendo del calendario escolar de cada país. Algunos siguen el llamado calendario norte (que empieza entre enero y marzo y termina de octubre a diciembre); otros el calendario sur (inicia en agosto o septiembre y termina en junio o julio del siguiente año), o en el caso de Ecuador una mezcla de los dos. No obstante, ambos calendarios escolares fueron suspendidos en la mayoría de los países de la región aproximadamente a mediados de marzo, cuando los distintos gobiernos establecieron medidas de restricciones de la movilidad y el distanciamiento físico. La interrupción de las clases ha afectado de manera distinta a los sistemas educativos dependiendo del tipo de calendario. A continuación, se muestra un resumen sobre cómo está abordando cada país de la región la reapertura y continuación de sus clases.
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Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

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With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.
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Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya. Purdue University, August 2018. http://dx.doi.org/10.5703/1288284316852.

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