Emotion coaching in action: Experiential teaching, homework, and consolidating change.

2019 ◽  
pp. 261-289
Author(s):  
Serine H. Warwar ◽  
Jennifer Ellison
Keyword(s):  
Emotion Coaching ◽  
Experiential Teaching

Wrapping Blocks: A Fun Way to Teach Job Design

2019 ◽  
Vol 5 (2) ◽  
pp. 144-162
Author(s):  
Regina Yanson ◽  
Melissa J. Mann
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Human Resource ◽  
Job Characteristics ◽  
Job Design ◽  
Graduate Level ◽  
Experiential Teaching ◽  
The Core ◽  
Job Characteristics Model ◽  
Core Elements

This article provides an overview of job design and offers an experiential teaching exercise to help students develop a better comprehension of job design and redesign, as well as learn the importance and challenges of such undertakings. Understanding the core elements of job design is especially important because job design serves as the foundational block for a deeper understanding and application of other organizational phenomenon such as the job characteristics model. This exercise is intended for the introductory undergraduate and graduate-level human resource management course as well as any courses covering “staffing.” Additionally, this activity may be used in the undergraduate Principles of Management or associated introductory management class.

Experiential teaching of planetary sciences from kindergartens to secondary schools: the "Astronomiadi" educational project

2021 ◽  
Author(s):  
Daniele Gardiol ◽  
Carlo Benna ◽  
Valentina Vignale ◽  
Fabrizio Radicati di Primeglio
Keyword(s):  
Experiential Learning ◽  
Secondary Schools ◽  
Local Community ◽  
Astronomical Observatory ◽  
Close Collaboration ◽  
Educational Project ◽  
Experiential Teaching ◽  
Italian National Institute

<p>The Piedmontese town of Pino Torinese is one of the twelve italian locations hosting a local department of the Italian National Institute for Astrophysics, the Astronomical Observatory of Turin. This peculiarity led to the development of a close collaboration between researchers, teachers and local community and administration, aiming at the promotion of astronomy, and in particular planetary sciences, among students from kindergartens to secondary schools. The chosen driving approach, experiential learning, is not very common in Italy. </p>

scholarly journals Towards a Pluralistic and Experiential Teaching of Economics for the Agenda 2030. the SDSN France Textbook

2021 ◽  
Author(s):  
Thomas Lagoarde-Segot ◽  
Laurence Le Poder
Keyword(s):  
Learning Objectives ◽  
Experiential Teaching ◽  
Agenda 2030 ◽  
Teaching Of Economics ◽  
Experiential Pedagogy ◽  
University Level ◽  
The University ◽  
Significant Effort

The goals of the Agenda 2030 require a significant effort to educate and train new generations on sustainability issues. This article presents an initiative in favor of the evolution of the contents and the pedagogy of economics at the University level. We present the new “Ecological Money and Finance” textbook developed by SDSN France. We detail the assumptions, contents and learning objectives proposed in this new textbook. Then, we describe how it can be used in the framework of an experiential pedagogy of economics, taking as a case study the fundamental economics course of the Grande Ecole program at KEDGE BS.

scholarly journals Integrating emotion into behaviourally-based parenting programmes: can this enhance outcomes for child conduct problems?

2021 ◽  
Author(s):  
◽  
Josie Hammington
Keyword(s):  
Conduct Problems ◽  
Standard Group ◽  
Triple P ◽  
Emotion Knowledge ◽  
Emotion Coaching ◽  
Post Intervention ◽  
Parenting Programme ◽  
Child Conduct Problems ◽  
Children's Emotion ◽  
Outcomes For Children

<p>The current pilot study aimed to integrate emotion focused elements into an already well-established parenting programme in the hope of improving outcomes for children with conduct problems (CPs). Thirty-six parents of children with conduct problems (aged 3-7 years) were randomly allocated to two versions of the Triple P parenting programme; standard Group Triple P (GTP) or a new Emotion-Enhanced Group Triple P programme (EEGTP) that taught parents to engage in an elaborative, emotion-rich conversational style when discussing past events with their children. As expected, child CPs significantly reduced across both conditions post-intervention. Additionally, parents in the EEGTP condition were using more emotion coaching statements with their children. However, these differences did not translate to changes in children’s emotion knowledge and further behavioural improvements. Theoretical implications of these findings, explanations reflecting on the nature by which emotion knowledge develops over time, and recommendations for future studies are discussed.</p>

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