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Taylor, M. J., M. Baskett, S. Duffy, and C. Wren. "Teaching HE students with emotional and behavioural difficulties." Education + Training 50, no. 3 (April 25, 2008): 231–43. http://dx.doi.org/10.1108/00400910810874008.
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Carroll, Annemaree, Stephen Houghton, Kylee Forrest, Molly McCarthy, and Emma Sanders-O’Connor. "Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties." School Psychology International 41, no. 3 (January 22, 2020): 197–217. http://dx.doi.org/10.1177/0143034319898741.
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School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
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Brown Hajdukova, Eva, Garry Hornby, and Penni Cushman. "Bullying experiences of students with social, emotional and behavioural difficulties (SEBD)." Educational Review 68, no. 2 (July 29, 2015): 207–21. http://dx.doi.org/10.1080/00131911.2015.1067880.
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Cooper, Paul. "Including Students with Social, Emotional and Behavioural Difficulties in Mainstream Secondary Schools." Emotional & Behavioural Difficulties 8, no. 1 (February 1, 2003): 5–6. http://dx.doi.org/10.1177/13632752030081003.
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Cooper, Paul. "Including students with social, emotional and behavioural difficulties in mainstream secondary schools." Emotional and Behavioural Difficulties 8, no. 1 (January 2003): 5–6. http://dx.doi.org/10.1080/13632750300507001.
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Lester, Leanne, and Donna Cross. "The Effect of Chronic Victimisation on Emotional and Behavioural Difficulties of Adolescents." Australian Journal of Guidance and Counselling 24, no. 2 (December 2014): 137–51. http://dx.doi.org/10.1017/jgc.2014.16.
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The current study used developmental trajectories to examine the relationship between internalising and externalising behaviours and victimisation over the transition period from primary to secondary school. Data were collected using a self-completion questionnaire four times over 3 years from 3,459 students aged 11–14 years. Students were tracked longitudinally to assess their knowledge, attitudes, mental health and bullying experiences during the transition period. Multilevel modelling was used to examine the relationship between developmental victimisation trajectories and behavioural and emotional difficulties over time of students’ transitioning from primary to secondary school. Males who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms, conduct problems, hyperactivity, peer problems and lower pro-social behaviour than those who had not been victimised. Whereas females who experienced low, but increasing, levels of victimisation over secondary school had greater emotional symptoms and peer problems than those who had not been victimised. The current results highlight the need to prevent the continuation or escalation of chronic victimisation from primary to secondary school and to improve the emotional wellbeing of adolescents. It is recommended that whole-school bullying prevention and intervention programs and social wellbeing programs are implemented during primary school and the transition to secondary school.
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Fovet, Frédéric. "The use of humour in classroom interventions with students with social, emotional and behavioural difficulties." Emotional and Behavioural Difficulties 14, no. 4 (November 5, 2009): 275–89. http://dx.doi.org/10.1080/13632750903303104.
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Poulou, Maria. "The effects on students' emotional and behavioural difficulties of teacher-student interactions, students' social skills and classroom context." British Educational Research Journal 40, no. 6 (January 22, 2014): 986–1004. http://dx.doi.org/10.1002/berj.3131.
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Cooper, Paul. "Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: an international review." European Journal of Special Needs Education 26, no. 1 (February 2011): 71–86. http://dx.doi.org/10.1080/08856257.2011.543547.
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Sitti Rahmaniar Abubakar, Aprillianti, Ahid Hidayat, Muamal Gadafi, and Nanang Sahriana. "Using Mind Mapping Learning Methods for Children’s Language Skills." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (April 30, 2021): 141–61. http://dx.doi.org/10.21009/jpud.151.08.
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Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.
Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods
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Cowie, Helen. "Book reviews [International Journal of Emotional Education, 14(2)]." International Journal of Emotional Education 14, no. 2 (November 30, 2022): 98–100. http://dx.doi.org/10.56300/agbb4899.
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The theme of the Special Issue is climate change, so this book is particularly relevant to educators. Alison Woolf, author of Better Mental Health in Schools: Four Key Principles for Practice in Challenging Times, takes account of the global difficulties that face us all and shows evidence-based ways in which educators can help children and young people to navigate their way through this difficult time. She shows awareness of the universal social and emotional pressures that all young people in the present century face and explains how these can increase the psychological and behavioural difficulties of individual pupils. As an experienced practitioner, she is aware of the complexity of the task that schools are required to do in fostering positive mental health in their students. However, she indicates the value of a whole-school approach and provides many illustrations of how teachers can enhance their students’ emotional health and well-being while, at the same time, taking care of their own mental health.
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Hamilton, Pamela, and Gavin Morgan. "An exploration of the factors that lead to the successful progression of students in alternative provision." Educational and Child Psychology 35, no. 1 (June 2018): 80–95. http://dx.doi.org/10.53841/bpsecp.2018.35.1.80.
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AimsThe progression of students within Alternative Provision (AP) who have social, emotional and behavioural difficulties (SEBD) has frequently been identified as an area of concern. A qualitative study was conducted to explore the factors that lead to the successful progression of students in a Further Education (FE) AP. The study’s strengths and limitations are discussed as well as the implications for practice development and growth.MethodEight semi-structured interviews were conducted with students between the ages of 16–18 who had progressed from FE AP into mainstream college. Interview transcripts were analysed and coded using thematic analysis.FindingsThe main organising themes identified were: full, accessible and diverse curriculum; positive and holistic learning environment; student motivation; staff understanding of social, emotional and behavioural difficulties; and adult environment. Through reflecting on the organising themes the global theme of supportive and personalised learning experience was identified. The young people interviewed greatly valued education being tailored to meet their needs through informed, personalised and well-delivered behaviour management strategies implemented by staff. High-level facilities and resources combined with the above provided a holistic educational experience that promoted the learners’ academic and social enhancement and motivation. It also appears that through being in an adult environment the social and emotional development of these younger learners was enhanced.ConclusionTo assist the outcomes of young people who enter into a FE AP it appears that there is a need to develop a diverse and creative educational experience which has been created to meet each young person’s individual needs. This research suggests that highly skilled, supportive, understanding and available staff enhance this learning experience. The above seems to be facilitated by students having an ‘Aha’ moment when they spontaneously decide to change their less favourable behaviours. It is possible that experiencing a combining sense of autonomy, competence and relatedness, which are important factors in motivation, facilitate this moment of realisation.
