ECE Official Conference Proceedings最新文献

Creating an Inclusive and Health Promoting Learning Environment in Primary School 在小学创造包容和促进健康的学习环境

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.2

M. Horverak, Gerd Martina Langeland

{"title":"Creating an Inclusive and Health Promoting Learning Environment in Primary School","authors":"M. Horverak, Gerd Martina Langeland","doi":"10.22492/issn.2188-1162.2022.2","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.2","url":null,"abstract":"Many students struggle with mental health issues and low motivation in today’s school, and the problems often start as early as primary school. Surveys show that children at the age of ten to twelve struggle with loneliness, sadness, low self-esteem, bullying, stress and physical problems. One of five dread going to school. The current study presents an approach that can be applied to facilitate for making the children themselves engaged in creating a safe, health promoting and inclusive learning environment for everyone in primary school. This approach includes five steps, which are identifying 1) what is important, 2) success factors, 3) obstacles, 4) what needs focus and 5) what specifically can be done to change the situation. The students reflect on these questions individually in writing and through discussions in class. In this way, the children themselves find solutions to obstacles under guidance from an adult. Results on evaluations from four fifth grade groups show that of 58 students, 38 felt the method helped them find out what is important, 31 became motivated, 45 managed to follow their own plans, 31 became better at finding solutions, 44 enjoyed more being together in school and 36 liked using the method. We conclude that children in primary school may be engaged in influencing their learning environment and their own situation in a positive direction when teachers facilitate for this.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127501119","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

What Kind of Consolation Do Students in Japan Who Have Seriously Failed Academically Really Want? 日本学习成绩严重不及格的学生到底想要什么样的安慰?

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.15

Haruka Hayashida

{"title":"What Kind of Consolation Do Students in Japan Who Have Seriously Failed Academically Really Want?","authors":"Haruka Hayashida","doi":"10.22492/issn.2188-1162.2022.15","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.15","url":null,"abstract":"Failure is inevitable for students. The serious failures for students in Japanese schools are failure to pass exams and late submission deadline. How students are comforted in such failures may affect their recovery and motivation for further study. Since friends, instead of teachers, are the significant others in adolescence, we examined the effectiveness of eight types of comforting strategies from friends (including empathy, advice, prese ntation of the friend's own failure, physical contact, and offer of assistance at the pace of the student, etc.). Participants were 153 female university students. Questionnaire. The results showed that in the two situations a more effective way of comfort ing was to include an offer of help, taking into consideration the pace of recovery at which the student was able to receive the comfort, rather than to include advice (Main effects of comforting strategies; Exam scene F (7,2128) = 31.89, p<.01, task scene F (7,2128) = 16.81, p<.01). Consolation with advice was difficult to accept, especially in the failed exam scene. Next, we analyzed the effect of the difference in psychological distance from friends on comforting. It was suggested that, depending on the difference in psychological distance from friends, there were some ways of comforting that were ineffective even when comforted by friends who were with them on a daily basis (Exam scene F (1,151) = 18.48, p<.01, Task scene F (1,151) = 10.42, p<.01). We wi ll discuss different effective ways of consolation from friends that empower students who have experienced painful failures.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"197 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123033712","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

A Bird’s-Eye View of Curriculum Publications Concerning Seven Countries: A Bibliometric Analysis 七国课程出版物之鸟瞰:文献计量学分析

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.29

Pia Kreijkes

{"title":"A Bird’s-Eye View of Curriculum Publications Concerning Seven Countries: A Bibliometric Analysis","authors":"Pia Kreijkes","doi":"10.22492/issn.2188-1162.2022.29","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.29","url":null,"abstract":"This study reports a bibliometric analysis providing a bird’s-eye view on publications on curriculum pertaining to Australia, South Africa, Ethiopia, Kenya, Ghana, India and Estonia. Bibliometric analysis enables an overview of the scholarly production within a field. Systematic searches of the Scopus database were conducted to identify relevant peer-reviewed journal articles, and their bibliometric data were extracted. The software VOSviewer was used to identify 1a) how much has been published on curriculum pertaining to the above countries over the past two decades (2000-2021), 1b) where such works were conducted, and 1c) in which journals they were published. Next, co-occurrence maps of author-defined keywords were created 2) to identify the main topics that are addressed in curriculum publications within the last five years (2017-2021). Results showed that much more research pertains to Australia, South Africa and India compared to the other countries overall and across time. The number of publications for these three countries increased while those concerning Ethiopia, Ghana, Kenya and Estonia remained low. Most works concerning a given country have been conducted within that country, and much work is conducted within US and UK institutions. The number of journal titles within which the publications appeared is vast. Findings also showed that a great proportion of curriculum publications relate to higher education and the medical field. In addition, topics such as decolonisation and indigenousness appear to be relevant in contemporary educational debate. Potential reasons underlying the findings and implications for moving curriculum research forward will be discussed.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121453093","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

