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Books on the topic 'Educational interaction model'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

Tyurina, Nadiya. Formation of habilitation competence of parents raising a child of infant and early age. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1058944.

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The textbook deals with the actual problem of the formation of habilitation competence of parents who have a child with disorders of psychophysical development of infancy and early age. The article reveals a scientifically based socio-pedagogical model of the phenomenon of abilitation competence of parents, identifies the conditions for the effectiveness of its formation, presents modern approaches to interaction with a family raising an atypical child, and offers original software and methodological developments for the formation of their abilitation competence. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the direction of training "Special (defectological) education" at the bachelor's and master's level, as well as specialists (defectologists, psychologists, social educators) of educational, social and interdepartmental institutions that implement programs of comprehensive psychological and pedagogical assistance to children with psychophysical development disorders of infancy and early age.

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2

Manuel, Christine Elizabeth. Learning handicapped students' attitudes toward integrated and partially segregated educational models. Ottawa: National Library of Canada, 1992.

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3

Meta-communication for reflective online conversations: Models for distance education. Hershey, PA: Information Science Reference, 2012.

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4

Delogu, Cristina, ed. Tecnologia per il web learning. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-571-9.

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This book maps out a course through the methodological and technological innovations of internet-based training, setting the emphasis on the collaborative character of experiences of learning and on the interactivity of the virtual workshops. On the one hand, this underscores the possibilities offered by the net to make available educational modes centred on the social process that enables learning in an active manner, rather than on the centrality of contents to be passively transferred to the students. On the other hand, it also shows how in the virtual workshops it is possible to develop one's understanding of the phenomena that are the subject of learning as a result of the interaction with the phenomena themselves, reproduced in the computer, acting upon them and observing the consequences of one's own actions. The effect is to underline how this type of model of learning can help to overcome the technology gap between different countries and social groups (the digital divide) and also to make learning more accessible even to disabled students.

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5

Gajo, Laurent. Interactions et acquisitions en contexte: Modes d'appropriation de compétences discursives plurilingues par de jeunes immigrés. Fribourg, Suisse: Editions Universitaires, 2000.

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6

Corrigan, Patrick W. Interactive staff training: Rehabilitation teams that work. New York: Plenum, 1997.

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7

Rogers, Sally J. early start Denver model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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8

Geraldine, Dawson, ed. Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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9

Rogers, Sally J. early start Denver model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press, 2010.

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10

Delphine, Szymczak, Brewster Stephen 1967-, and SpringerLink (Online service), eds. Haptic and Audio Interaction Design: 7th International Conference, HAID 2012, Lund, Sweden, August 23-24, 2012. Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.

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11

Cauwenberghe, Valerie Van. A search for a model to effect change through an interactive process. 1988.

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12

Cauwenberghe, Valerie Van. A search for a model to effect change through an interactive process. 1989.

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13

Ignatovich, Vladlen K., Petr B. Bondarev, Svetlana S. Ignatovich, and Valentina E. Kurochkina. Fundamentals of methodology and technology of designing individual educational results of students in the system of additional education of children. Krasnodar: Publishing house: CUB GU - КМАTRCES, 2020. http://dx.doi.org/10.17748/978-5-906302-25-0-2020-1-200.

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The monograph presents the results of a scientific study devoted to the problem of theoretical, methodological and technological justification of the conditions for the formation of the subject of building an individual educational trajectory. The purpose of the study was to develop and justify a model for designing individual educational outcomes for children of different ages in the system of additional education as a new type of educational activity carried out in the subject-subject interaction of teachers and students. The results of the analysis of the state of the problem under study in the science and practice of education are presented. The concept of individual educational result is substantiated, the ways of their formation in ontogenesis are characterized. The theoretical model of designing individual educational results in the process of additional education is developed and described, the characteristics of the subjectivity of teachers and students and the possibilities of their purposeful formation are given. The pedagogical conditions that ensure the effectiveness of this activity are characterized. Methodological recommendations on the organization of free social tests of students as subjects of designing their own educational results are given. The components of the technology of designing and monitoring individual educational results of students in the process of additional education are described.

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14

Edwards, Catharine. Conversing with the Absent, Corresponding with the Dead. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198804208.003.0014.