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Anderson, Sarah. "The Relationship Between Student Psychological Wellbeing, Behaviour and Educational Outcomes: A Lesson From the MindMatters Plus Demonstration Schools." Australian Journal of Guidance and Counselling 15, no. 2 (December 1, 2005): 235–40. http://dx.doi.org/10.1375/ajgc.15.2.235.
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AbstractThe aim of the MM+ initiative is to build the capacity of secondary schools to ensure optimal outcomes of students with high needs in the area of mental health. This is important for many reasons including the fact that poor psychological wellbeing in students has been found to lead to behavioural difficulties at school that can then serve as obstacles to learning and further development. Therefore, it is important for schools to focus on supporting students with high mental health needs in order to improve student wellbeing, behaviour and academic potential. The following article discusses the research findings in regard to these relationships. These findings are also examined within a discussion of how schools can help to improve emotional and behavioural problems from within the classroom, including tips about how this was achieved by the MindMatters Plus demonstration schools.
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Cooper, Paul. "Teacher strategies for effective intervention with students presenting social, emotional and behavioural difficulties: implications for policy and practice." European Journal of Special Needs Education 26, no. 1 (February 2011): 87–92. http://dx.doi.org/10.1080/08856257.2011.543548.
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Hrabéczy, Anett, Tímea Ceglédi, Katinka Bacskai, and Gabriella Pusztai. "How Can Social Capital Become a Facilitator of Inclusion?" Education Sciences 13, no. 2 (January 19, 2023): 109. http://dx.doi.org/10.3390/educsci13020109.
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Students with special educational needs are a diverse group. Promoting their learning success is particularly challenging, even in practice for inclusive schools. At the same time, parents are often left alone with diagnosis and treatment. Therefore, the focus of our study was on the families of successful students with special educational needs and the networks around their families. Our research question is: What are the differences in social capital between parents of successful students with and without learning, behavioural and emotional disorders, and difficulties (SEN B)? We analysed the survey Value-Creating Education 2020 (n = 1156). Parents of 10-year-old children were asked whether their child needs special education services because of difficulties in learning. We used separate ordinal regression models to examine predictors of academic achievement in the two subsamples of parents of students with and without special educational needs (SEN B). Our results showed that factors supporting success differed between the two groups. Family background and involvement of professional helpers (teachers, psychologists, special education teachers) in child-raising were not among the predictors of academic success for students who need special education services because of learning problems, but the availability of an extensive network of the family had a positive significant effect.
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JIANG, Ming, and Chao-Jung WU. "Investigation and Reflections on Gender Differences in Vocal Music Education." Revista de Cercetare si Interventie Sociala 79 (December 15, 2022): 59–69. http://dx.doi.org/10.33788/rcis.79.4.
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The purpose of this study is to explore the teaching methods and related theoretical studies of gender differences in bel canto. Focusing on four aspects: breathing, vocalization, resonance, and emotional expression, this study implements vocal music through gender-differentiated teaching methods and strategies. By carrying out a case study, the author summarizes the application and effectiveness of these teaching methods in the teaching of bel canto, and draws the following conclusions based on the research results: first, teaching methods tailored for gender differences enable students to make rapid progress in singing, breathing, vocalization, resonance, and emotional expression; their goals of learning vocal music are clearer. Second, the gender- dependent teaching methods promote the amelioration of vocal music teaching, break through the difficulties in practical teaching, and improve the teaching level and ability of instructors. Finally, this article puts forward teaching and research suggestions for vocal teachers and vocal education.
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BS, Pradeep. "Life Skills Intervention for Behavioural Change among Students of a Government High School in Karnataka." Indian Journal of Youth & Adolescent Health 06, no. 04 (June 24, 2020): 26–32. http://dx.doi.org/10.24321/2349.2880.201919.
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Adolescence is a transitional phase with physical, social and psychological changes. With the influence of rapid societal changes, it has become difficult for teachers and parents to manage adolescents. A government school in Karnataka had approached to provide behavioural intervention session for their students. A tailor-made life skills intervention aimed at bringing behavioural changes among students was designed. Our objective was to assess the effectiveness of a four-day life skills intervention on change in behaviour among students of a government high school in Karnataka. A semi-structured Pre- and post-test self-administered questionnaire which included a Strengths and Difficulties Questionnaire was administered to participants. This tailor-made intervention for adolescents in a school showed significant improvement in emotional symptoms (p=0.002) following the intervention. The intervention was provided to 137 students. It was observed that out of 17 (21%) participants who reported to have borderline symptoms for strengths and difficulties, 13 (76%) participants improved after training. Out of 7 (8.7%) participants who reported to have abnormal symptoms for strengths and difficulties during pre-test, about 5 (71%) participants improved post-training. There was improvement in all other domains of strengths and difficulties namely conduct problem, hyperactivity, peer relationship and prosocial behaviour scales, although not statistically significant. The total strengths and difficulties score decreased overall. Individually strengths and difficulties showed movement more towards the normal end rather than the abnormal end of the spectrum of strengths and difficulties scores. The result of this tailor-made intervention program has implications for adolescents from similar socio-economic background as well as adaptation of this intervention among adolescents in different situations.
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Lozano-Martínez, Josefina, Francisco Javier Ballesta-Pagán, and Salvador Alcaraz-García. "Software for Teaching Emotions to Students with Autism Spectrum Disorder." Comunicar 18, no. 36 (March 1, 2011): 139–48. http://dx.doi.org/10.3916/c36-2011-03-05.