Students’ Perceived Barriers of the Use of OER: The Case of a South African Higher Education Institution 学生对OER使用的感知障碍:以南非高等教育机构为例

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.13

C. Mostert, V. Leendertz

{"title":"Students’ Perceived Barriers of the Use of OER: The Case of a South African Higher Education Institution","authors":"C. Mostert, V. Leendertz","doi":"10.22492/issn.2188-1162.2022.13","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.13","url":null,"abstract":"Access to Higher Education plays an integral role in social and economic development and transformation. In South Africa, not only access to quality teaching and learning is influenced by the limited number of Higher Education Institutions (HEIs), but also access to resources. For HEIs in developing countries alternative resources than a prescribed book should be used to facilitate the teaching and learning of the academic programmes. Open education resources (OERs), as a teaching and learning tool, can assist lecturers to achieve the learning outcomes and facilitate the development of innovative teaching and learning approaches. Furthermore, the use of OERs can create opportunities for students in HEIs to increase their engagement with the discipline specific content. However, there are also several barriers that can hinder students in HEIs to capitalize on these opportunities. This study investigated the perceived barriers of the use of OER at a South African HEI. A self-administered online questionnaire was distributed in order to determine the perceived barriers of first year students completing a business management module at a South African HEI. Overall, 287 completed questionnaires were included in the data analysis. The results indicated the main factors that act as perceived barriers were social barriers, coursework barriers and technology concerns. The HEI should consider allowing for social interaction when OER is integrated in coursework, with adequate face-to-face sessions to enhance the learning experience of students.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129372279","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

Teaching in Times of Crisis – What Have We Learned (So Far)? 危机时期的教学——我们学到了什么(到目前为止)?

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.60

G. Redžepi, Haris Ahmić, Marijan Vinogradac, N. Predrijevac

引用次数: 0

Factors Contributing to Quality Performance in a Foundation English Course at a Higher Educational Institution 影响高等教育机构基础英语课程教学质量的因素

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.17

Mary P. Conway

{"title":"Factors Contributing to Quality Performance in a Foundation English Course at a Higher Educational Institution","authors":"Mary P. Conway","doi":"10.22492/issn.2188-1162.2022.17","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.17","url":null,"abstract":"The knowledge of English language is important for the educational, economical, and national development of a country where the official language is English. There is a growing concern about undergraduates’ quality in performance in the English language course at the States’ University. The objective of the study is to examine the factors contributing to quality performance in the foundation English course, ENG 1105: Introduction to the use of English at a State University in Guyana. The scope of this quantitative study involved both English majors and non-English majors, across the population. The population consisted of 254 registered students. Through the process of simple random sampling 20% was selected. Responses from the 80 participants showed that lecturers’ pedagogy, attitudes of learners and learning preferences, were factors that influenced performance in this course. The findings and conclusions indicate that the three factors: Lecturers’ pedagogy, undergraduates’ attitudes toward their learning and particular learning preferences significantly influence their performance and therefore, performance in English language as a subject may be improved. It is recommended that more lecturers attend professional development sessions to enhance their pedagogical skills. Lecturers should encourage and create situations where learners can develop positive attitudes towards the teaching and learning process. Implications include having lecturers use different pedagogical skills and incorporate various student activities both curricular and non-curricular activities which may stimulate students’ interest towards learning, and may help undergraduates to improve their English language and comprehension skills.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129875978","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

The Effects of Mindfulness on Adolescents With Special Needs’ Readiness for Learning 正念对特殊需要青少年学习准备的影响

