Proceedings of The World Conference on Research in Teaching and Education最新文献_第3页

Modeling of educational and creative environment for children with special educational needs 为有特殊教育需要的儿童设计教育及创意环境

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.930

E. Ivanova

{"title":"Modeling of educational and creative environment for children with special educational needs","authors":"E. Ivanova","doi":"10.33422/worldte.2019.12.930","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.930","url":null,"abstract":". In the present scientific paper one of the most general aims is the complex health of the child with special educational needs (SEN), its full integration, as far as possible, that contributes to the well-being of the community and its personal happiness. The creative approach to the formation of a developing educational and creative environment for children with special educational needs is fundamental to their adaptation and socialization, to their full and independent way of life. Analysis of the cognitive and creative functioning of the person increases the probability of building skills to include realistic, evidence-based assessments of situations and to reduce the subjective experience of negative emotion. These skills include identifying cognitive distortions, changing beliefs related to the world and others, and changing behavioral coping strategies. With the development of modern technologies and the transition of human civilization to an information society, the problem of personal adaptability becomes more and more relevant. The adaptation of man to the requirements of the social environment, his experience as a professionally realized and succeeded, identified with the group, with the organization experiencing serious pressure from internal and external factors are present. This report discusses options that alleviate the condition of distress, both in children and in their parents. The practical dimension of this statement is related to seeking a coherent link in the application of creativity as a creative process.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133647322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessment of Academic Performance in Free to Select Anime Avatar Educational Video for Ray Tracing Programming Class 学习成绩的评估在自由选择动画阿凡达教育视频光线追踪编程类

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.921

Rex Hsieh, Kosei Yamamura, Satoshi Cho, Hisashi Sato

{"title":"Assessment of Academic Performance in Free to Select Anime Avatar Educational Video for Ray Tracing Programming Class","authors":"Rex Hsieh, Kosei Yamamura, Satoshi Cho, Hisashi Sato","doi":"10.33422/worldte.2019.12.921","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.921","url":null,"abstract":". This project is a 11-week anime avatar based eLearning programming program that took place from September 2019 to February 2020. It serves as the 2 nd step of vTuber based eLearning programming program where researchers used the survey results and academic performances from the spring semester’s eLearning program as basis and made refinement upon it in an effort to provide better avatar based eLearning contents to students. In the previous program, students are organised into groups and assigned to 1 or 2 of 6 videos composed of 1 of 3 visuals: male styled avatar (A), female styled avatar (B), or original lecturer avatar (O) and 1 of 2 audios: original audio (O) or transformed audio (T). In this semester, transformed voice (T) is dropped after finding out they offered no benefits to students’ motivation or grade performance. Furthermore, students are now free to choose from the 3 avatars offered instead of being assigned to specific videos for the entire semester. Lastly, weekly videos now encompass multiple subjects with clearly labelled titles to allow students watch the content most beneficial to them. The research team believed the increase in avatar type and subject choice will make students more motivated when viewing the contents. Currently this program is in its 7 th week and at the moment, the research team has found that students enjoyed the audios much more, as compared with the previous semester. Students are also observed to be selecting videos according to their needs.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127935772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Multi-Sensory Technology In Teaching English To Young Learners 多感官技术在少儿英语教学中的应用

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.932

Jenny Johana Izquierdo Casadiego

{"title":"Multi-Sensory Technology In Teaching English To Young Learners","authors":"Jenny Johana Izquierdo Casadiego","doi":"10.33422/worldte.2019.12.932","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.932","url":null,"abstract":"Language is a natural skill in humans and every day more people recognize how important is to be multilingual. Teachers, linguistics, and parents believe that early childhood is the best period to learn the four areas that structure a language which are speaking, listening, reading and writing. When an infant is learning a second language, the educator should design a program with activities that can improve each of these areas and according to Garner, there are multiple intelligences and different styles of learning from the outside world, styles such as auditory, visual, tactile, and kinesthetic.Multi-sensory Technology states that teaching preschoolers a foreign language recognizes that every child is capable of learning, allowing every individual to acquire knowledge according to his/her characteristics. The Russian system offers public kindergarten to it's citizens and the main classes are taught in the Russian language with the option of having English classes as an additional service. Classes are two times a week, with a duration of 30 minutes per class and the average group of students has 8 to 10 kids. Based on the experiences and the results observed in different students, the multi-sensory method is the answer for teaching English as a second language in the kindergarten because the method accomodates to different learning styles while developing motivation, attention and energy in the kids.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116860532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Analysis of Children’s Primary School Readiness According to Some Variables 基于一些变量的儿童小学入学准备分析

