Education and New Developments 2022 – Volume 2最新文献

{"title":"TOWARDS AN ECLECTIC APPROACH IN AUTISM SPECTRUM DISORDER (ASD)-SMARTS (SEQUENTIAL MULTIPLE ASSIGNMENT RANDOMIZED TRIALS-SMARTS)","authors":"C. Hațegan, D. Talaș, R. Trifu","doi":"10.36315/2022v2end076","DOIUrl":"https://doi.org/10.36315/2022v2end076","url":null,"abstract":"\"The need for evidence-based therapy is a reality in contemporary therapeutic approaches. The most studied approach in autism spectrum disorder (ASD) is the ABA therapy (Applied Behavioral Analysis), among other 27 validated programs Hume & al. (2021) and Steinbrenner & al. (2020). Even if ABA is well known and strongly scientifically studied, in almost 30% of the cases it does not lead to developing the desired verbal communication abilities ((National Institute on Deafness and Other Communication Disorders, 2010; Kasari, Sturm, Shih, 2018). In this context, speech and language therapy can be an alternative to this approach, its use being combined with the usage of different other psychological and psycho-pedagogical techniques and programs for enhancing children and families with the target abilities. This mixture of therapies, known as eclectic approach is often compared with ABA approach and criticized due to its lack of scientific proof. In order to ensure the evidence based approach we propose the implementation of SMARTs (Sequential Multiple Assignment Randomized Trials-SMARTs). The SMARTs approach offers the possibility both to collect measurable data based on the established goals and to tailor possible intervention programs adjusting the approach to participants’ needs. In our research the SMARTs structure include: a sequence of decisions (it applies if participants do not respond positively to the intervention and it is used at each three months’ reevaluation stage), a set of intervention decisions (in this research SLT is combined with kineto-therapy, oral-motor myofunctional therapy, psych-pedagogical programs and programs for sensory integration), elements/factors that indicate change in the established approach (it refers to factors that prove that the intervention program needs to be changed, in our research these are: regression and a plateau in speech and language development acquisition longer than one month) and a sequence of decision rules able to link the other sequences (these decision rules are based on the evaluation and reevaluation results and on reaching or not the established goals in speech and language development area). Participants in the research are 9 children with severe ASD (N=9), with ages between 6-9 years’ old. The starting point of our SMARTs approach implementation was a comprehensive general assessment of speech and language development based on ISD (Integrated Scale of Development), MLU (Mean Length of Utterance) and SIR (Scale for Intelligibility Rate). The intervention period was January 2021-december 2021. Results demonstrated relevant gains in speech and language development of 6-9 months (based on ISD) and of 3 points based on SIR (from 2 level-just of words intelligible, till 5 level-all words intelligible). Very poor results were obtained at the MLU level, due to the fact that grammar approach is difficult to implement. In conclusion we can underline the fact that SMARTs can be a reliable way in ","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"19 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123032062","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}

{"title":"ACCELERATED VIRTUALIZATION OF HIGHER EDUCATION IN TIMES OF PANDEMIC: THE CASE OF AN ECUADORIAN UNIVERSITY","authors":"A. Ornellas, Miguel Herrera Pavo","doi":"10.36315/2022v2end008","DOIUrl":"https://doi.org/10.36315/2022v2end008","url":null,"abstract":"\"The purpose of the paper is to present and discuss the impact, challenges, and opportunities that the COVID-19 pandemic and related lockdowns have caused to the te aching and learning model of an Ecuadorian Higher Education Institution: the Universidad Andina Simón Bolivar (UASB). The discussion will be led from the perspective of various educational actors and different levels of decision-making. At the beginning of 2020, the COVID-19 pandemic that confined a large part of the world's population to their homes and paralyzed activity in practically all areas of human action, forced a rethinking of education at all levels. In addition, the massive closure of schools and universities led to the deployment of distance learning modalities through a variety of formats and online platforms, replacing traditional educational processes. Experts have called emergency remote teaching for this sudden and unforeseen shift of face-to-face classes to virtual modalities. This name comes to highlights that the solutions adopted in a very short period, in many cases, could not be based on well-founded models of e-learning and a well-planned learning process. Still, rather traditional practices were transferred from face-to-face education to online platforms, maintaining their conventional forms in terms of methodologies, teacher and student roles, typologies of activities, evaluation models, and so on. The work presents the case study of the successful transformation process of a Higher Education institution based on a face-to-face model to a remote model to continue providing training to its students despite the disruption caused by the confinement derived from the health crisis of COVID-19. The analysis of the data collected through a variety of methods that included interviews with faculty, the analysis of institutional documents, and a student survey highlights the complexity and adequacy of the strategies implemented by the educational community to make the transition from an emergency remote teaching to a quality online learning ecosystem.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115432700","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}