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This paper reports the results of a research project in which educational software was used to teach social and emotional skills to primary and secondary school students with autism spectrum disorders (ASD). The participants with difficulties in recognizing emotional states were nine male and female students aged between 8 and 18, with a mental age range of between 5 and 7 years. A single group design with pre-test/post-test was used. The students were assessed before teaching in relation to their levels of social and emotional skills. This assessment was intended to set the starting level of the teaching process for each student. The educational intervention consisted of two 45-minute weekly sessions for 20 weeks over two academic years (2006/2008). Following the intervention, each student was again assessed. Results indicate that the pupils improved their performance in tasks that evaluate the ability to recognize and understand emotional expressions. These results confirmed that the use of educational software for teaching social and emotional skills helps students with ASD to improve their ability to perform tasks aimed at the understanding of emotional skills. In addition, the participants improved their social skills significantly, a fact that was noticed by both teachers and families.En este artículo se presentan los resultados de una investigación en la que se ha utilizado un software educativo para apoyar el proceso de enseñanza y aprendizaje de competencias emocionales y sociales en alumnado con trastornos del espectro autista (TEA) escolarizado en educación primaria y secundaria. Los participantes, con dificultades en el reconocimiento de estados emocionales, han sido nueve alumnos de edades comprendidas entre los 8 y 18 años, de ambos sexos y con un rango de índice de edad mental entre 5 y 7 años de edad. Para ello, se utilizó un diseño de grupo único con pretest-postest. Así, antes del proceso de enseñanza, el alumnado fue evaluado con relación a sus niveles de competencia emocional y social, con la finalidad de establecer, también, el nivel de inicio del proceso de enseñanza para cada uno de ellos. El proceso de enseñanza se desarrolló a lo largo de dos sesiones semanales de 45 minutos, cada una, en un intervalo de dos cursos académicos (2006/08). Tras el proceso de intervención educativa, los alumnos fueron nuevamente evaluados. Los resultados obtenidos confirman que la utilización del software educativo en la enseñanza de competencias emocionales y sociales ayuda a los alumnos a mejorar su capacidad para superar tareas encaminadas a la comprensión de competencias emocionales. Además, los participantes mejoraron sus competencias sociales ya que docentes y familiares apreciaron progresos significativos en esta área.
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Townsend, Michael, and Keri Wilton. "Effects of Attendance at a New Zealand Residential School for Students with Emotional-behavioural Difficulties: The Views of Former Students and their Parents." Australasian Journal of Special Education 30, no. 2 (2006): 145–56. http://dx.doi.org/10.1017/s1030011200025525.
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AbstractFormer students (34) of a residential school for students with emotional-behavioural difficulties, and their parents, were interviewed to determine their perceptions about the educational and social adjustment of the students. Following reintegration into mainstream schools, or work, the majority of the former students were reported as coping at least adequately with the social and academic demands of their lives. Both former students and their parents held positive perceptions regarding the students’ special school experience, and in general believed that the students’ attendance at the special school had facilitated their subsequent development and adjustment. The results are discussed in terms of the need for this first study in New Zealand to be supplemented by further research to validate the beliefs of former students and their parents, and some of the major attendant methodological problems which confront research in this area.
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Bitsika, Vicki. "“But I'm Not Really Bad”: Using an Ideographic Versus a Nomothetic Approach to Understand the Reasons for Difficult Behaviour in Children." Australian Journal of Guidance and Counselling 13, no. 1 (July 2003): 87–98. http://dx.doi.org/10.1017/s1037291100004763.
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The number of students who are identified as experiencing behavioural difficulties in the mainstream school setting is growing. However, current efforts by teachers to address these behavioural difficulties are seriously limited because of lack of training in the procedures for assessing and working with difficult behaviour. This paper will argue that the apparent failure of traditional “behaviour modification” in producing positive changes in difficult behaviour lies in its prescriptive application of general strategies to specific student problems. This approach to behaviour change is ineffective because it is not based on an understanding of the reasons for difficult behaviour. The functional assessment framework for investigating and understanding student difficulties will be presented as a more efficient means of changing the behaviour problems that occur in the classroom. At the foundation of this framework is the assumption that meaningful and long-term changes to difficult behaviour can only result from teaching the student to behave differently rather than focusing on the elimination of problem behaviour.
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O'Leary, Nick, Carl Longmore, and Richard Medcalf. "The influence of occupational socialisation upon the teaching of pupils experiencing social and emotional behavioural difficulties (SEBD) in physical education." Journal of Research in Special Educational Needs 15, no. 4 (January 13, 2014): 247–56. http://dx.doi.org/10.1111/1471-3802.12033.
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Groom, Barry, and Richard Rose. "Supporting the inclusion of pupils with social, emotional and behavioural difficulties in the primary school: the role of teaching assistants." Journal of Research in Special Educational Needs 5, no. 1 (March 2005): 20–30. http://dx.doi.org/10.1111/j.1471-3802.2005.00035.x.
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Obrusnikova, Iva, and Suzanna R. Dillon. "Challenging Situations When Teaching Children With Autism Spectrum Disorders in General Physical Education." Adapted Physical Activity Quarterly 28, no. 2 (April 2011): 113–31. http://dx.doi.org/10.1123/apaq.28.2.113.
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As the first step of an instrument development, teaching challenges that occur when students with autism spectrum disorders are educated in general physical education were elicited using Goldfried and D’Zurilla’s (1969) behavioral-analytic model. Data were collected from a convenience sample of 43 certified physical educators (29 women and 14 men) using a demographic questionnaire and an elicitation questionnaire. Participants listed 225 teaching challenges, 46% related to cooperative, 31% to competitive, and 24% to individualistic learning situations. Teaching challenges were categorized into nine themes: inattentive and hyperactive behaviors, social impairment, emotional regulation difficulties, difficulties understanding and performing tasks, narrow focus and inflexible adherence to routines and structure, isolation by classmates, negative effects on classmates’ learning, and need for support.
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Khilmiyah, Akif, and Giri Wiyono. "Emotional and social intelligence assessment model for student character reinforcement." International Journal of Educational Management 35, no. 4 (March 15, 2021): 789–802. http://dx.doi.org/10.1108/ijem-02-2020-0046.
