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Готові списки джерел за темами / Engagement dispositions / Статті в журналах

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Статті в журналах з теми "Engagement dispositions"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 31 липня 2025

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1

Hoon, Teoh Sian, Parmjit Singh, Mazlini Adnan, and Koo Ah Choo. "Students’ Reflections on Dispositions in a Mathematics Classroom." Journal of ASIAN Behavioural Studies 6, no. 18 (2021): 61–78. http://dx.doi.org/10.21834/jabs.v6i18.384.

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This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a

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2

Deakin Crick, Ruth, and Chris Goldspink. "Learner Dispositions, Self-Theories and Student Engagement." British Journal of Educational Studies 62, no. 1 (2014): 19–35. http://dx.doi.org/10.1080/00071005.2014.904038.

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3

Moran, Joseph M., Eshin Jolly, and Jason P. Mitchell. "Spontaneous Mentalizing Predicts the Fundamental Attribution Error." Journal of Cognitive Neuroscience 26, no. 3 (2014): 569–76. http://dx.doi.org/10.1162/jocn_a_00513.

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When explaining the reasons for others' behavior, perceivers often overemphasize underlying dispositions and personality traits over the power of the situation, a tendency known as the fundamental attribution error. One possibility is that this bias results from the spontaneous processing of others' mental states, such as their momentary feelings or more enduring personality characteristics. Here, we use fMRI to test this hypothesis. Participants read a series of stories that described a target's ambiguous behavior in response to a specific social situation and later judged whether that act wa

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4

Li, Loic Pengtao, Biljana Juric, and Roderick J. Brodie. "Actor engagement valence." Journal of Service Management 29, no. 3 (2018): 491–516. http://dx.doi.org/10.1108/josm-08-2016-0235.

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Purpose Valence is one of the key dimensions underlying actor engagement, yet there is limited research to provide a comprehensive understanding of the concept. The purpose of this paper is to conceptualise engagement valence in actor networks and develop an agenda for future research. Design/methodology/approach The exploration of the psychological foundations of the concept of valence and a systematic literature review from a multiple database search contribute to four sets of propositions defining the domain of the concept of actor engagement valence. Findings The propositions posit that va

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5

Durmaz, Taygun Bulut, José Luis Fuertes, and Ricardo Imbert. "Influence of Gamification Elements on Explicit Motive Dispositions." IEEE Access 10 (November 7, 2022): 118058–71. https://doi.org/10.1109/ACCESS.2022.3220254.

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Explicit motive dispositions are the psychological needs that drive the behavior and play a predictive role in the selection of the achievement goal. In the presence of situational incentive cues, the variables of explicit motive dispositions may arouse/suppress. Similar to these incentive cues, gamification elements (such as leaderboards, points, badges, etc.) offer motivational affordances that either increase or decrease performance and engagement depending on the agent’s perception. However, this similarity, and the effects of motivational affordances on the agent’s explicit mo

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6

Lawson, Michael A., and Katherine E. Masyn. "Analyzing profiles, predictors, and consequences of student engagement dispositions." Journal of School Psychology 53, no. 1 (2015): 63–86. http://dx.doi.org/10.1016/j.jsp.2014.11.004.

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7

Katrein, Jennifer. "Inquiry, Engagement, Passion, and Grit: Dispositions for Genius Hour." Reading Teacher 70, no. 2 (2016): 241. http://dx.doi.org/10.1002/trtr.1496.

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8

Duncan, Dennis W., Rainer Haas, and John C. Ricketts. "Comparing Critical Thinking Dispositions of Students Enrolled In a College Level Global Seminar Course." Journal of International Agricultural and Extension Education 23, no. 2 (2016): 38–49. http://dx.doi.org/10.5191/jiaee.2016.23203.