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.10

Jovial Teo, Wendy Yeo

{"title":"The Effects of Mindfulness on Adolescents With Special Needs’ Readiness for Learning","authors":"Jovial Teo, Wendy Yeo","doi":"10.22492/issn.2188-1162.2022.10","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.10","url":null,"abstract":"Special needs educators, anecdotally, feedback that students demonstrated adverse learning behaviours and attitudes towards academic learning by adolescent age, compared to their peers, when they face severe learning challenges. With preliminary evidences supporting mindfulness-based programmes’ positive effects on academic functioning, this pilot study aims to investigate the effects of providing adolescent students with mindfulness tools and its impact on their learning in a school setting. The study employs a single group pre-post no-control design. The students were screened with behavioural rubrics that examine attention, self-control, participation, and respect for others, as well as their phonological skills. Four students were shortlisted to attend a 12-session mindfulness held twice weekly for an hour. They practiced mindfulness activities for the first half of each session followed by activities on phonological awareness. Six applications of mindfulness: body, senses, breath, attention, thoughts, and emotions were covered. The students demonstrated improved attentional regulation, self-control, participation, and respect for peers and facilitators. Their abilities to perform phonological awareness activities also advanced. Post student attitudinal questionnaires reflected their focus in sessions, preferences, and likelihood to continue using mindfulness tools after the programme. This presentation will address whether mindfulness intervention is associated with improvements in various indices of student behaviour and learning via facilitators’ report and students’ self-evaluation. Implications of this study may contribute to the future use of mindfulness in class setting to promote learning. Inclusion of control group and larger sample size are needed for future studies.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128760778","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

A Virtual Brief Psychosocial Intervention on Mental Wellbeing of Community College Students During the Pandemic: A Pilot Study 大流行期间社区大学生心理健康的虚拟简短社会心理干预:一项试点研究

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.53

Kathleen Hiu Man Chim, Tsz Chui Lai, B. Chan

{"title":"A Virtual Brief Psychosocial Intervention on Mental Wellbeing of Community College Students During the Pandemic: A Pilot Study","authors":"Kathleen Hiu Man Chim, Tsz Chui Lai, B. Chan","doi":"10.22492/issn.2188-1162.2022.53","DOIUrl":"https://doi.org/10.22492/issn.2188-1162.2022.53","url":null,"abstract":"Family, friends and peers are often seen as pillars of social support, especially in challenging times. However, during the pandemic where there are constant fear of infection, uncertainties, social isolation, and everyday disruptions, interactions with acquaintances and even strangers, even virtually and briefly, may help provide comfort and support. This study evaluated the ‘Inner Nurturing for Personal Growth Series’ of virtual psychosocial workshops aimed at improving mental wellbeing and decreasing feelings of uncertainty for students attending a community college. Facilitated by helping professionals, the workshops intended to create a sense of belonging and solidarity among participants while physically apart. The Self-Compassion Scale – Short Form, Intolerance of Uncertainty Scale, and the Short Warwick-Edinburgh Mental Well-being Scale were administered before and after each of the first three out of five workshops. 36 participants from different age groups (18-24yo, 25-34yo, 35-44yo, 55-64yo) completed both the pre- and post-tests. Repeated-measures t-tests were conducted on the sub-scale and total scores to determine changes in participants’ psychosocial wellbeing after workshop participation. The post-tests revealed a significant increase in participants’ self-kindness, t (35) = 2.273 (p < .05) and common humanity, t (35) = 2.132 (p < .05), and a significant decrease in prospective anxiety, t (35) = -2.123 (p < .05). The results provided preliminary recommendations on how time-limited, virtual psycho-social workshops may help students cope with pandemic-induced stress. To the authors’ knowledge, this was the first study to provide a statistical picture of the benefits of attending virtual brief psychosocial interventions among higher education students in Hong Kong.","PeriodicalId":413479,"journal":{"name":"ECE Official Conference Proceedings","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132701790","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

Developing a Conceptual Model: Integrating CALL in TBLT 开发概念模型:在任务型教学中整合CALL

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.39

Naureen Shehzad

引用次数: 0

The Motivation of Chinese Students in Learning Foreign Languages Other Than English 中国学生学习非英语外语的动机

ECE Official Conference Proceedings Pub Date : 2022-09-17 DOI: 10.22492/issn.2188-1162.2022.35

Lianxing Li

引用次数: 0