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.922

Yalçın Bay, Dondu Neslihan Bay

{"title":"Analysis of Children’s Primary School Readiness According to Some Variables","authors":"Yalçın Bay, Dondu Neslihan Bay","doi":"10.33422/worldte.2019.12.922","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.922","url":null,"abstract":"The aim of this study was to determine the primary school students' readiness for school and analyze it according to some socio-demographic characteristics. Furthermore, the research will contribute in terms of revealing how much the children are ready to begin the process of elementary school in Turkey, which has a different education system and culture. The research was conducted in the general survey model, one of the quantitative research methods and 402 children attending the first grade of primary school in Eskisehir province participated in the study. In the study, “ Primary School Readiness Scale ” (Canbulat and Kırıktaş, 2016) was filled by teachers for each child. Children’s readiness for school was analyzed in cognitive, affective, psychomotor and self-care skills sub dimensions of the scale. As a result of the research, it was found that primary school readiness levels of the following children groups were significantly higher (p <0.05): the children who had preschool education compared to the children who had not; the children who are 72-84 months old compared to the children who are 60-72 months old; the, children whose mothers’ education level are high compared to the children whose mothers have lower education and the children whose fathers are working compared to the children whose fathers are not working. In addition, significant differences were found in primary school readiness level of some subgroups in the following dimension: girls are significantly more ready in affective dimension; the readiness of the children whose mother is working is higher in cognitive dimension; and children whose father had university education and more are more ready in cognitive, affective and psychomotor dimensions (p <0,05).","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114185099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers’ Lifestyle in Poland 波兰教师的生活方式

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.935

M. Dania

{"title":"Teachers’ Lifestyle in Poland","authors":"M. Dania","doi":"10.33422/worldte.2019.12.935","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.935","url":null,"abstract":"The aim of the study was to assess the lifestyle of teachers in Poland. It was the first such research in Poland conducted on such a large scale.The study was performed in the Łódź region. The stratified sampling method was applied, taking into account the type of school (primary school, junior high school, high school, profiled high school, technical school, vocational school, special school) and place (voivodeship city; city>5,000 inhabitants; town<5,000 inhabitants; village). Out of 650 questionnaires, 416 were returned (64%). The study group consisted of 71 men (17%) and 345 women (83%). Their average age was 47.6±8.2 and work experience 21.6±9.2 years.The study used three questionnaires KomPAN (developed by the Committee of Human Nutrition Science of the Polish Academy of Sciences), a survey prepared by the Department of Occupational Physiology and Ergonomics, NIOM, Łódź, and the International Physical Activity Questionnaire.The study shows that teachers lead a healthy lifestyle, as evidenced by proper diet (only 2% of the respondents displayed moderately unhealthy traits), low alcohol consumption (86.8% do not drink strong alcohol at all), small percentage of smokers (10% men, 8% women) and high/sufficient physical activity (52%). The average BMI was within normal limits and equaled 25.05±6.7, only in men it was slightly exceeded (26.6±6.6).The research results suggest that teachers, as a professional group, are aware of the lifestyle impact on health. To check whether this positive observation applies to all teachers in Poland, further research is planned embracing the whole country.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114903249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Determinants of self-regulation of social rejected students 社会排斥学生自我调节的决定因素

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.927

J. Hladik

{"title":"Determinants of self-regulation of social rejected students","authors":"J. Hladik","doi":"10.33422/worldte.2019.12.927","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.927","url":null,"abstract":"Self-regulation is a capability to control or change person's behaviour. It is mechanism which allows adaptation in social group and desirable social behaviour. Social rejection which students experience in their class is a contemporary problem. Self-regulation can play important role in social rejection of students. The aim of the research was to analyse group of social rejected students from the perspective of self-regulation mechanisms. 229 social rejected students of upper primary school were identified from the randomly selected sample (n = 1625) of upper primary school in the Czech Republic. Sociometric test, MEPS, Cognitive Emotional Regulation and ERQ scale and selfregulation failure questionnaire were research tools. Five groups of social rejected students depending on the 1) emotional regulation; 2) cognitive problem solving which refers to students’ level of self-regulation skills; 3) self-regulation failure and 4) level of social rejection in the class were identified via cluster analysis. Results show that group of social rejected students is not a monolithic block but it is internally divers group with very different subgroups of students.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124857743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Overcoming Communication Breakdowns through the Use of Communication Strategies: Perceptions, Practices and Perspectives 通过使用沟通策略克服沟通障碍:感知、实践和观点