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PurposeThe purpose of this study is to help teachers resolve the difficulties in assessing the students' characters through the development of valid, reliable, goodness-of-fit statistic instrument of emotional and social intelligence assessment for elementary school students.Design/methodology/approachThis study used a research and development model from Plomp with five phases, such as investigation, design, realization, testing and implementation. The research subjects were 345 students of class IV amongst 20 elementary schools in Yogyakarta. Data collection used questionnaires, documentation, interviews, Forum Group Discussion and an observation. Data analysis used descriptive analysis, Aiken's V, exploratory factor analysis and confirmatory factor analysis formulae.FindingsThe research study helps solve the difficulties of teachers in assessing emotional and social intelligence, which have previously been in only one area of psychomotor. The design of emotional and social intelligence assessment instruments is made from three domains of character, namely, cognitive, affective and psychomotor. The form of the instrument is non-test in three variations. The construct of social and emotional intelligence assessment for a character reinforcement has met the validity, reliability and goodness-of-fit statistic.Research limitations/implicationsThis study explains that the Emotional and Social Intelligence (ESI) model is applied for measuring cognitive, affective and psychomotor in children. This study proves that the ESI model is a comprehensive assessment model for evaluating the children's soft skills, includes (1) personal abilities: the ability to make rational decisions, the ability to design the future and (2) social skills: the ability to work together and the ability to understand other people.Practical implicationsTeachers can measure and determine the condition of children's soft skills by operating the ESI model. Based on the knowledge of the correct soft skill conditions, the teacher can adjust the teaching materials and teaching methods that would improve the child's soft skills regarding to their respective conditions. Mastering these soft skills will affect the children's capability in facing the challenge in the upcoming society's life.Originality/valueThe novelty of this study is the design model of the emotional and social intelligence assessment instrument developed comprehensively and practically as it is created from three domains of character and three forms of non-test questions, so that the assessment is not mechanical, and easily practiced by users.
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Cullen, Kairen, and Joyce Monroe. "Using positive relationships to engage the disengaged: An educational psychologist-initiated project involving professional sports input to a Pupil Referral Unit." Educational and Child Psychology 27, no. 1 (2010): 64–78. http://dx.doi.org/10.53841/bpsecp.2010.27.1.64.
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Increasingly large numbers of students who experience emotional, social and behavioural difficulties are subject to exclusion from mainstream schools and consequently receive their education in pupil referral units (PRUs). Common perceptions of PRUs are that they are places where high levels of conflict and relatively few constructive relationships occur. In the regular educational psychologist input to an inner city secondary PRU, ideas from a range of psychological models and theories including humanist psychology, personal construct psychology, solution-focused brief therapy and systemic theory were used to highlight some exceptions to these social difficulties. More constructive social interaction and reduced levels of conflict were observed when students engaged in sports activities together and, therefore, the professional coaching input of a local premiership football club’s (XFC’s) ‘Sport in the Community’ programme (SiC) was negotiated and an initial eight-week evaluation project constructed.This paper considers the importance of relationships within the rationale, planning, implementation and evaluation of the project which developed. One of the central aims of this project was to utilise and support the development of more positive relationships between the pupils, the PRU staff and the professional sports coaches in order to engage the pupils more constructively in their educational experience and to support their social and emotional development and their learning in general. The consistently positive feedback from the students, PRU staff and coaches, which emphasised the importance of the relational aspects of the project is considered in relation to further possible interventions and research undertaken by applied psychologists working in education.
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Sum, Carmen, Ivy Chan, and Helen Wong. "Ready to learn in an uncertain future: ways to support student engagement." Accounting Research Journal 34, no. 2 (May 18, 2021): 169–83. http://dx.doi.org/10.1108/arj-08-2020-0220.
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Purpose The purpose of this paper is to examine student engagement in learning amid COVID-19 and compare it with the previous cohort under face-to-face learning and propose a series of learning activities to engage students for any uncertain situations in the future. Design/methodology/approach Two online surveys were conducted at the end of the academic years of 2018/2019 and 2019/2020 to measure student engagement under face-to-face tradition learning and emergency remote learning respectively. Findings Student behavioural engagement was found no statistical difference between the two learning situations, whereas students having face-to-face learning demonstrated greater emotional and cognitive engagement. Social interaction is essential to drive student engagement in emergency remote learning. Practical implications The authors intended to highlight some teaching approaches and learning activities for social interaction to engage students. Originality/value Engaging students in remote or online learning is an educational challenge for the new reality. This paper proposed the teaching approach and learning activities to engage students in their learning in the future.
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Kafia, Elisabeta, Silva Ibrahimi, and Ervin Ibrahimi. "Historical, Contemporary and Psychological Viewpoints of Teacher’s Leadership." Open Journal for Educational Research 5, no. 1 (April 15, 2021): 1–10. http://dx.doi.org/10.32591/coas.ojer.0501.01001k.
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Today, in the 21st century, an increasing number of children and youth are facing disorders, problems and challenges regarding the nature of learning, psycho-emotional, social behavior, and further on. Today, the educational system faces not only a number of students with difficulties, but also the multitude of severity and complexity of the difficulties themselves. To successfully cope with these difficulties, immediate needs have arisen to redefine the role of the teacher as a leader in the school both in terms of teaching and in the form of reforming the roles and services that day-to-day access to students, parents and the wider community. The focus of this article is to present a broader and supportive view of the teacher leadership and its psychological and social training towards qualitative changes and ever-increasing demand for education-based training as a significant pre-requisite for EU integration.
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Kerras, Nassima, and Moulay Lahssan Baya Essayahi. "Education and COVID-19: Learning Arabic Language and Perspectives." Electronic Journal of e-Learning 20, no. 1 (January 26, 2022): pp36–52. http://dx.doi.org/10.34190/ejel.20.1.1976.
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The study discusses the online teaching and learning of Arabic in order to evaluate students’ difficulties and the way in which to approach this language in an interactive way, overcoming the barriers of computer screens. Nevertheless, e-learning is the future of education and it is crucial to offer a quality education, implementing emotional learning consciousness within the academic community. The COVID-19 pandemic impacted practically every country in the world. It created an extremely difficult global situation, and humanity found itself faced with an emergency state of working online and swiftly adapting its routine to a new reality. This was certainly the case in Spain when, in mid-March 2020, students were forced to study from home and teachers to teach at a distance. COVID-19 - and its related restrictions arrived suddenly, and there was little to no time to acclimatise to the new way of studying. The objective of this study is to analyse the difficulties faced by students of Arabic as a foreign language, and to offer some recommendations to improve online teaching, applying the communicative framework, combined with the importance of introducing the psychology theories and emotional education which is key to obtaining positive results. First, the topic is introduced, then the way to teach and learn the Arabic language online is discussed. Afterwards, the methodology is defined, highlighting the relation between emotional education and the Communicative Approach. A hypothetical-deductive method is applied to this analysis. A questionnaire is responded to by students of the Arabic language in Spanish universities in order to get an insight into their difficulties when learning online. A qualitative study is carried out in order to analyse the problems faced by the students and offer some possible recommendations to improve the quality teaching of Arabic as a foreign language, based on the perceptions of the students, taking into account the social context experienced during the 2020-2021 academic year.