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The chapter focuses on the genre’s potential, widely recognized by ancient practitioners and theorists alike, to cultivate friendship among individuals who for one reason or other are prevented from interacting face to face. Edwards shows how Seneca co-opts this particular aspect of the genre’s ideology, not least to further his educational programme and his self-conscious aspiration to a broad and enduring readership. Specifically, she argues that Seneca posits important parallels between the relationship amongst absent friends on the one hand and the relationship of philosophically minded students to earlier thinkers and practitioners of philosophy on the other, as both invite (indeed require) dialogic interactions mediated by writing and reading. This conversation with the dead in turn anticipates the mode of interaction between Seneca and future generations (including contemporary audiences).

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15

Powell, Judith Olson. The writing workshop: An interactive model of instruction. 1991.

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16

Perspectives on experiential learning: Kolb's model and implications for extension. 1994.

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17

Nagda, Biren (Ratnesh) A., Patricia Gurin, and Jaclyn Rodríguez. Intergroup Dialogue: Education for Social Justice. Edited by Phillip L. Hammack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199938735.013.25.

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This chapter focuses on intergroup dialogue (IGD), an educational approach that teaches about and for social justice. Intergroup dialogue addresses one of the central concerns in contemporary research on intergroup contact between groups with distinct social statuses: Do identity salience and positive relationships mobilize or sedate collective action on the part of disadvantaged or advantaged groups? We explicate how IGD addresses the concerns through its theoretical and practice model. IGD pedagogy—content, structured interaction, and facilitation—fosters critical-dialogic communication processes that in turn impact cognitive and affective psychological processes. These two kinds of processes then produce outcomes. Results from a longitudinal, multi-site field experiment of randomly assigned (dialogue and control) students (N = 1437) showed significant treatment effects for dialogue students and strong support for the theoretical model and the centrality of the communication processes. These results support our claim that critical-dialogic intergroup dialogue heightens, not mutes, commitment to action.

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18

Shafi, Adeela ahmed, Tristan Middleton, Richard Millican, and Sian Templeton. Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience. Springer, 2020.

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19

Manuel, Christine Elizabeth. Learning handicapped students' attitudes toward integrated and partially segregated educational models. 1991.

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20

Beutler, Ralf, and Frank-Harald Greß, eds. Jazz/Rock/Pop - Das Dresdner Modell. Tectum – ein Verlag in der Nomos Verlagsgesellschaft, 2021. http://dx.doi.org/10.5771/9783828874589.

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The jazz/rock/pop programme at the Dresden College of Music developed into a multifaceted educational complex during the GDR era, despite reservations by cultural politicians, and gained international recognition after the fall of the Berlin Wall. Contemporary witnesses, current teachers and graduates report in 25 essays on their work, experiences, individual views and the interaction between artistic practice and pedagogical activity. This richly illustrated volume provides unique insights into the structure and goals of this field of study in all its breadth, from the children's class and the cooperation with the Saxon State Grammar School for Music to the Bachelor's, Master's and graduate programmes.

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21

Oxford, Gerry. Developing a model for web-based distance-learning environments using an object-oriented framework: A case study. 1998.

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22

Birdsell, Alan C. Development of an instructional design model for developing microcomputer-videotape interactive instruction programs. 1985.

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23

Pearson, P. David. Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model. Taylor & Francis Group, 2017.

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24

Pearson, P. David. Video Pedagogy in Action: Critical Reflective Inquiry Using the Gradual Release of Responsibility Model. Taylor & Francis Group, 2017.

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25

Weintraub, Sara Chudnovsky. The application of Schön's reflective practitioner model in assessing the communication competence of pre-service teachers. 1990.

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26

Karpyn, Allison. Behavioral Design as an Emerging Theory for Dietary Behavior Change. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190626686.003.0003.

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In the past two decades, public health interventions have moved from education strategies aimed at individuals to broad, multilevel interventions incorporating environmental and policy strategies to promote healthy food behaviors. These intervention programs continue to employ classic behavior change models that consider individuals as deliberate, intentional, and rational actors. Contrary to the ideas posited by rational choice theory, diet-related literature draws little correlation between an individual’s intentions and his/her resultant behavior. This chapter adds to the dual-system model of cognition—reflective or slow thinking, and automatic or fast thinking—and introduces an emerging theory for dietary behavior change called behavioral design. Behavioral design recognizes that human decisions and actions lie on a continuum between spheres and are continually shaped by the interactions between an agent (individual, group) and his/her/their exposure (environment). More specifically, behavioral design considers the importance of the “experience” left as time passes, such as conditioning, resilience, expectation, repeated behaviors, and normality, as the central and iterative influence on future decisions. Behavioral interventions must consider the individual’s “experience” resulting from his or her interaction with the environment, while acknowledging the fast and slow mechanisms by which choices are made. This chapter introduces aspects to consider when using behavioral design to increase healthier food behaviors and physical activity, and briefly discusses ethics questions related to intentional modification of environment for health behavior change.

