scholarly journals Student and Happiness: Socio-cultural and Educational Context

2019 ◽  
Author(s):  
Svetlana Petrovna Shtumpf ◽  
Natalia Aleksandrovna Popkova
Keyword(s):  
Educational Context

Philosophical and Pedagogical Views of Yu. F. Samarin

2019 ◽  
Vol 54 ◽  
pp. 209-218
Author(s):  
Lev E. Shaposhnikov
Keyword(s):  
National Identity ◽  
Social Development ◽  
Educational Policy ◽  
Critical Evaluation ◽  
Educational Process ◽  
Educational Context ◽  
The Government ◽  
Role Of Religion

The paper analyses the evolution of Yu. Samarin’s ideas from rationalism to “holistic knowledge”. Special attention is paid to the philosopher’s conceptualization of the key role of religion for a nation. The author also examines the scholar’s position concerning the promotion of patriotism as an important impetus for social development. Emphasis is made on analyzing the interaction of universal and national aspects in the educational process, as well as on the value of national identity in the field of humanities. The article also presents Yu. Samarin’s critical evaluation of the government educational policy and his suggestions on increasing its effectiveness. The author notes the relevance of Yu. Samarin’s views for the contemporary philosophical and educational context.

Multimedia: Myths and Realities

2013 ◽  
Author(s):  
Andy Large ◽  
Jamshid Behesti ◽  
Alain Breuleux ◽  
Andre Renaud
Keyword(s):  
Educational Context ◽  
User Group ◽  
Information Industry ◽  
Primary School Students ◽  
School Students ◽  
Still Images ◽  
Information Product ◽  
Mcgill University ◽  
The Impact

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia products for schools.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

Trend of Parental Refusal or Delay of Childhood Vaccinations

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Meagan Marie Daoust
Keyword(s):  
Public Health ◽  
Social Media ◽  
Healthcare System ◽  
Educational Context ◽  
Health Consequences ◽  
Missed Opportunities ◽  
The Public ◽  
Health Related ◽  
Parental Refusal

The healthcare trend of parental refusal or delay of childhood vaccinations will be investigated through a complex Cynefin Framework component in an economic and educational context, allowing patterns to emerge that suggest recommendations of change for the RN role and healthcare system. As a major contributing factor adding complexity to this trend, social media is heavily used for health related knowledge, making it is difficult to determine which information is most trustworthy. Missed opportunities for immunization can result, leading to economic and health consequences for the healthcare system and population. Through analysis of the powerful impact social media has on this evolving trend and public health, an upstream recommendation for RNs to respond with is to utilize reliable social media to the parents’ advantage within practice. The healthcare system should focus on incorporating vaccine-related education into existing programs and classes offered to parents, and implementing new vaccine classes for the public.

ROBOTS AND STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EDUCATIONAL CONTEXT

2019 ◽  
Author(s):  
Elena Pérez Vázquez ◽  
◽  
Alba Gilabert Cerdá ◽  
Alejandro Lorenzo Lledó ◽  
Asunción Lledó Carreres ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Educational Context ◽  
Students With Autism

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

Neural dynamics of trainee teachers' emotional conflict processing: An event-related potential study

2019 ◽  
Vol 47 (7) ◽  
pp. 1-9
Author(s):  
Li Jin ◽  
Xu Li ◽  
Jiamei Lu ◽  
Nianqu Chen ◽  
Lin Cheng ◽  
...  
Keyword(s):  
School Context ◽  
Event Related Potentials ◽  
Event Related Potential ◽  
The Body ◽  
Educational Context ◽  
Congruent Condition ◽  
Slow Potential ◽  
Emotional Conflict ◽  
Trainee Teachers ◽  
Related Potentials

We investigated emotional conflict in an educational context with an emotional body–word Stroop paradigm, examining whether the N450 (a late fronto-central phasic negative event-related potential signature) and slow potential (SP) effects could be evoked in trainee teachers. The N450 effect is characterized by topography and negative polarity of an incongruent minus congruent difference potential, and the SP effect has positive polarity (incongruent minus congruent difference potential). Positive and negative body language examples were obtained from pupils in an actual school context, and emotional words were selected. Compound stimuli were presented, each comprising a congruent or incongruent word displayed across a body image. Event-related potentials were recorded while participants judged body expression valence. Reaction times were longer and accuracies were lower for the incongruent compared to the congruent condition. The N450 component amplitude in the incongruent condition was more negative than in the congruent condition. Results showed a behavioral interference effect and an N450 effect for trainee teachers in this context, thus indicating that the body–word task was efficient in assessing emotional conflict in an educational context, and trainee teachers' perception of body expressions of students could be influenced by emotional signals. The findings further the understanding of emotional conflict in an educational context.

Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

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