scholarly journals Measuring the Effectiveness of Virtuous Pedagogy: A Quantitative Study of the What If Learning Approach in Church of England Schools

2020 ◽  
Vol 10 (11) ◽  
pp. 315
Author(s):  
Sabina Hulbert ◽  
Trevor Cooling ◽  
Robert Bowie
Keyword(s):  
Church Of England ◽  
Learning Approach ◽  
Online Surveys ◽  
Pedagogical Approach ◽  
Positive Effects ◽  
The United Kingdom ◽  
Before And After ◽  
Implicit And Explicit ◽  
Explicit Measures ◽  
Positive Effect

What If Learning is a pedagogical approach that allows teachers to deliver traditional content, as prescribed by national curricula, while at the same time promoting character virtues fundamental to Christian ethos. It encourages teachers to present topics from a different perspective, which shapes understanding through the lenses of cooperation, coaching or hospitality. What If Learning reframes ‘how’ to teach rather than changing ‘what’ to teach. This study tested the effects of a three-months-long What If Learning intervention which reshaped the delivery of lessons to reflect values of hospitality and welcome in twenty schools across five dioceses in the United Kingdom. Four hundred and seventy-four pupils and 198 of their teachers filled in online surveys presenting implicit and explicit measures of intergroup attitudes adapted from the existing literature to reflect our operationalisation of tolerance as the Christian virtue of hospitality or welcome. Data were collected from all participants at three time points: before and after the intervention and then again three months later. Analyses of variance revealed a pattern of answers largely supportive of the positive effect of the proposed pedagogical approach, although not always consistent with the hypotheses. Teachers report overwhelming positive effects of the intervention on several aspects of pupils’ behaviour and flourishing potentials. The discussion focuses on the widespread implications of these findings while acknowledging the need for additional research to strengthen our conclusions and promote the approach even further.

Characteristics Before and After Heat Treatment of Co-Free AB3-Type Fe Substituted Hydrogen Storage Alloys Used for Ni-MH Batteries

2010 ◽  
Vol 129-131 ◽  
pp. 1049-1054 ◽  
Author(s):  
Feng Wu ◽  
Min Yu Zhang ◽  
Dao Bin Mu
Keyword(s):  
Heat Treatment ◽  
Hydrogen Storage ◽  
Discharge Capacity ◽  
Cycle Stability ◽  
Hydrogen Storage Alloys ◽  
Positive Effects ◽  
Fe Content ◽  
Before And After ◽  
Short Time ◽  
Positive Effect

In this paper, a series of hydrogen storage Co-free AB3-type alloys were directly synthesized with vacuum mid-frequency melting method, and melted alloys were treated by low temperature-short time heat annealing. XRD results indicate that the main phase of melted La0.7Mg0.3Ni3-xFex (x=0.0~0.4) alloys are LaMg2Ni9 and LaNi5 phase. After heat treatment, some LaMg2Ni9 phase transferred into LaNi3 phase because of the loss of Mg during the heat proceeding. The content of Fe element affects phase structure of alloys and led to different electrochemical properties. Heat treatment has positive effects on cycle stability of La0.7Mg0.3Ni3-xFex (x=0.0~0.4) alloys but could cause little reduction of discharge capacity of Fe substituted alloy. However, the discharge capacity of La0.7Mg0.3Ni2.8Fe0.2 alloy increased after heat treatment. The EIS results show that heat treatment has positive effect on H transfer within alloy, and Fe content is related to the diffusion coefficient of H atoms within alloys.

scholarly journals The effects of the trefoil pedagogical approach on encouraging creative behaviour in students

2016 ◽  
Vol 48 (2) ◽  
pp. 207-230
Author(s):  
Jasmina Sefer ◽  
Snezana Mirkov
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Research Work ◽  
Extensive Study ◽  
Pedagogical Approach ◽  
Positive Effects ◽  
School Year ◽  
Before And After ◽  
Teachers And Students ◽  
Student Questionnaire

?his paper presents a portion of the results obtained in a more extensive study dealing with monitoring of the work methods and the effects of an experimental implementation of the Trefoil pedagogical approach, developed based on pedagogical theories by the researchers from Belgrade. The Trefoil is based on using group work, creative play, openended tasks, critical dialogue, research work and students? involvement in projects for which teachers were trained through implementation and reflexive practice. The aim of this longitudinal study is to determine the effects of the Trefoil on encouraging initiative, cooperation and creativity in students. Research participants were all teachers and students of an urban primary school during one school year. Data on students? creative work were collected and compared before and after the experiment, obtained by expert observation of classes and a teacher and student questionnaire. Data were processed using one-way analysis of variance for repeated measures and two-way mixed analysis of variance. The results pointed to positive effects of the Trefoil approach, which, according to qualitative data, could probably have been bigger if the experiment had lasted longer. Different assessors noticed progress in encouraging students? creativity, but in different domains. The results have confirmed the justifiability of using the Trefoil approach, provided that its validity is tested by implementation in other educational contexts for the purposes of further research and enhancement of the initial conception.