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In recent years, the discussion concerning critical thinking and problem solving among college graduates and new industry hires has increased dramatically. A plethora of research has discovered that college graduates entering the workforce are lacking in their ability to problem solve and think critically. These attributes have been called some of the most necessary for an individuals’ success in the 21st century. The purpose of this study was to identify the variance in critical thinking disposition of students (undergraduate and graduate) enrolled in an International course (Global Seminar)

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9

Alexander, Curby. "Using Gamification Strategies to Cultivate and Measure Professional Educator Dispositions." International Journal of Game-Based Learning 9, no. 1 (2019): 15–29. http://dx.doi.org/10.4018/ijgbl.2019010102.

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One of the most important outcomes of pre-service teacher education is the transition from assignment-oriented students to service-oriented education professionals. Faculty can assist in this process by cultivating professional educator dispositions within their courses. Gamification strategies can be an effective way to provide students with timely feedback regarding their progress toward professional educator dispositions. This study investigated the effectiveness of points, timely feedback, and leaderboards on cultivating and measuring specific professional educator dispositions among pre-s

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10

Pérez, Arnulfo. "A Framework for Computational Thinking Dispositions in Mathematics Education." Journal for Research in Mathematics Education 49, no. 4 (2018): 424–61. http://dx.doi.org/10.5951/jresematheduc.49.4.0424.

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This theoretical article describes a framework to conceptualize computational thinking (CT) dispositions—tolerance for ambiguity, persistence, and collaboration—and facilitate integration of CT in mathematics learning. CT offers a powerful epistemic frame that, by foregrounding core dispositions and practices useful in computer science, helps students understand mathematical concepts as outward oriented. The article conceptualizes the characteristics of CT dispositions through a review of relevant literature and examples from a study that explored secondary mathematics teachers' engagement wit

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11

Calabrese, Erminia Chiara. "Foi et engagement militant au Hezbollah libanais." Archives de sciences sociales des religions 209 (2025): 93–115. https://doi.org/10.4000/13vh7.

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Анотація:

Cet article interroge la relation entre l’appartenance à une institution politique, religieuse et armée et les croyances et pratiques religieuses. L’enquête ethnographique menée auprès des combattants et des militants du Hezbollah libanais, parti de référence de l’islam chiite, met en lumière la place qu’occupent dans la socialisation militante les figures sacrées de l’eschatologie chiite et notamment la figure de l’imam Husayn. Cette enquête permet également de développer les modalités par lesquelles les dispositions institutionnelles objectivées et incorporées contribuent à faire de l’imam H

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12

Meral, Elif, and Yasemin Taş. "Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 7, no. 3 (2017): 349–66. http://dx.doi.org/10.14527/pegegog.2017.013.

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This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Question

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13

Guélamine, Faïza. "Engagement, subordination et discriminations : les paradoxes du travail social." Diversité 166, no. 1 (2011): 36–41. http://dx.doi.org/10.3406/diver.2011.3446.

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Анотація:

Les missions des travailleurs sociaux s’opposent en principe à toutes inégalités de traitement, dans le sens où celles-ci s’avèrent discriminantes. Pour autant, les dispositions législatives appliquées à certaines catégories de populations, les pratiques institutionnelles dont elles sont l’objet, et plus largement un ensemble de facteurs sociaux aboutissent à créer ou à renforcer ces situations, le travail social ne pouvant apparemment agir qu’à la marge de ces processus.

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14

Vogler, Gisli. "Enriching Responsiveness to Complicity through a Disposition towards World-in-Formation." Arendt Studies 4 (2020): 83–105. http://dx.doi.org/10.5840/arendtstudies202112127.

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This article contributes to debates on complicity in injustice and violence by deepening the recent efforts to map out an ethics of responsiveness to complicity. The ethics of responsiveness aims to increase the affective engagement of people who disproportionately benefit from domination, exploitation, and exclusion, with the impact of their complicity on others. It articulates different strategies for tackling the dispositions that help the privileged disavow complicity. To extend the responsiveness approach, this article builds on Hannah Arendt’s theorisation of the relationship between pol

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15

Descloux, Gilles. "Socialisation religieuse, engagement militant et carrières professionnelles." Emulations - Revue de sciences sociales, no. 25 (September 10, 2018): 81–96. http://dx.doi.org/10.14428/emulations.025.05.