{"title":"LEARNING BY DRAWING. A CONVERSATION ON HAND DRAWING WHEN EDUCATION IS GOING DIGITAL","authors":"F. Gaetani, V. Vezzani","doi":"10.36315/2022v2end039","DOIUrl":"https://doi.org/10.36315/2022v2end039","url":null,"abstract":"\"The paper displays a conversation between the two authors. They reunite after ten years since the international summer school Around the Wall, which they co-organised and run in Lucca (Italy) in 2012, to reflect on hand-drawing education, mainly through their experience in teaching in different design environments. The conversation tells about how that summer programme represented for the authors the first steps to test some learning strategies that later on fed their teaching approaches, one at the BA in Design at Universidade da Madeira (PT) and the other at the BSc in Product Design at Politecnico di Milano (IT). In particular, Around the Wall summer school focused on hand drawing as a tool of personal discovery, reflection and visual communication, serving each phase of a design process. Also, the summer programme provided the participants with a multicultural and multidisciplinary environment to encourage a sense of collaboration and stimulate creative thinking. Over the ten years of teaching drawing within different design curricula, the authors encountered various teaching challenges and requirements to respond. Hand drawing education at the Design BA at Universidade da Madeira follows a horizontal approach. The learner is provided with many hours to experiment with different exercises and techniques to identify and develop a personal style for visual communication. At the Design BSc of Politecnico di Milano, the approach is vertical. Here the teaching aims at optimising the few hours dedicated to drawing so that learners can effectively develop their skills and methods for drawing by hand within a product design process. In the context of a design education moving faster toward digital learning environments - especially forced during the lock-downs in 2020 and 2021 - the authors reflect on their personal teaching experiences to identify educational guidelines for using hand drawing as a creative tool to learn to communicate, in any field. Finally, the authors conclude their conversation by imagining some future teaching/learning scenarios as a cross-pollination result between their personal experiences and considerations.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130922607","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}

{"title":"A PEDAGOGICAL APPROACH FOR SOCIO-CULTURAL INCLUSION: A STUDY ON IMMIGRANT ENTREPRENEURS IN FINLAND","authors":"Zahra Hosseini, Kimmo Hytönen","doi":"10.36315/2022v2end094","DOIUrl":"https://doi.org/10.36315/2022v2end094","url":null,"abstract":"\"According to the United Nations in 2019, the number of migrants worldwide reached 272 million and the wave of migration is expected to increase after the pandemic. As the number of immigrants increases, a strategy for their socio-cultural inclusion becomes essential. Finland is a Nordic country with a limited population that considered culturally, ethnically, and linguistically homogeneous, however, it is gradually changing as the number of immigrants increases. Promoting the integration of migrants and increasing their access to public services, labor market, private sector and opportunities in the host country is included in the strategies of the European Commission. Regarding the importance of entrepreneurship in the cultural inclusion of immigrants, this case study was conducted with an emphasis on the role of information technology in facilitating entrepreneurship for immigrants in Finland. Accordingly, a group interview was conducted to understand the challenges that migrants encounter in obtaining the information that they need. The results showed that immigrant entrepreneurs with different fields and backgrounds had difficulties finding some required information on Finnish websites. Some information or sources of information are known to locals while unknown or inaccessible to immigrants. In addition, participant of the study expected more variety and interaction in content on Finnish websites. This study proposes technological pedagogical content design (TPCD) as a systematic approach to design websites with more attention to multicultural users. TPCD assumes immigrants as learners who need to learn the new knowledge and skills in the host country. It utilizes pedagogical principles to define the needs of immigrants to clarify goals, create and organize content, and design web pages.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125364292","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}