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Solodneva, Darya A. "The specifics of the development of emotional intelligence in university students." Yaroslavl Pedagogical Bulletin 2, no. 125 (2022): 150–57. http://dx.doi.org/10.20323/1813-145x-2022-2-125-150-157.
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This article discusses the main directions of development and the results of research on emotional intelligence in adolescence in foreign and domestic psychology. The sphere of emotional intelligence and its characteristics are analyzed. It is emphasized that the theoretical savvy of teachers in this matter can favorably affect not only the academic performance of a student, but also positively affect the relationship of a teenager in a new reference group. The concept of alexithymia is singled out separately, since the limitation of the ability to understand one's own and others’ emotions and the lack of emotional reactions can lead to significant difficulties in adapting students to new learning conditions. The importance of emotional intelligence for the successful adaptation of an individual to external changes, the peculiarities of a new learning environment, a new way of life is highlighted. The importance of the period of social adaptation for a teenager is emphasized, with the formation of role flexibility of behavior, the peculiarities of interaction in a new social group, the assimilation of new rules, traditions and norms adopted in an educational institution. The topic of choosing behavioral strategies is touched upon, depending on the level of emotional intelligence, because the choice of constructive coping strategies is an important aspect in overcoming difficulties successfully that arise when an individual interacts with a new team and teachers. The article raises the topic of unresolved issues regarding the selection of diagnostic tools for studying the features of emotional intelligence in psychology. The scientific conclusions of the article contribute to raising the issue of relevance and the need to provide information for teachers about the peculiarities of student adaptation, depending on the level of interpersonal and intrapersonal intelligence. The importance of the disclosure of the «emotional intelligence» concept in the process of practical organization of the training of teaching staff is emphasized. The article is addressed to scientific and practical workers of education and can be useful in pedagogical and social psychology, as well as important for the development of a psychological and pedagogical program of a higher educational institution.
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Dalilan, Eka Sartika, and Deyana Indah Lestari. "The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang." PANYONARA: Journal of English Education 3, no. 1 (March 29, 2021): 1–18. http://dx.doi.org/10.19105/panyonara.v3i1.4319.
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Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.
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Petríková, Anna. "Социокультурная адаптация и обучение украинских студентов-мигрантов в Словакии." Linguodidactica 24 (2020): 227–42. http://dx.doi.org/10.15290/lingdid.2020.24.16.
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The aim of the research is to identify the main problems and needs in the teaching of Ukrainian migrant students who study at the Faculty of Philosophy in the field of Russian Philology (options: Translation Studies, Teaching speciality, Russian Studies) in Preshov, Slovakia. In the article socio-pedagogical and linguistic research methods (social adaptation of migrants, behavioural stereotypes, observation, analysis, interpretation, survey) are used. The obtained results relate to the current situation of academic migration in Slovakia, the problem of ethnocultural adaptation of migrant students to the local environment (the problem of personal disorder, ignorance of the cultural realities of the Slovak population), problems in learning due to lack of knowledge of the Slovak language, and lack of knowledge of literary Russian language, which is subject to strong interference at almost all language levels. Teachers are faced with the task of educating in an academic culture, and with knowledge of the Slovak mentality. Undoubtedly, migrant students are most susceptible to the emotional experience of social instability, but the psychological crisis passes rather quickly and should not affect the long-term negative indicators of students’ academic success.
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Emam, Mahmoud Mohamed. "Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman." Emotional and Behavioural Difficulties 23, no. 3 (April 2, 2018): 326–39. http://dx.doi.org/10.1080/13632752.2018.1455629.
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Li, Zhiyong, and Jiaying Li. "Using the Flipped Classroom to Promote Learner Engagement for the Sustainable Development of Language Skills: A Mixed-Methods Study." Sustainability 14, no. 10 (May 14, 2022): 5983. http://dx.doi.org/10.3390/su14105983.
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In second language education, the flipped classroom has been widely researched and increasingly applied as a teaching approach to improve the academic performance and engagement of English as a foreign language learners. However, learner engagement is a multidimensional construct, and not much empirical evidence exists about whether the flipped classroom can lead to a significant improvement in learners’ behavioural, emotional, cognitive, and social engagement in the EFL class. To fill this gap, this study adopted a mixed-methods research approach to evaluate the impact of the flipped College English Listening and Speaking class on four-dimension learner engagement in a mainland China context. After an eight-week intervention we compared the experimental group (the flipped class, N = 34) and the control group (the non-flipped class, N = 35). Findings demonstrate that after eight weeks of flipped instruction, students in the flipped class achieved higher mean scores on the post-test engagement questionnaires in behavioural, emotional, cognitive, and social engagement. However, the difference in emotional engagement between the flipped and non-flipped classes was not statistically significant. Semi-structured interviews revealed several factors responsible for learner engagement in the flipped EFL classroom. Positive influencing factors were learning environment, instructor presence, learning content, and learner presence, whereas negative aspects included the excessive workload on learners, lack of learning preparedness, lengthy videos, and technical challenges. Based on the findings, we would argue that the instructor and other educational stakeholders should provide more support to cater to learners’ emotional engagement and help learners cope with the challenges encountered throughout the flipped learning process. The study may assist teaching professionals and researchers obtain a clearer understanding of flipped instruction in the EFL context and design and implement the flipped class by considering the positive and negative elements affecting learner engagement.
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Savenko, E. I. "Sensory World at Your Fingertips." Вестник практической психологии образования 19, no. 3 (2022): 73–89. http://dx.doi.org/10.17759/bppe.2022190304.