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.934

Melouka Ziani

引用次数: 0

Occupational and Non-occupational Stress Among Teachers Depending on the School Type 学校类型对教师职业与非职业压力的影响

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.931

A. Szyjkowska

{"title":"Occupational and Non-occupational Stress Among Teachers Depending on the School Type","authors":"A. Szyjkowska","doi":"10.33422/worldte.2019.12.931","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.931","url":null,"abstract":": Occupational and Non-Occupational Stress Among Teachers Depending on the School Type.The aim of the project was to assess the level of general and professional stress among teachers depending on the school type. In order to assess the level of general stress, the Perceived Stress Scale (according to Cohen) was applied. The occupational stress was assessed using the Subjective Job Assessment Questionnaire. Out of 650 distributed questionnaires, 64% were returned. The average age of the respondents was 47.6±8.2 and work experience - 21.6±9.2 (0.5-43 years). In the studied group, general stress was at an average level of 25.5±7.6 (3-53 points) and was significantly higher among high school teachers compared to teachers from primary, technical and vocational schools (28.03±7.71, 25.85±8.0, 23.15±8.25; p=0.012). Significantly more technical secondary school and vocational school teachers, compared to high school teachers, stated that they were never sure of being able to manage their affairs independently (36.0% vs. 13.2%; p=0.002). Occupational stress was at a high level and equaled 112.2±35.1 (65-223 points). Significantly more teachers of special schools (12.9%) assessed their work as requiring high physical effort (p=0.011) and experienced lack of support and mobbing on the part of their supervisors and colleagues (30%; p=0.0001). On the other hand, high school teachers significantly more often considered competition among colleagues as an aggravating factor (32.4%; p=0.001)). Also, more of them stated (23.8%; p=0.010) that they were often bothered at work by the need to perform tasks within deadlines, although serious obstacles prevented meeting the deadlines, and felt treated worse than their colleagues (21,6%; p=0,0001).","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130974275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empirical study on environmental knowledge and attitudes of Hungarian Geography Teacher students 匈牙利地理教师学生环境知识与态度的实证研究

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.918

J. Varjas

引用次数: 0

Insight and Relationship Satisfaction as Predictors of the Life Satisfaction of a Community Sample of Adults 洞察力和关系满意度作为成人社区样本生活满意度的预测因子

Proceedings of The World Conference on Research in Teaching and Education Pub Date : 2019-12-19 DOI: 10.33422/worldte.2019.12.920

Elif Çimşir

{"title":"Insight and Relationship Satisfaction as Predictors of the Life Satisfaction of a Community Sample of Adults","authors":"Elif Çimşir","doi":"10.33422/worldte.2019.12.920","DOIUrl":"https://doi.org/10.33422/worldte.2019.12.920","url":null,"abstract":"As a complex construct that is characterized by different dimensions such as self-understanding and self-acceptance, insight has long been suggested to be a predictor of greater life satisfaction. However, research is scarce when it comes to the underlying dynamics of the relationship between insight and life satisfaction. Thus, a mediation model is hypothesized in this study wherein increased insight is proposed to be connected to greater life satisfaction through an increased level of romantic relationship satisfaction. A sample of 244 adults (147 females and 97 males) with a mean age of 34.88 filled out the Insight Scale, the Life Satisfaction Scale and the Relationship Assessment Scale. Although no indirect effect of relationship satisfaction was found between insight and life satisfaction, the results indicated that both insight (r=.36) and romantic relationship satisfaction (r=.43) are significantly correlated with life satisfaction. Furthermore, almost 30% of the total variance in life satisfaction was explained by the regression model featuring insight and romantic relationship satisfaction as predictors. Implications for the fields of counseling and education are discussed.","PeriodicalId":288175,"journal":{"name":"Proceedings of The World Conference on Research in Teaching and Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117241005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0