{"title":"CAPOEIRA'S CONTRIBUTION TO ETHNIC, CULTURAL AND EDUCATIONAL ISSUES","authors":"Thiago Vieira de Souza","doi":"10.36315/2022v2end104","DOIUrl":"https://doi.org/10.36315/2022v2end104","url":null,"abstract":"\"In Brazil, Capoeira is present in the country's history, culture, education and in the schooling process. Today, it is part of the national heritage, integrates the formal Physical Education curriculum of the public network of the State of São Paulo (CEF-SP), of private schools, is an extracurricular activity in several schools and is present at the university as a content of Physical Education courses. School Physical Education was conceived in the treatment of culture related to bodily aspects that manifest themselves in different ways: games and games, gymnastics, dances, sports and fights. In this way, Capoeira was listed as the content of Physical Education classes, acquiring new pedagogical contours and methodological treatments. Thus, this proposal aims to work strategies for dealing with different contents that make up the universe of Capoeira as a content of school Physical Education. In the didactic part, strategies, methods and styles of teaching, playful characteristics, as well as the posture in the teaching process will be addressed. In this sense, we had as a starting point the understanding of Capoeira based on commonly discussed topics, which allowed us to establish the following axes of work: Historicity, Specific Movement, Musicality, Play, Body Language. Once the axes of work were determined, we experienced the organization and systematization of these contents, based on activities and teaching dynamics. Thus, it is expected to promote strategies that make possible the treatment of Capoeira as a content of school Physical Education in the international scenario, thus configuring a rich pedagogical process, based on a plural and liberating education.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124391776","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}

{"title":"DIGITAL EDUCATION IN HIGHER EDUCATION INSTITUTIONS IN PORTUGAL AND BRAZIL – CHALLENGES AND TRANSFORMATIONS","authors":"A. Carvalho, Luísa Cerdeira, Tomás Patrocínio","doi":"10.36315/2022v2end082","DOIUrl":"https://doi.org/10.36315/2022v2end082","url":null,"abstract":"\"This Communication aims to promote a reflection on Digital Education in Higher Educations Institutions in Portugal and Brazil, and the challenges and transformations perceived, when it is implemented, on the occasion of remote teaching during the pandemic of the new corona virus. From this study, a greater exchange of experiences in terms of methodological proposals in relation to Digital Education could be a great positive differential. And yet, different ways of facing the different challenges to which the researched institutions were and are being submitted, tends to promote valuable cooperation between the researched institutions, promoting the necessary transformations, in the face of the adversities encountered. In Higher Education, Digital Education is seen as a trend in education, as well as in citizenship. What reinforces the 2030 agenda of the UN (United Nations Organization), in its SDGs – Sustainable Development Goals, for a more inclusive world. Digital Education, for some higher education institutions, was previously adopted as a beginner, today it is seen as a trend that allows broad access to higher education, expanding the notion of citizenship. The challenges are numerous and need to be overcome, mainly because of its originality. And, as we are not in a controlled situation, neither in relation to the virus, technological conditions, nor behavioral, psychological conditions, efforts must be scaled in order to make cooperation between institutions the true legacy of this context. In this way, it is believed that Digital Education will be increasingly fulfilling its transforming role of promoting a more inclusive society.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124605106","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}

{"title":"HOW MEANINGFUL WORK AND SOURCES OF MEANING CHANGED DURING THE PANDEMIC: AN EXPLORATORY STUDY","authors":"F. Tommasi, Andrea Ceschi, R. Sartori, Giorgia Giusto, Sofia Morandini, Beniamino Caputo, Marija Gostimir","doi":"10.36315/2022v2end095","DOIUrl":"https://doi.org/10.36315/2022v2end095","url":null,"abstract":"\"The COVID-19 pandemic has affected many aspects of our life leading to a completely new world, increasingly complex and uncertain. This is also evident in the workplace, especially on how employees experience and perceive their work. Indeed, it is not surprising that current critical reflections in the study of work and organizations give attention on the challenges on individuals’ wish for meaningful experiences at work. The current debate focuses on how employees can get lost in terms of their sense of work in the face of job demands, responsibilities and working hours. From here, it is central that in the face of new working methods and conditions, organizations behave to guarantee the quality of work and the degree to which work can be a source of meaning. This study has exploratory purposes and intends to investigate the relationship between the dimensions of quality of work and the dimension of meaningful work in the context of the post-pandemic. The data were obtained with a pre-test–post-test design, i.e., before and after restrictions due to the pandemic, through a survey administered online to about 145 workers. We investigated (a) the level of quality at work considering the dimensions of training, safety and communication at work, and (b) the Meaning in Work construct and the related sources of coherence, significance, purpose and belonging. We analysed data via the Structural Equation Modelling to explore the predictive role of job quality for meaning in work dimensions. The results indicate that the latent variable of job quality, described by the observed dimensions of organizational safety and training resources, at time 1 affect meaning in work dimensions respectively at time 1 and time 2. The results of the present study are relevant both for directing further studies on the topic of meaningful work and for organisations wishing to foster meaningful work and link sources. In the context of top-down work redesign process, our results offer initial implications about the role of job quality for sustaining employees’ wish for meaning in their work. The present study represents one of the limited studies on the sources of meaningful work and posit initial insights on how to foster meaningful work. Moreover, this happens in the context of the post-pandemic, supporting initial comprehension about whether organizations can support individuals’ quest for meaning in this uncertain time.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117133613","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}