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<p>The article presents a program, the development of which is due to the originality of the emotional-volitional sphere, character, sensory experience of visually impaired and blind students. The program is aimed at reducing psycho-emotional stress, teaching children the skills of psychological self-regulation in a sensory room. A sensory room for a visually impaired and blind child gives an opportunity for the student to mitigate or eliminate their internal problems. Periodic visits by students with visual impairments to the sensory room allows solving the problems of preventing difficulties in learning, upbringing and socialization, deviations in the development and behavior of students. The effectiveness of this program was monitored according to diagnostic data based on the developed criteria before and after the trainees completed the cycle of classes. The implementation of the program revealed a positive trend in personal and social results.</p>
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Butvilas, Tomas, and Kristina Kovaitė. "THE EXPRESSION OF SOCIO-EMOTIONAL COMPETENCE AMONG YOUNGER LITHUANIAN ADOLESCENTS AS THE PRECONDITION FOR THEIR CREATIVITY." Creativity Studies 15, no. 2 (June 3, 2022): 497–510. http://dx.doi.org/10.3846/cs.2022.16630.
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Socio-emotional education is sometimes referred to as the missing part that links academic knowledge to success in school, family, community, workplace, and life. Emotion intelligence is basically a construct that has gained rather great interest nowadays, especially its influence on interpersonal relationships by contributing to optimal social functioning. Recent events both in the country and in the world show how dangerous it is when children do not acquire a solid moral foundation in acquiring knowledge. Meanwhile, socio-emotional education linked to academic teaching helps to solve this issue. Recently, there has been more and more discussions about socio-emotional education and its positive impact on children’s psychological health. Socio-emotional abilities (so-called “emotional intelligence”, “social intelligence”) are the abilities to work together with others, to learn productively, to play the most important roles in the family, community, workplace. Success not only in school but also in later life phases accompanies those students who: a) realistically evaluates oneself and one’s possibilities (self-awareness); b) properly manages their feelings and controls their behavior (self-control); c) accurately interprets the signs of the social environment (social awareness); d) effectively resolves interpersonal conflicts (communication skills); e) makes good decisions in the face of day-to-day difficulties (responsible decision making). Therefore, this paper discusses on how to identify the knowledge and skills of students in socio-emotional education and at the same time to identify certain areas where some gaps still exist.
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O'Leary, Nick, Carl Longmore, and Richard Medcalf. "The influence of occupational socialisation upon a teacher's interpretation and delivery of Teaching Games for Understanding to pupils experiencing social and emotional behavioural difficulties." Support for Learning 29, no. 1 (February 2014): 57–75. http://dx.doi.org/10.1111/1467-9604.12046.
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Poulou, Maria S. "An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties." International Journal of School & Educational Psychology 5, no. 2 (August 5, 2016): 126–36. http://dx.doi.org/10.1080/21683603.2016.1203851.
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Tucker, Vicky M. "How my involvement with an inclusive, educational, gifted and talented programme has influenced my work with students who have social, emotional and behavioural difficulties." Gifted Education International 29, no. 3 (December 20, 2012): 274–84. http://dx.doi.org/10.1177/0261429412467111.
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Veremchuk, Alla, and Оlha Khomiak. "INNOVATIVE TECHNOLOGIES OF TEACHING CHILDREN WITH SPECIAL EDUCATIONAL NEEDS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 71–78. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235185.
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The article is devoted to the problem of obtaining vital competencies in need of additional educational support. It is noted that inclusive education in Ukraine is an innovative educational process and, at the same time, one of the international obligations. Changes in domestic legislation gave a significant impetus to the development of inclusive education in our country. For systemic implementation, the principles of inclusive training the national legislation was brought into line with international norms and standards, however, and for the organization of an inclusive educational environment, it is important for the establishment of appropriate conditions in the institution of education. It has been confirmed that special role in working with children with special educational needs belongs to the innovative technologies. It is determined that technologies of inclusive education are structural elements of a holistic pedagogical system and are divided into technology of individualization of the educational process, technology of joint teaching in the inclusive class, technology of overcoming educational and behavioural difficulties, and technology of adaptation of the educational environment. The introduction of these technologies will provide development and self-development of the student's personality with special educational needs, will contribute to the disclosure of their potential opportunities, attracting all students to one or another type of work during the lesson, diversify the forms and methods of teaching the educational material, the successful implementation of the individual attendance of the student, which requires additional educational support. It is proved that the system of inclusive education is a complex process that requires a society to be patient and aware of importance and common interest. The result of the introduction of this system is the realization of the rights of children to get education and increase the social level of the country as a whole.
Keywords: inclusion, inclusive education, technologies of inclusive education, children with special educational needs, individualization of educational process, joint teaching in the inclusive class, overcoming educational and behavioural difficulties, adaptation of the educational environment.
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Зорина, Наталья, Natalya Zorina, Наталья Новикова, Natalya Novikova, Вадим Кортунов, Vadim Kortunov, Зоя Киреенкова, and Zoya Kireenkova. "University student education of intercultural communication: methodological aspects." Universities for Tourism and Service Association Bulletin 10, no. 1 (March 2, 2016): 60–65. http://dx.doi.org/10.12737/17738.
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The article emphasizes the importance of teachers of humanitarian disciplines in the formation of intercultural competence of students. Teaching youth communication skills in the dialogue of cultures should contribute to the development of ideas about human possibilities in the modern world, should lay the foundations of a respectful attitude to people of other religion, other nationality, other traditions. The authors analyze in detail interactive forms of teaching intercultural communication, including lectures, presentations, round tables, trainings. The article emphasizes the importance of motivation, activity, multiple experience and constructive feedback in the learning process. The professionalism of the teacher is manifested in student-centered pedagogy, the formation of learning skills, using a model of natural learning. The article examines the opportunities for inter-ethnic learning groups in teaching intercultural communication. Harmonious, friendly atmosphere of communication in the multicultural group creates conditions for understanding and acceptance of tolerance as a social value, fills its contents and brings in the student behavior. It pays attention to the difficulties that may students experience when they enter a different culture. The article presents the results of the diagnostic analyze, which determines the level of emotional intelligence as a set of emotional competencies and skills that help to cope with the demands of the environment and to resist its pressure, which helps to understand the emotions of other people and providing them facilitating support. The basic directions of development of emotional intelligence in the context of cross-cultural dialogue to enhance professional and personal effectiveness of students are also presented. The described form of working in a multicultural group gives psychotherapeutic effect both students and teachers.