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Cet article examine les incidences de l’engagement militant sur la carrière professionnelle. Il repose sur une analyse dispositionnelle de l’engagement de deux individus ayant fréquenté des organisations catholiques qui, dans les années 1968, ont été traversées par un mouvement de politisation de l’engagement religieux. La manière dont ils sont amenés à endosser, après leur engagement, leur profession, remettant partiellement en cause certaines pratiques professionnelles, est largement redevable de leur socialisation religieuse et militante antérieure. Cependant, les contextes professionnels f

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16

Lau, Rebecca S., Gordon W. Cheung, and Helena D. Cooper–Thomas. "The influence of dispositions and shared leadership on team–member exchange." Journal of Managerial Psychology 36, no. 3 (2021): 258–71. http://dx.doi.org/10.1108/jmp-01-2020-0025.

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PurposeThis study aims to examine two individual dispositions, propensity to trust and reciprocation wariness, as antecedents of team–member exchange (TMX) and how shared leadership moderates these relationships. It also investigates work engagement as a consequence of TMX.Design/methodology/approachData were collected from 175 employees in 42 teams; a multilevel random slope model was used to test the moderating effect of shared leadership at the team level and across levels.FindingsShared leadership provides a boundary condition for the relationships from propensity to trust and reciprocatio

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17

Kandler, Christian, and Annika Piepenburg. "Leisure Interests and Engagement." Journal of Individual Differences 41, no. 2 (2020): 101–9. http://dx.doi.org/10.1027/1614-0001/a000308.

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Abstract. Individual differences in interests and related engagement are often hypothesized to be mere expressions of core personality differences in specific contexts, such as occupation and leisur. However, previous research has found only moderate correlations between personality traits and operationalizations of interests. Moreover, interests showed comparable or even higher stability than personality traits. In the current study, we examined the correlations between different measures of Big Five personality traits and leisure interests as well as engagement in various leisure activities

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18

Thévenot, Laurent. "Power and Oppression from the Perspective of the Sociology of Engagements: A Comparison with Bourdieu's and Dewey's Critical Approaches to Practical Activities." Irish Journal of Sociology 19, no. 1 (2011): 35–67. http://dx.doi.org/10.7227/ijs.19.1.3.

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This paper draws a parallel between the classical works of John Dewey and Pierre Bourdieu with regard to their critical analyses of power which, in both cases, are grounded in the examination of practical activities. The comparison includes a third approach developed by the author, the sociology of engagements, which crossed the paths of the previous two and specifies the points of comparison.1 This latter approach deals with capacities, power and oppression through analysing kinds of practical engagement with the world that ensure such capacities, owing to mutually supporting dispositions of

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19

Hamid, P. Nicholas. "OPTIMISM AND THE REPORTING OF FLU EPISODES." Social Behavior and Personality: an international journal 18, no. 2 (1990): 225–34. http://dx.doi.org/10.2224/sbp.1990.18.2.225.

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This study examined the differences between dispositional optimists and pessimists in their reporting of ill health and health promoting behaviors for a stress-related illness, namely influenza. The results revealed clear and consistent attentional biases of the dispositions as measured by the Life Orientation Test. While optimists and pessimists did not differ in stress levels or the number of incidences of flu, pessimists reported the duration as longer, a higher expectancy of flu in the future, and more symptoms and causes of stress than did optimists. On the other hand, optimists reported

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20

Stachura, Krzysztof. "Czy kultura czytelnicza ma płeć? O wyzwaniach angażowania mężczyzn w aktywność biblioteczną." Zarządzanie w Kulturze 25, no. 3 (2024): 411–33. https://doi.org/10.4467/20843976zk.24.036.20583.