Academics' Perspectives on the Challenges and Opportunities for Student-Generated Mobile Content in Malaysia

2016 ◽  
Vol 8 (3) ◽  
pp. 49-64 ◽  
Author(s):  
Shamsul Arrieya Ariffin
Keyword(s):  
Mobile Devices ◽  
The United States ◽  
Learning Approach ◽  
Structured Interviews ◽  
Local Content ◽  
The United Kingdom ◽  
Challenges And Opportunities ◽  
Before And After ◽  
Innovative Learning ◽  
Stage 1

In Malaysian universities, there is a scarcity of local content to support student learning. Mobile content is predominantly supplied by the United States and the United Kingdom. This research aims to understand the situation from the academic perspective, particularly in the field of local cultural studies. Student-generated multimedia is presented as a solution to the critical lack of local content whilst also providing an innovative learning approach to better engage students. Academics were exposed to the concepts of mobile learning and student-generated content by allowing their students to create multimedia for assignments using mobile devices. Before and after, semi-structured interviews were conducted with the academics. The main themes that emerged in Stage 1 were challenges, while Stage 2 successfully demonstrated student-generated content activity. Technical challenges were overcome and students encouraged to use their own mobile devices, although a minority of academics thought that having a standardised device would be better.

Relationship Satisfaction Can Help to Maintain the Positive Effect of Childbirth on Parental Self-Esteem

2020 ◽  
pp. 194855062097153
Author(s):  
Mario Wenzel ◽  
Doris Staab ◽  
Zarah Rowland ◽  
Manon A. van Scheppingen
Keyword(s):  
Relationship Satisfaction ◽  
Transition To Parenthood ◽  
Self Esteem ◽  
Control Group ◽  
Positive Effects ◽  
Before And After ◽  
Adaptive Processes ◽  
Baseline Levels ◽  
Positive Effect

The transition to parenthood is accompanied by declined self-esteem levels, which may be explained by parents’ relationship satisfaction. However, prior research examined self-esteem only shortly before and after childbirth and had no or only unmatched childless respondents as a control group, limiting the possibility to examine long-term adaptive processes and the causal interpretation of the associations. Thus, we used panel data (10 years, 4,075 individuals, and 16,122 observations) to compare self-esteem and relationship satisfaction trajectories of parents with matched childless respondents using propensity score matching. We found a quadratic trajectory for parents’ self-esteem, which declined and increased before birth and declined and returned to baseline levels after birth. In contrast, matched childless respondents’ self-esteem decreased linearly before childbirth and then recovered. The quadratic postpartum process in parents was significantly associated with reduced relationship satisfaction. Thus, a fulfilling relationship may help to maintain the positive effects of childbirth on self-esteem in parents.

scholarly journals Evaluating The Influence Of Physical Education Programs Based On A Game Approach To The Actual Motor Capacity Of Elementary School Children

2019 ◽  
Vol 9 (10) ◽  
pp. 629-637
Author(s):  
Dr. Doan Tien Trung, Dr. Pham Thi Le Hang
Keyword(s):  
Physical Education ◽  
Extracurricular Activities ◽  
Positive Effects ◽  
Before And After ◽  
Sample Test ◽  
Movement Group ◽  
Teaching Learning ◽  
High Level ◽  
Positive Effect ◽  
Positive Results

This study is to test the effectiveness of the program on the development of the basic motor skills by taking into account the degree of movement in overtime activities of sampled participants and their gender. The study included 74 children (36 men and 38 women; average age: 9 years). According to these data, children were grouped into two moving levels (i.e., High and Low) and, for each group by sex, a t-sample test was performed to assess the level of actual motor capacity development before and after the project. Males who were brought into the low-level movement group had a significant improvement in the location and the coarse engine development negotiation score (which is most likely and likely to have a positive effect). A contradictory effect is estimated for women: only girls in high-level movements show significant and likely positive effects of treatment in their motor scores. These results highlight the effect of analyzing the physical education program, although the relative positive results on the selected participants are not enough to overcome the problems of child malnutrition that the document always emphasizes.Keywords: Check for development of Gross engine; teaching methods;extracurricular activities; teaching-learning process.