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Astifo, Arev Merza. "Implementing Sociolinguistics Competence Teaching Strategies in Classroom Settings and Their Impact on Students’ Reading Behavior." Journal of Tikrit University for Humanities 29, no. 6 (June 25, 2022): 18–44. http://dx.doi.org/10.25130/jtuh.29.6.2022.23.
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Language learning and teaching are related to sociolinguistics in several ways. Various social factors influence language teaching and learning. Many countries today seek to develop their educational systems through the use of new educational strategies to keep pace with the current developments and to achieve satisfactory educational results, as education is considered a real investment for any country and its people. This calls for good use of new educational strategies in preparing students and teachers, developing curricula, and diversifying teaching methods, to develop the educational process and provide better teaching and learning. Therefore, this study aimed at investigating the effect of implementing sociolinguistic competence teaching strategies on students' reading behavior in the classroom. By using the descriptive-analytical approach and developing a questionnaire tool that revolves around the subject of study. The results of the study concluded that there is a statistically significant positive impact of sociolinguistic competence teaching strategies on students' reading behavior in the classroom at α≤ 0.05, and this significant impact is due to the improvement in text-breaking, text-using, and text-analyzing abilities. The study also revealed that there are several difficulties and factors that limit the efficiency of sociolinguistic competence teaching strategies in the Salahaddin University/ English Department classroom including the complex factor of the reading text, and the environmental variables surrounding the student, their reading comprehension anxiety a many other factors that should be taken into consideration to increase sociolinguistic competence in teaching languages. The researcher recommends the necessity of using emotional and social culture strategies that enhance the learner's ability to deal with his/her emotions and sociocultural experiences whilelearning the English language
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Assadi, Nabil, and Eman Kashkosh. "Training Teachers’ Perspectives on Teacher Training and Distance Learning During the Covid-19 Pandemic." Journal of Educational and Social Research 12, no. 4 (July 5, 2022): 40. http://dx.doi.org/10.36941/jesr-2022-0095.
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The study aims to examine the effects relating to long-distance teacher training during the Corona virus crisis on the professional development of training teachers, and the strategies used by training teachers in dealing with the pedagogical, technological, social and emotional challenge of student-teachers under these conditions. A survey that included 71 teacher-students who were active participants within the (AC) program was conducted, within the Arab community of the Israeli educational system. Findings suggest that the research participants are generally in favor of the old-fashioned, real-life, face-to-face teaching environment where reaction with students could be unlimited by virtual barriers or technical glitches and difficulties. Despite the technical and social challenges, and regardless of the fact that the great majority of the participants were in favor of the old, pre-pandemic system, training teachers view this method as an opportunity for further flexibility and diversity in teacher training.
Received: 17 April 2022 / Accepted: 24 June 2022 / Published: 5 July 2022
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Gois, Raylan César Pereira de, and Antonio Francisco Ramos. "Percepção dos acadêmicos de Física acerca do ensino remoto na pandemia da Covid-19." Somma: Revista Científica do Instituto Federal de Educação, Ciência e Tecnologia do Piauí 7, no. 1 (June 21, 2021): 1–16. http://dx.doi.org/10.51361/somma.v7i1.44.
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The article aims to understand, based on the perception of academics, the obstacles, difficulties and challenges for remote teaching in the Physics course at the Instituto Federal de Educação, Ciência e Tecnologia do Piauí,Campus de Angical. Therefore, the starting point was to know: What is the perception of undergraduate Physics students about the challenges in remote education in the context of COVID-19? In the search for answers, a case study was outlined with 38 students, with the application of a questionnaire with open and closed questions, which enabled the production of quantitative and qualitative data analyzed based on the theoretical framework that underlies this study. We conclude that the main challenges for remote learning are related to the difficulties of academics in reconciling studies and domestic activities; impacts of social distancing on the emotional, with emphasis on situations such as anxiety, irritation and sadness; lack of access to equipment (computers, smartphone, tablet, etc.) and internet; reconcile work and study; use of technologies and applications related to remote learning, among others. Furthermore, the study demonstrated the support of family members to the connectivity assistance policy as an important factorin overcoming the difficulties faced by student
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Zashchirinskaia, Oksana V. "Features of the Introduction in Schools of Nonverbal Communication Development Programme for Children with Intellectual Disabilities." Journal of Intellectual Disability - Diagnosis and Treatment 8, no. 4 (November 27, 2020): 642–49. http://dx.doi.org/10.6000/2292-2598.2020.08.04.6.
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Objective: The present study was conducted to identify the features of nonverbal communication in children. Background: Nonverbal communication is a significant aspect of interpersonal communication. American scientists have found a strong correlation between low ability to recognise facial expressions, interpretation of postures, and gestures with communication difficulties. Experimental data indicate a positive relationship between the social status of an individual and the ability to interpret nonverbal signals. The general dynamics of the development of a child with disabilities are subject to the same laws as ordinary children. But the peculiarities of children associated with a disturbance of the intellectual sphere lead to the limitation of possibilities to obtain information from the outside world, a change in the methods of communication, difficulties of social adaptation, and impoverishment of social experience. Method: Students of the first-grades of educational institutions of St. Petersburg were the survey sample. Several public and special schools were randomly selected in order to form the most detailed picture of the development of nonverbal behaviour in children, as well as to obtain the most representative sample for our study. A total of 128 children took part in the study – students of the first-grade (average age – 7.4 years; 47 girls, 81 boys). Results: A programme of psychological influence was developed to optimise the nonverbal communication of children with intellectual disabilities. Conclusion: With psychological influence aimed at the development of nonverbal communication among primary schoolers with intellectual disabilities, more intact mental functions associated with the implementation of emotional and behavioural components were taken into account.