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This article explores the factors that contribute to men’s limited engagement in institutional reading culture and the impact of gender stereotypes on this issue. The study examines the three components of reading culture (motivational dispositions, reading behaviours, and instrumental dispositions) with a focus on the institutional perspective of libraries. This research is based on a mixed-methods study conducted in Pomeranian Voivodeship in 2022–2023, which included indepth interviews with active cultural participants (n = 20) and librarians (n = 15), as well as a questionnaire survey of ac

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21

Larri, Larraine J. "Lifelong learning, well-being, and climate justice activism: Exploring social movement learning among Australia’s Knitting Nannas." International Journal of Population Studies 10, no. 2 (2024): 1. http://dx.doi.org/10.36922/ijps.381.

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The participation of older people in social movement learning presents a unique perspective on lifelong learning opportunities and well-aging in later life. Australia&rsquo;s Knitting Nannas Against Gas and Greed exemplifies how older women have challenged the &ldquo;double jeopardy of old age&rdquo; embodied in ageist sexism and become well-regarded anti-coal seam gas environmental activists. This article explores how engagement in environmental activism has fostered a learning ecology, which promotes transformative and emancipatory learning dispositions that benefit well-aging. A

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22

Leary, Terence G., Raymond Green, Katy Denson, Gerald Schoenfeld, Tracy Henley, and Hal Langford. "The relationship among dysfunctional leadership dispositions, employee engagement, job satisfaction, and burnout." Psychologist-Manager Journal 16, no. 2 (2013): 112–30. http://dx.doi.org/10.1037/h0094961.

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23

Seglem, Karoline B., Brit Oppedal, and Espen Roysamb. "Daily hassles and coping dispositions as predictors of psychological adjustment." International Journal of Behavioral Development 38, no. 3 (2014): 293–303. http://dx.doi.org/10.1177/0165025414520807.

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This study examined daily hassles and coping dispositions in relation to life satisfaction and depressive symptoms among resettled unaccompanied refugees and other youth in the resettlement country. A total of 223 unaccompanied refugees ( M = 20 years) was compared with 609 ethnic minority and 427 majority youth in Norway. Unaccompanied refugees reported higher levels of depressive symptoms, daily hassles and engagement and disengagement coping than the other two groups, but equal level of life satisfaction. Daily hassles and disengagement coping predicted lower life satisfaction and more depr

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24

Ahmad Muhammad Mustain Nashoha, Ashfiyah Nur Atqiya, Agreiccia Amelia Fitrianti, Laili Latifah, Adhi Fajar Hermawan, and Ali Bachtiar Galih P. "Analisis Pendidikan Kewarganegaraan dalam Meningkatkan Civic Engagement." Jurnal Hukum dan Sosial Politik 3, no. 2 (2025): 121–29. https://doi.org/10.59581/jhsp-widyakarya.v3i2.5026.

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Civic education plays a central role in shaping responsible and politically aware citizens. Amid the challenges of globalization, it serves as a strategic tool to enhance civic engagement. This article aims to examine the contribution of civic education in promoting civic engagement in Indonesia. Using a qualitative approach through literature review, this study analyzes various research findings and theoretical frameworks related to the relationship between civic education and socio-political participation. The findings indicate that effective civic education can develop civic competencies, i

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25

Kuzma, Lynn M. "Developing global citizenship." Groupwork 22, no. 2 (2012): 49–70. http://dx.doi.org/10.1921/gpwk.v22i2.742.

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This article explores an attempt to develop global citizenship through a service-learning experience that placed undergraduate students in community organizations that serve refugee populations. It begins with a discussion of the importance of civic engagement in higher education and how service learning, as a pedagogical method, can advance the goals of civic engagement and community building. It discusses how groupwork in class, with service providers, and with refugees led to increased civic awareness and transformed student dispositions toward diverse community groups.

