排序方式： 共有19条查询结果，搜索用时 15 毫秒
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Marion C. E. van de Sande Minne Fekkes Paul L. Kocken Ren F. W. Diekstra Ria Reis Carolien Gravesteijn 《Psychology in the schools》2019,56(10):1545-1567
While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness. 相似文献
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Ria Ann Dunkley 《The Journal of environmental education》2013,44(3):213-221
ABSTRACTThis article explores informal environmental education (EE) experiences at eco-attractions. A consortium of three UK-based environmental charities designed an eco-attraction-based EE program aiming to inspire responses to environmental change. Over six months, educators at six eco-attractions delivered this two-day program to 430 young people. This article conveys qualitative insights into learning experiences at three participating eco-attractions. The study illustrates that experiential learning at eco-attractions provided unique opportunities to explore nature-culture connections. The program also appeared to enable novel confrontations of current ecological crises, including climate change. Furthermore, the experience influenced some young people's perceptions of how such crises might affect their futures. 相似文献
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This study analyzed the activity of expert table tennis players during a match, in reference to course of action theory (Theureau, 1992). Matches were videotaped, and the players' verbalizations as they viewed the tapes were collected a posteriori. The data was analyzed by (a) transcribing the players' actions and verbalizations, (b) decomposing their activity into elementary units of meaning, and (c) grouping the elementary units into larger sets. The results showed that the matches began with an inquiry into the specific features of the opponent's play. This was followed by reproducing the actions identified as effective during the inquiry. The results are discussed in relation to the role of training in expert performance. 相似文献
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Ria Ann Dunkley 《The Journal of environmental education》2018,49(2):117-129
ABSTRACTThis emergent field of ecopedagogy gives little conceptual, methodological, and empirical consideration to the significance of spatial and temporal elements of environmental learning. This article focuses on both spatial and temporal components of three ecopedagogic instances, examining experiences from participant's perspective. Specific (eco)pedagogic dimensions of each learning experience are compared and contrasted, and synthesized into an emergent concept/practice of ecopedagogy at a range of spatial scales and across life courses. The article concludes that regardless of the specific spatial context, space-time aware learning experiences offer tactile, embodied encounters with different natural settings. Such sensuous and affective dimensions of experience of scapes emerge as crucial to encouraging nature-culture interrelativity for participants. Space-time-based and alert encounters thus materialize as central to the development of ecopedagogy. 相似文献
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Allan B. de Guzman Monica Lou S. Llantino Viva Celina L. See Ria Faye P. Villanueva Yoomi Jung 《Educational gerontology》2013,39(9):749-762
This qualitative study probed into (a) the sense of fulfillment, (b) fears and anxieties, and (c) life trajectories of aged working professors recruited from one comprehensive university in the Philippines. Interestingly, findings of the study reveal that respondents were fulfilled and felt successful through the life outputs of their students; their self-worth was witnessed through continued employment and communication to students of ideas, work ethic, and values. Fears and anxieties were rarely felt because of religious commitments and prayers to God. Sense of delight was manifested through the satisfactory academic environment; the possession of supportive systems, including family, friends and community, and their plans of spending their remaining years with the family in leisure activities; and in joining religious organizations. 相似文献
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Anatoly Oleksiyenko Pilar Mendoza Fredy Esteban Cárdenas Riaño Om Prakash Dwivedi Arif H. Kabir Aliya Kuzhabekova Muweesi Charles Vutha Ros Ielyzaveta Shchepetylnykova 《Higher Education Quarterly》2023,77(2):356-374
Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic. 相似文献