Before And After: Effect Of 4-week Psychiatry Attachment On Medical Students’ Attitude To Psychiatry As a Career Choice

2016 ◽  
Vol 33 (S1) ◽  
pp. S434-S434
Author(s):  
O. Adekunte ◽  
B. Owen ◽  
C. Oliver
Keyword(s):  
Medical Students ◽  
Medical Training ◽  
Positive Change ◽  
Free Text ◽  
Positive Effects ◽  
Before And After ◽  
After Effect ◽  
Students Attitudes ◽  
Competing Interest ◽  
Positive Effect

BackgroundPsychiatry is historically unpopular amongst medical students. The perception that psychiatry is remote from the rest of medicine and not evidence-based has been identified. However, there is evidence that psychiatry placement has positive effects on students. There are reports that medical students experience a positive change of attitude towards psychiatry following their undergraduate psychiatric attachment. There is evidence that medical students experience a positive change of attitude towards psychiatry following their undergraduate psychiatric attachment.AimTo determine the effect of a four-week psychiatry placement on 3rd year medical students’ attitudes towards psychiatry.MethodsPre-and post-attachment questionnaires were administered to four cohorts of 3rd year students. Responses were anonymised and based on Yes/No, free-text, order of preference and Likert scale. Analysis was by basic statistical methods.ResultsA total of 98 pre- and 81 post-placement students responded. Mean positive attitude increased by 6% and the percentage of students choosing psychiatry in their top three career choices increased from 7 to 20%. Ninety percent of students post-attachment thought that psychiatry is relevant to their future jobs, compared to 86% pre-attachment. The percentage of students who think that psychiatry makes little use of medical training decreased from 20% to 16%.ConclusionsThe survey showed a period of 4 weeks psychiatry placement has a positive effect on the attitudes of medical students towards psychiatry. It also increases the number of students wanting to pursue a career in psychiatry.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Effects of a 6-Week Straw Phonation in Water Exercise Program on the Aging Voice

2020 ◽  
Vol 63 (4) ◽  
pp. 1018-1032
Author(s):  
Chia-Hsin Wu ◽  
Roger W. Chan
Keyword(s):  
Acoustic Analysis ◽  
Vocal Tract ◽  
Exercise Program ◽  
Analysis Of Covariance ◽  
Elderly Subjects ◽  
Control Group ◽  
Perceptual Evaluation ◽  
Positive Effects ◽  
Aging Voice ◽  
Before And After

Purpose Semi-occluded vocal tract (SOVT) exercises with tubes or straws have been widely used for a variety of voice disorders. Yet, the effects of longer periods of SOVT exercises (lasting for weeks) on the aging voice are not well understood. This study investigated the effects of a 6-week straw phonation in water (SPW) exercise program. Method Thirty-seven elderly subjects with self-perceived voice problems were assigned into two groups: (a) SPW exercises with six weekly sessions and home practice (experimental group) and (b) vocal hygiene education (control group). Before and after intervention (2 weeks after the completion of the exercise program), acoustic analysis, auditory–perceptual evaluation, and self-assessment of vocal impairment were conducted. Results Analysis of covariance revealed significant differences between the two groups in smoothed cepstral peak prominence measures, harmonics-to-noise ratio, the auditory–perceptual parameter of breathiness, and Voice Handicap Index-10 scores postintervention. No significant differences between the two groups were found for other measures. Conclusions Our results supported the positive effects of SOVT exercises for the aging voice, with a 6-week SPW exercise program being a clinical option. Future studies should involve long-term follow-up and additional outcome measures to better understand the efficacy of SOVT exercises, particularly SPW exercises, for the aging voice.

Instruction-Based Approach-Avoidance Effects

2015 ◽  
Vol 62 (3) ◽  
pp. 161-169 ◽  
Author(s):  
Pieter Van Dessel ◽  
Jan De Houwer ◽  
Anne Gast ◽  
Colin Tucker Smith
Keyword(s):  
Implicit Association Test ◽  
Avoidance Training ◽  
Social Groups ◽  
Implicit Association ◽  
Approach And Avoidance ◽  
Evaluative Priming ◽  
Blacks And Whites ◽  
Approach Avoidance ◽  
Implicit And Explicit ◽  
Explicit Measures

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

Memory Span and Individual Differences in Activation: Implicit and Explicit Measures

2012 ◽  
Author(s):  
Lindsey Lilienthal ◽  
Elaine Tamez ◽  
Nathan Rose ◽  
Joel Myerson ◽  
Sandra Hale
Keyword(s):  
Individual Differences ◽  
Memory Span ◽  
Implicit And Explicit ◽  
Explicit Measures
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