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26

Chitiga, Miriam. "Performing Arts for Effective Civic Engagement." International Journal of Civic Engagement and Social Change 1, no. 3 (2014): 59–74. http://dx.doi.org/10.4018/ijcesc.2014070105.

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There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-d

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27

Putra, I. Komang Adi, Gede Suweken, and I. Gusti Putu Sudiarta. "Integrating Scratch-assisted Project-based Learning Worksheets to Enhance Students' Mathematical Problem-Solving Skills and Dispositions." Jurnal Pedagogi dan Pembelajaran 7, no. 3 (2024): 570–79. https://doi.org/10.23887/jp2.v7i3.83540.

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The low level of student engagement in mathematics learning is attributed to the current generation of students being digital natives. While mathematics instruction still relies on 20th-century approaches or teacher-centered learning methods. This study aims to develop a Student Worksheet oriented toward a Project-Based Learning (PjBL) model supported by Scratch for teaching the Pythagorean Theorem, designed to enhance students’ problem-solving abilities and mathematical dispositions. The research adopts a design-based research methodology following the Plomp model, which includes three main p

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28

HERRERA, WILLY L. "Participatory Education’s Role in Enhancing Environmental Literacy: Basis for Management of Proposed Development Plan." AIDE Interdisciplinary Research Journal 11 (March 1, 2025): 13–22. https://doi.org/10.56648/aide-irj.v11i1.167.

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Research on how participatory education specifically enhances students’ environmental literacy in terms of competencies, knowledge, and dispositions is limited. This study examines how participatory education influences these domains, focusing on high school students’ engagement in environmental stewardship. Findings indicate that students perceive participatory education as effective, with the strongest influence observed in fostering positive dispositions, including heightened motivation and attitudes toward environmental conservation. Students also report growth in competencies and knowledg

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29

Levy, Orly, Hyun-Jung Lee, Karsten Jonsen, and Maury A. Peiperl. "Transcultural Brokerage: The Role of Cosmopolitans in Bridging Structural and Cultural Holes." Journal of Management 45, no. 2 (2018): 417–50. http://dx.doi.org/10.1177/0149206318773404.

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The growth and proliferation of global systems and transnational cultures have generated larger and more diverse types of cosmopolitans, all of whom span conventional social boundaries. Understanding this diversity is increasingly important because cosmopolitans often bridge across a wide range of transnational and global networks within and across global organizations. Drawing on multiple disciplines, we conceptualize cosmopolitanism as an embodied disposition characterized by high levels of cultural transcendence and openness that are manifested in and enacted along varied trajectories of cu

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30

Jackson, Grant R. "Intergroup Dialogue Pedagogy, Processes, and Outcomes: The Moderating Role of Students’ Openness to Multiple Perspectives." Teachers College Record: The Voice of Scholarship in Education 123, no. 6 (2021): 1–34. http://dx.doi.org/10.1177/016146812112300607.

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Background Intergroup dialogue (IGD) is a prominent social justice pedagogy that engages diverse groups of students in sustained, facilitated dialogues on social issues. Decades of IGD research have informed the development of the critical–dialogic theoretical framework of intergroup dialogue, which describes how IGD engages students in communicative, cognitive, and affective processes that promote intergroup understanding, intergroup relationships, and intergroup collaboration and action. Scholars have recently highlighted the need to better understand the relationships between students’ deve

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31

Fouilland, Noé, and Julie Blanc. "Tenir la ligne : les conditions sociales du travail de mise en cohérence de soi." Politix 147, no. 3 (2025): 9–28. https://doi.org/10.3917/pox.147.0009.