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Burton, Diana, and Ruth Goodman. "Perspectives of SENCos and support staff in England on their roles, relationships and capacity to support inclusive practice for students with behavioural emotional and social difficulties." Pastoral Care in Education 29, no. 2 (June 2011): 133–49. http://dx.doi.org/10.1080/02643944.2011.573492.
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Lavrova, Yulia B., and Inga E. Rakhimbayeva. "Practice-oriented model of forming abnotivity in students of the college of arts." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 1 (March 24, 2021): 111–15. http://dx.doi.org/10.18500/1819-7671-2021-21-1-111-115.
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The article discusses a current issue of college of arts students' readiness for the professional work with gifted children. The article outlines a range of problems of gifted students in the field of music education, including difficulties in adapting to traditional teaching methods, emotional vulnerability, difficulties in communication and mutual understanding of the child with peers, and other peculiarities of the psyche. The author highlights the concept of "abnotivity" as a necessary quality of the teacher’s personality, motivated to work with gifted children, able to arrange special conditions for this and achieve productive results: to educate the personality of a musician with strong subjectivity, creativity, and uniqueness. The structure of the teacher’s abnotivity is defined. It contains motivational, cognitive, and reflexive components, as well as such complex psychological formations as empathy, social intelligence, actual creativity, and supra-situational activity. The advantages of various practice-oriented learning models used in colleges are revealed. The author presents a practice-oriented model of forming abnotivity in students of the college of arts. A brief description of the proposed model components (target, diagnostic, procedural and performance-evaluation blocks), the features of its implementation in Saratov Regional College of Arts, and the results obtained during the experimental study are given.
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Jemini-Gashi, Liridona, and Erëblir Kadriu. "Exploring the Career Decision-Making Process During the COVID-19 Pandemic: Opportunities and Challenges for Young People." SAGE Open 12, no. 1 (January 2022): 215824402210788. http://dx.doi.org/10.1177/21582440221078856.
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The COVID-19 pandemic, along with the measures taken against its spread, including quarantine, school closures, and online teaching, have affected young people’s career planning and decision-making process. This study explores their career decision-making process during the pandemic by analysing the following categories: effects the pandemic might have had on emotional, social, and professional aspects; support provided by family, school, and peers; challenges and difficulties experienced during the career planning process; and the need and opportunities for career guidance. Thirty high school students in the 12th grade were individually interviewed using Google Meet. The findings of thematic analysis revealed that the participants struggled with the career decision-making process during the pandemic. Concerns related to abrupt changes in daily routines and restrictive measures affected their emotional and social states. Participants reported feeling sufficiently supported by their families, but not their schools or peers. They indicated that career orientation information provided by their schools or other institutions would be beneficial. Our findings highlight the need for a structured, well planned, official career orientation program for schools.
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Pysanko, Mariia L., Iryna V. Zaytseva, Olena A. Lysenko, Iryna A. Liahina, and Maryna A. Zvereva. "Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments." International Journal of Higher Education 9, no. 7 (August 10, 2020): 289. http://dx.doi.org/10.5430/ijhe.v9n7p289.
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The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners’ experience on discussion skills training. The survey determined motives of Ukrainian university students for participation in discussions and the obstacles that may arise. The article identifies the attitude of students of Philology Departments towards the problems and issues to be discussed, and the most urgent, interesting and challenging topics for the discussion. The discussion is characterised by the role of communication, motivation, cotextuality, spontaneity, emotional colouring, and the topic of discussion. Age peculiarities of the first-year students have an impact on the learning process and may complicate it. As a social group, students are characterised by confidence in their future profession, a stable attitude towards the chosen profession, while the level of the students’ perceptions of their profession directly correlates with the level of their attitude towards the studies. The results of the survey prove the students’ high motivation, their readiness to communicate and participate in discussions organised by the teachers in class. The topics and problems suggested included personally, professionally, socially and socio-culturally related issues that can be discussed. The most part of the students chose ‘youth problems’ (57%) as the most urgent. The survey gives the opportunity to determine four groups of difficulties/obstacles that most of the students come across when participating in English discussion: psycholinguistic (caused by the nature of the dialogical speech); linguistic (caused by the language); psychological (caused by students); methodological (caused by teaching methods). The findings can be taken into account while conducting the further research on the problem of developing curricula, syllabus, teaching materials and manuals for teaching English as the major in the universities.
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Liu, Zi-Yu, Zaffar Ahmed Shaikh, and Farida Gazizova. "Using the Concept of Game-Based Learning in Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 53. http://dx.doi.org/10.3991/ijet.v15i14.14675.
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A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called “21st century skills”. These skills should be devel-oped starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controver-sial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the prac-tical results of information assimilation. There was conducted a survey on the re-sults of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group.
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Vasiliu, Mădălina-Maria. "TEACHING EXPERIENCES IN THE DEVELOPMENT OF THE COMMUNICATION COMPETENCE IN STUDENTS WITH COGNITIVE DISABILITY." Journal of Pedagogy - Revista de Pedagogie LXVIII, no. 2 (December 2020): 181–201. http://dx.doi.org/10.26755/revped/2020.2/181.
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The current analysis starts from a teacher’s experience with cognitively disabled students. In such cases, the management of the teaching-learning process is challenged by the limitations of various activities (generalizations, abstraction or inductive-deductive operations). In these situations, the teacher has to select effective activities for developing the competences in the curriculum. In this context, success could only be obtained if proper attention is given to the individual learning needs of each student. At the same time, an emotional relationship that is based on trust needs to be developed between the teacher and the students and their parents. The communication competence is a priority since it is absolutely necessary for the social integration of students with disabilities as it provides the means to express feelings, needs and views. The challenge to plan adequate teaching strategies is correlated with understanding the child’s real issue and its timely solution: the more serious the cognitive disability, the later speech develops and remains at a low level in the adult life, generating difficulties in expressing thought and emotion. If the youngsters experience a false disability triggered by the lack of educational stimulation or if they have an authentic cognitive disability, these students need sustained support. The examples of interventions we present in this paper come from our attempts to best value the intellectual potential of these children and, consequently, to find solutions for a differentiated adaptation to each child’s needs by planning competence-oriented creative teaching activities.