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27

Bickford, Tyler. Inappropriate and Inarticulate. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0006.

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This chapter examines how interactions using music devices are part of a Ȝchildishȝ expressive tradition that is engaged primarily with the bureaucratic organization of language and communication in school. Music listening, despite being wordless, is an important part of children’s intimate expressive repertoires. I propose understanding these modes of music listening through reference to two master tropes of intimate peer expression in school: inappropriateness and inarticulateness. I consider several examples where music listening practices make clear reference to the bureaucratic context of school to argue that music consumption should be understood as intimately tied up with schooling. Identifying music listening as an element of these interactional and communicative frames grounds popular music listening and consumer culture in everyday expressive practices and provides a key perspective for linking bureaucratic networks of educational institutions to the emerging public presence of children in commercial culture through the everyday activities of children in school.

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28

Streitz, Norbert, and Shin’ichi Konomi. Distributed, Ambient and Pervasive Interactions: Understanding Humans. Springer, 2018.

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29

Streitz, Norbert, and Shin’ichi Konomi. Distributed, Ambient and Pervasive Interactions: Technologies and Contexts. Springer, 2018.

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30

Dawson, Geraldine, and Sally J. Rogers. Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement. Guilford Publications, 2020.

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31

Eckardt, Hella, and Gundula Müldner. Mobility, Migration, and Diasporas in Roman Britain. Edited by Martin Millett, Louise Revell, and Alison Moore. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199697731.013.012.

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This chapter examines the main sources of evidence for mobility in the Roman period, focusing on epigraphy, material culture, and new scientific techniques, specifically isotopic analysis, evaluating strengths and weaknesses of each approach. Employing diaspora theory and hybridization models, it also asks broader questions of how interactions and relationships between incomers and locals can be modelled. Finally, and acknowledging that there is now an increased awareness of the political context in which research on emotive themes such as migration is conceived and conducted, we review some recently developed educational resources and their potential impact on public perceptions of mobility in the past.

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32

Wittstadt, Rosemary Hill. THE EFFECTS OF LEARNING MODES ON THE LEVEL OF CONFIDENCE AND THE LEVEL OF KNOWLEDGE OF REENTRY NURSES (TEACHING METHODS, INTERACTIVE VIDEO). 1991.

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33

Bhugra, Dinesh, Antonio Ventriglio, and Kamaldeep S. Bhui. Therapeutic encounters. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198723196.003.0002.

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When individuals experience distress, they try to make sense of this and, in the first instance, may seek help from personal, folk, or social sectors. If these interventions do not work, they will contact the professional sector. It is likely that the healthcare system will direct their help-seeking behaviour. In addition, the explanatory models they have will direct them into help-seeking accordingly. Once therapeutic interaction has started, the explanatory models of the individuals, their families, carers, and those of the clinician will affect therapeutic engagement. Race, gender, social status, education, and economic status will all affect explanatory models and where individuals seek help. If different from that of the patient, the culture of the clinician will affect therapeutic alliance. Working with interpreters requires training if the primary language of the patient differs from that of the healthcare professional.

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34

Egeberg, Morten, and Jarle Trondal. Organization Structure, Demographic Background, and Actual Behaviour. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198825074.003.0004.

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This chapter offers a ‘critical case’ on the influence of organizational structure in public governance. By examining organizational members who have ambiguous and temporary affiliations to organizations, it shows how organizational structure trumps demographic background when explaining decision-making behaviour. Survey and interview data on temporary staff in the European Commission support an organizational perspective in two ways. First, temporary Commission officials tend to evoke a tripartite representational repertoire consisting of departmental, epistemic, and supranational roles. Second, more importantly, the composite mix of these representational roles is systematically biased by the organizational structures embedding them: (i) the formal organization of the Commission, (ii) the multiple organizational embeddedness of the staff, (iii) their degrees of organizational affiliation towards the Commission, (iv) their modes of interaction within the Commission, but also (v) their educational backgrounds. Thus, a key demographic background factor like nationality seems to have only modest impact on temporary officials’ behaviour.

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35

Roth, Daniel. Third-Party Peacemakers in Judaism. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197566770.001.0001.