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Анотація:

Les enquêtes de sciences sociales rencontrent parfois des individus capables de tenir un discours très élaboré sur leur mode de vie, qu’ils et elles présentent comme orienté autour d’une « ligne » de conduite politique ou religieuse. Ce dossier propose de revisiter le travail de mise en cohérence que mettent en place ces enquêté∙es à partir des outils de la sociologie dispositionnaliste. Il s’agit plus particulièrement de s’intéresser aux socialisations qui président au travail de mise en cohérence de soi, tant du point de vue des instances (quelles institutions socialisent à ce travail) que d

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32

Crawford, Caroline M., Sharon Andrews, and Jennifer K. Young Wallace. "Co-Creative Collegial Communities of Instructional Engagement." International Journal of Hyperconnectivity and the Internet of Things 5, no. 2 (2021): 38–56. http://dx.doi.org/10.4018/ijhiot.2021070103.

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With the rise of the digital age, the concept of anywhere and anytime learning has become a stunning reality, therefore embedding learning within one's daily life more securely than previous decades. Impactful is one's daily community through which each person engages, formally and informally engaging. As distance learning environments stealthily become a normal expectation, the embedding of learning experiences into communities of engagement arises. Focusing upon curricular design that emphasizes the engagement of different colleagues within the community, towards framing information in new a

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33

Jones, Renata Love, and C. Patrick Proctor. "Pursuing Language Through Critical Metalinguistic Engagement." Harvard Educational Review 94, no. 1 (2024): 25–54. http://dx.doi.org/10.17763/1943-5045-94.1.25.

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In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices into schools and classrooms. In response, the authors describe pursuing language as a state of being responsive in our language and literacy instruct

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34

Mathews, Jose, and Tshering Lhamo. "Customer Engagement: An Experiential System View." Delhi Business Review 23, no. 1 (2022): 9–22. http://dx.doi.org/10.51768/dbr.v23i1.231202202.

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Purpose - This conceptual research analyses the interrelationship of cognition and affect in the development of customer engagement in the backdrop of the cognitive-experiential self-theory. Design/methodology/approach - The existing literature on the interpretation of customer engagement and cognitive experiential self-theory is used to develop the new theoretical framework of customer engagement Findings -The multidimensional view of the interaction between the intra-psychic subsystems of cognition, affect, inner dispositions and behaviour is the one generally followed by investigators in th

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35

Dorow, Sara, and nicole Smith Acuña. "Community Engagement in the Humanities, Arts, and Social Sciences: Academic Dispositions, Institutional Dilemmas." Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning 1, no. 1 (2015): 51–68. http://dx.doi.org/10.15402/esj.2015.1.a03.

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36

Whitehead, Christopher, and Emma Coffield. "The multiple interfaces of engagement: towards a new conception of gallery learning." Museum and Society 16, no. 2 (2018): 240–59. http://dx.doi.org/10.29311/mas.v16i2.2371.

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Drawing upon longitudinal research undertaken with Further Education students who visited an art exhibition, this article retheorises organised gallery learning. We argue that the significance of the gallery visit for students – and of their engagements with the exhibition and artworks – is elaborated and remediated over longer periods of time and through multiple ‘interfaces’. These include: the school or college; the gallery and the contingency of gallery events; the exhibition; internet websites, social media and mobile applications; the artwork and images of it; and an understanding of the

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Fourn, Léo. "Une vie mouvementée. Approche biographique du conflit syrien, de la révolution à l’exil." Cultures & conflits 134 (2025): 45–63. https://doi.org/10.4000/13mr2.

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Cet article aborde les événements historiques qui secouent la Syrie depuis 2011 à partir d’une approche biographique. En analysant le parcours de Ghania, militante engagée pour la révolution depuis 2011 exilée en France, il cherche à interroger les incidences de la participation à ces événements. Il met ainsi en exergue le rôle des bifurcations ponctuant son parcours en s’efforçant de déceler leurs effets socialisateurs. Il montre qu’en participant au soulèvement, Ghania a connu un processus de subjectivation politique et a intériorisé de nouvelles dispositions. Ces dispositions sont observabl

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Certo, Janine L., Laura Apol, Erin Wibbens, and Lisa K. Hawkins. "Living the Poet’s Life: Using an Aesthetic Approach to Poetry to Enhance Preservice Teachers’ Poetry Experiences and Dispositions." English Education 44, no. 2 (2012): 102–46. http://dx.doi.org/10.58680/ee201218436.