{"title":"CORRELATIONS BETWEEN GOVERNMENTAL FINANCIAL CONTRIBUTIONS TO EDUCATION AND THE AUTONOMY OF ALTERNATIVE SCHOOLS IN HUNGARY","authors":"Judit Langer-Buchwald, Zsolt Langer","doi":"10.36315/2022v2end047","DOIUrl":"https://doi.org/10.36315/2022v2end047","url":null,"abstract":"\"Besides state-funded schools, private schools play a role in public education both abroad and in Hungary, however the financial aid they receive from the governmental budget is different from country to country. There are countries where they receive the same amount of support that state-funded institutions get. Whereas there are other private institutions that cannot gain any financial resources from the subsidy. Financial contribution by the government to educational costs, however, always goes together with a restriction of the autonomy of schools by said government. These restrictions may include forcing the exemption of tuition fees or mandating that private schools cannot control the admission of pupils. Moreover, it might convey the restriction of the pedagogical autonomy of alternative private schools according to the educational system’s degree of centralization. The liberal and decentralized Hungarian education system has become centralized again due to the current government’s aspiration of creating an integrated and unified educational policy. In this study, we seek to answer the question of how the financial contribution of the state to the operation of alternative private schools affects their pedagogical autonomy.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127738460","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}

{"title":"TEACHING WITH TINY ARTICLES AS AN APPROACH TO STIMULATE TRUSTFUL AND COOPERATIVE LEARNING","authors":"A. Seyfarth, Miriam Hilgner","doi":"10.36315/2022v2end027","DOIUrl":"https://doi.org/10.36315/2022v2end027","url":null,"abstract":"\"The current Corona crises demonstrates the challenge of a fruitful and trustful learning dynamics among people with largely varying backgrounds. The dynamics may easily lead to separating people into groups with attributed properties which finally impairs the learning process. In this study we aimed at designing a new teaching concept for first grade bachelor students in pedagogics, psychology and sports science visiting a lecture on „Learning and Working Strategies “. This included to integrate the students from largely varying background in one teaching program. In order to achieve this goal, we created a novel format of a simplified scientific publication (e.g., a journal paper), called Tiny Article. We asked the students to write a weekly Tiny Article based on their thoughts about the lectures. By writing and sharing their weekly Tiny Article, the students learned to formulate their reflections and insights as well as to share and complement their understandings in a virtual common brain. This collection of knowledge, ideas and reflections were also shared with the teachers of the lectures and opened the discussion of possibilities for networked learning and working in mixed teams.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121095271","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}

{"title":"INTEGRATED MODEL OF MATHEMATICS PROBLEM SOLVING ADAPTED TO A STUDENT WITH AUTISM SPECTRUM DISORDER","authors":"Ana Caballero-Carrasco, Lina Melo-Niño, Luis Manuel Soto-Ardila, Luis Maya-Jaramillo","doi":"10.36315/2022v2end055","DOIUrl":"https://doi.org/10.36315/2022v2end055","url":null,"abstract":"\"Mathematics problem solving is one of the main axes of mathematical activity and is the cornerstone of mathematics education, so it should be the main source and support of learning throughout Primary Education. Caballero et al. (2009, 2016, 2020) y Blanco et al. (2015) presents an Integrated Model of Mathematics Problem Solving (IMMPS) that integrates cognitive and affective aspects. The efficacy of this model has been empirically contrasted in teachers in initial training (Caballero et al., 2011, 2021; Blanco et al., 2013), wondering if it would be equally valid in students with certain learning difficulties. That is why in this proposal we present an intervention carried out around Mathematics Problem Solving with a student in the first year of Primary Education with Autism Spectrum Disorder. In this proposal, the Integrated Model of Mathematics Problem Solving (IMMPS) has been adapted to this type of disorder. IMMPS is composed of five phases in which emotional management techniques and heuristics for Mathematics Problem Solving are integrated. It is a single case study, where the subject of study has been selected through a non-probabilistic discretionary or judgmental sampling. The conclusion is that the student is able to carry out a more elaborate and complete process of Mathematics Problem Solving, using different heuristics. However, they do not put into practice the techniques of emotional control in the face of nerves or blockages arising in the resolution of Mathematics Problem Solving.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116771288","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}