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Third-Party Peacemakers in Judaism presents thirty-six case studies featuring third-party peacemakers found within Jewish rabbinic literature. Each case study is explored through three layers of analysis: text, theory, and practice. The textual analysis consists of close literary and historical readings of legends and historical accounts as found within classical, medieval, and early-modern rabbinic literature, many of which are critically analyzed here for the first time. The theoretical analysis consists of analyzing the models of third-party peacemaking embedded within the various cases studies by comparing them with other cultural and religious models of third-party peacemaking and conflict resolution, in particular the Arab-Islamic sulha and contemporary Interactive Problem-Solving Workshops. The final layer of analysis, based upon the author’s personal experiences in years of doing conflict resolution education, trainings, and actual third-party religious peacemaking in the context of the Middle East, relates to the potential practical implications of these case studies to serve as indigenous models and sources of inspiration for third-party mediation and peacemaking in both interpersonal and intergroup conflicts today.

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36

Head, Paul D. The Choral Experience. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.3.

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Much has changed in the choral rehearsal room over the past two generations, particularly in regard to the role the choral conductor assumes—or commands—in the rehearsal process. This chapter discusses the ever-evolving stereotypical roles of the conductor, while examining alternatives to traditional leadership models with particular emphasis on the encouragement of student engagement and peer-based learning. In addition to the facilitation of collaborative learning exercises, the chapter outlines a specific process of written interaction with the choral ensemble. This section is inspired by the renowned “Dear People” letters of Robert Shaw. Finally, in response to the recently revised National Standards for Music Education in the United States, the author discusses possible implementation of the Standards in a performance-based classroom. In the shadow of the relatively recent phenomena of collegiate a cappella groups, these student ensembles have created a new paradigm for peer-led instruction.

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37

1935-, Lasker G. E., Andonian Greg, International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics and Cybernetics (18th : 2006 : Baden-Baden, Germany), eds. Advances in education: Sustainable education for sustainable future, education for raising sociopolitical consciousness, revisiting and rethinking evolution, alternative methods and approaches to education, teaching and learning in virtual reality environment, culture-specific education, hybrid models of education/experiential learning, the role of body motion communication in perception, creativity, interdisciplinarity and sustainability in education, invention and innovation in environmental design education, strategic management in private higher education, distant interactive education in cyberspace, perspectives on UNESCO's major programs, interactive Ph. D. programs, Lampsacus Project for UNO. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 2007.

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38

Distributed, Ambient, and Pervasive Interactions: Second International Conference, DAPI 2014, Held as Part of HCI International 2014, Heraklion, ... Springer, 2014.

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39

Streitz, Norbert, and Panos Markopoulos. Distributed, Ambient and Pervasive Interactions: 5th International Conference, DAPI 2017, Held as Part of HCI International 2017, Vancouver, BC, ... Springer, 2017.

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40

Streitz, Norbert, and Shin'ichi Konomi. Distributed, Ambient and Pervasive Interactions: 8th International Conference, DAPI 2020, Held as Part of the 22nd HCI International Conference, HCII ... Springer, 2020.

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41

Streitz, Norbert, and Panos Markopoulos. Distributed, Ambient, and Pervasive Interactions: Third International Conference, DAPI 2015, Held as Part of HCI International 2015, Los Angeles, CA, ... Springer, 2015.

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42

Streitz, Norbert, and Shin’ichi Konomi. Distributed, Ambient and Pervasive Interactions: 7th International Conference, DAPI 2019, Held as Part of the 21st HCI International Conference, HCII ... Springer, 2019.

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43

Echeverri-Gent, John, and Kamal Sadiq, eds. Interpreting Politics. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190125011.001.0001.

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In careers that spanned six decades, Padma Bhushan award winners Lloyd and Susanne Rudolph elaborated seminal insights about Indian politics. The Rudolphs’ rigorous and remarkably empathetic study of India coupled with their extensive reading of social science theory served as the basis for their development of a broader interpretive mode of political analysis centered on the complex processes by which people construct meaning and motivation for political action. The eminent contributors to this volume pay tribute to the Rudolphs’ scholarship by examining its contributions to their own cutting-edge research as they advance the frontiers of the study of Indian politics and social science writ large. Their engaging essays analyze vital topics including how ‘situated knowledge’ shapes discourse, moral imagination, political strategies, and institutional change. They apply this interpretive approach to Indian politics to illuminate how the interaction of caste, class, gender, and religion has structured political mobilization, how changing social and political relations have affected education policy and civil–military relations, and how political leadership is forging the future of Indian politics.

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44

Koops, Lisa Huisman. Parenting Musically. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190873622.001.0001.