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In this article, we argue that preservice teachers have limited experience reading and writing poetry, and that if they are to teach poetry in meaningful ways to their future students, they need to have compelling experiences with poetry in teacher education—ones that take into account their former experiences and incoming dispositions and that invite them to begin to live “the life of a poet.” We designed a poetry course for 23 junior and senior elementary, middle school, and secondary school English language arts majors to provide them with such a set of experiences. Although incoming preser

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Duncan, Judith, Carolyn Jones, and Margaret Carr. "Learning Dispositions and the Role of Mutual Engagement: Factors for Consideration in Educational Settings." Contemporary Issues in Early Childhood 9, no. 2 (2008): 107–17. http://dx.doi.org/10.2304/ciec.2008.9.2.107.

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Plessz, Marie, Séverine Gojard, and Marie Zins. "Changing eating practices after midlife: ageing and food consumption in the French Gazel cohort." Consumption and Society 1, no. 1 (2022): 67–98. http://dx.doi.org/10.1332/wlni8860.

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Understanding not only differences in consumption but differences in how consumption changes presents a theoretical and empirical challenge. In this article, we draw on theories of practice, a life-course perspective and approaches in terms of tastes or dispositions to examine how food consumption changed after midlife in a large cohort of French adults aged from 50 to 75 years. We have been able to present a bird’s eye view of these practices, thanks to multiple correspondence analysis and a micro-level analysis of how individuals changed their food consumption as they aged, thanks to regress

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Perunovic, Andrea. "From devotion to commitment: Towards a critical ontology of engagement." Filozofija i drustvo 32, no. 2 (2021): 261–81. http://dx.doi.org/10.2298/fid2102261p.

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This article approaches the notion of engagement from the perspective of critical ontology. With language as the starting point of its hermeneutic task, it commences with an etymological analyses of diverse Indo-European words gravitating around the semantic field of the notion of engagement. From these introductory insights obtained by an exercise in comparative linguistics, devotion and commitment are mapped as two opposite, yet inseparable, modes of being of engagement. Both of these modes seem to condition engagement in an ontologically disparate manner. While examining their fundamental s

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Connolly, William E. "Peripheral Visions: Publics, Power and Performance in Yemen, by Lisa Wedeen." Perspectives on Politics 8, no. 1 (2010): 297–98. http://dx.doi.org/10.1017/s1537592709992428.

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This is a superb book. Lisa Wedeen brings a complex theory of interpretation to the study of nation building in Yemen. She explores the power of performances that penetrate cultural life as they work upon bodily dispositions and valences. Peripheral Visions has several high points, including a critique of secular theories that separate national imaginaries from Islamic practices of piety; a wonderful exploration of “qat chews”—a custom through which democratic dispositions and a national imaginary are promoted through semipublic discourses; an account of how the weakness of the state can enlar

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Mooses, Veronika, Ingmar Pastak, Pilleriine Kamenjuk, and Age Poom. "Residents’ Perceptions of a Smart Technology Retrofit Towards Nearly Zero-Energy Performance." Urban Planning 7, no. 2 (2022): 20–32. http://dx.doi.org/10.17645/up.v7i2.5020.

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Coping with global climate challenges requires changes in both individual practices and the technical infrastructure in which people operate. Retrofitting existing buildings with smart and sustainable technologies shows the potential in reducing the environmental impacts of the housing sector and improving the quality of life for residents. However, the efficiency of these means depends on their individual and societal acceptance. This calls for the need to incorporate social practice theories into the discussion of smart cities and technology adoption. This study aims to understand how smart

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Czaja-Chudyba, Iwona, and Monika Kowalska. "Critical Disposition Towards the Uncertainty of Events – Aspirations, Endeavour and Plans of Future Teachers." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 36, no. 4 (2024): 19–35. http://dx.doi.org/10.17951/j.2023.36.4.19-35.