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Parents use music in family life to accomplish practical tasks, make relational connections, and guide their children’s musical development. Parenting Musically portrays the musicking of eight diverse Cleveland-area families in home, school, and community settings. Family musical interactions are analyzed using the concepts of musical parenting (actions to support a child’s musical development) and parenting musically (using music to accomplish extramusical parenting goals), arguing the importance of recognizing and valuing both modes. An additional construct, practical~relational musicking, lends nuance to the analysis of family musical engagement. Practical musicking refers to musicking for a practical purpose, such as learning a scale or passing the time in a car; relational musicking is musicking that deepens relationships with self, siblings, parents, or community members, such as a grandmother singing to her grandchildren via FaceTime as a way to feel connected. Families who embraced both practical and relational musicking expressed satisfaction in long-term musical involvement. Weaving together themes of conscious and intuitive parenting, the rewards and struggles of musical practice, the role of mutuality in community musicking, and parents’ responses to media messages surrounding music and parenting, the discussion incorporates research in music education, psychology, family studies, and sociology. This book serves to highlight the multifaceted nature of families’ engagement in music; the author urges music education practitioners and administrators to consider this diversity of engagement when approaching curricular decisions.

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45

Stephanidis, Constantine, and Norbert Streitz. Distributed, Ambient, and Pervasive Interactions: First International Conference, DAPI 2013, Held as Part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013. Proceedings. Springer, 2013.

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46

Streitz, Norbert. Distributed, Ambient, and Pervasive Interactions: First International Conference, DAPI 2013, Held as Part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013. Proceedings. 2013.

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47

Yamamoto, Sakae. Human Interface and the Management of Information. Information and Interaction for Learning, Culture, Collaboration and Business: 15th International Conference, HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings, Part III. 2013.

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48

Davis, Christina P. The Struggle for a Multilingual Future. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.001.0001.

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The Struggle for a Multilingual Future examines the tension between the ethnic conflict and multilingual education policy in the linguistic and social practices of Sri Lankan Tamil and Muslim girls in Kandy, a city in central Sri Lanka. Postindependence language and education policies were part of the complex and multifaceted causes of the Sri Lankan civil war (1983 to 2009). However, in the last two decades the government has sought to promote interethnic integration by instituting trilingual language policies in the nation’s co-official languages, Sinhala and Tamil, as well as English, in government schools. Integrating ethnographic and linguistic research inside and outside two schools in Kandy during the last phase of the war, this book investigates the efficacy of the national reforms in mitigating ethnic conflict in relation to the way linguistic, ethnic, religious, and class differences are reinforced and challenged in schools, homes, buses, and streets. The author’s research shows how, despite the national reforms, policies and practices in Kandy schools instantiate language-based models of ethnicity. In reaction, Tamil-speaking girls aspire to a cosmopolitan notion of Kandy that is less about being integrated into broader society than drawing on the symbolic resources of the city for social mobility. It also analyzes how the efficacy of the reforms is imperiled by interactional practices in Sinhala-majority public spaces that reinforce ethnic divisions and power inequalities. Davis demonstrates the difficulties of using language policy to ameliorate conflict if it does not also address how that conflict is produced and reproduced in everyday talk.

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49

Handmer, John, and Katharine Haynes, eds. Community Bushfire Safety. CSIRO Publishing, 2008. http://dx.doi.org/10.1071/9780643095618.

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Community Bushfire Safety brings together in one accessible and comprehensive volume the results of the most important community safety research being undertaken within the Australian Bushfire Cooperative Research Centre (CRC). Using perspectives deriving from social science, economics and law, it complements the extensive literature already existing on bushfires, which ranges from ecology and fire behaviour to information about emergency management. In doing so, the book supports the increasing emphasis on community safety and the vital role it has to play in Australian bushfire management. Managing community safety requires a diversity of knowledge and an understanding of the many social processes that shape and ultimately determine a community’s resilience to bushfire. The wide range of issues covered in this volume reflects this diversity, including research into gender and vulnerability; the law and its implications for public/fire agency interactions; the arsonist’s rationale; the influence of the media; the role of economics in bushfire management and decision-making; understanding declines in fire brigade volunteerism; bushfire safety policy and its implementation; the effectiveness of community education and risk reduction schemes; and modes of building ignition. Community Bushfire Safety is accessible to practitioners, policy-makers, researchers and students. While the research reported has been undertaken in Australia, much of the material is generic and is likely to be relevant and useful to those dealing with community bushfire safety elsewhere in the world.

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