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Functioning in a situation of change and uncertainty has become an important determinant of contemporary teachers’ condition. The article assumes the essential role of critical dispositions (especially the so-called critical orientation): courage, reflectiveness, rationality, reality, scepticism, progressive engagement, intellectual submissiveness, principle, independence, flexibility and tolerance for ambiguity, mindfulness and openness, and curiosity as mediators in the purchase of critical rationality, as well as in coping with non-obviousness of events. The qualitative analysis of essays’

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PRODROMOU, THEODOSIA. "STATISTICAL LITERACY IN DATA REVOLUTION ERA: BUILDING BLOCKS AND INSTRUCTIONAL DILEMMAS." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 1 (2017): 38–43. http://dx.doi.org/10.52041/serj.v16i1.212.

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The data revolution has given citizens access to enormous large-scale open databases. In order to take into account the full complexity of data, we have to change the way we think in terms of the nature of data and its availability, the ways in which it is displayed and used, and the skills that are required for its interpretation. Substantial changes in the content and processes involved in statistics education are needed. This paper calls for the introduction of new pedagogical constructs and principles needed in the age of the data revolution. The paper deals with a new construct of statist

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Araújo, Marcos V., and Christopher F. Hein. "A survey to investigate advanced musicians’ flow disposition in individual music practice." International Journal of Music Education 37, no. 1 (2018): 107–17. http://dx.doi.org/10.1177/0255761418814563.

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This study explored advanced musicians’ dispositions to flow in musical practice. A total of 168 classically trained musicians answered a questionnaire assessing their proneness for flow experience during musical practice and associations between flow and demographic factors, practice routines and musical instruments. Dispositions to flow in musical practice did not vary across musical instrument groups, age or gender. Positive associations were found between daily practice time and flow, suggesting that flow may contribute to engagement with daily practice. Negative associations between music

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Sénéchal, Gaspard. "Devenir berger pour rester anarchiste ?" Politix 147, no. 3 (2025): 155–77. https://doi.org/10.3917/pox.147.0155.

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À partir de l’étude approfondie de deux trajectoires d’entrée dans le métier de berger d’alpage au milieu des années 2010 de la part d’individus issus des fractions culturelles des classes moyennes et fortement marqués par leur inscription dans des espaces politiques, cet article analyse les rapports entre socialisation militante et mobilité sociale dans un contexte de fermeture des possibles biographiques et collectifs offerts aux détenteurs de capitaux culturels. Il montre comment des dispositions contestataires façonnées en dehors de la famille accentuent un désengagement universitaire, pro

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Christensen, Rhonda, Gerald Knezek, and Tandra Tyler-Wood. "Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students." Journal of Science Education and Technology 24, no. 6 (2015): 898–909. http://dx.doi.org/10.1007/s10956-015-9572-6.

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Gunter, Glenda A., and Jennifer L. Reeves. "Online professional development embedded with mobile learning: An examination of teachers' attitudes, engagement and dispositions." British Journal of Educational Technology 48, no. 6 (2016): 1305–17. http://dx.doi.org/10.1111/bjet.12490.

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Price, Heather E. "Principals’ social interactions with teachers." Journal of Educational Administration 53, no. 1 (2015): 116–39. http://dx.doi.org/10.1108/jea-02-2014-0023.

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Purpose – The purpose of this paper is to link the social interactions between principals and their teachers to teachers’ perceptions of their students’ engagement with school, empirically testing the theoretical proposition that principals influence students through their teachers in the US charter school environment. The mediating influence of latent beliefs of trust and support are tested in this process. Design/methodology/approach – By analyzing pooled network and survey data collected in 15 Indianapolis charter schools using stepwise, fixed-effects regression techniques, this study tests

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