Ana Belén Correa, Ángel Castro, María Dolores Gil-Llario
Staff attitudes towards the sexuality of adults with mild intellectual and developmental disabilities may influence how the sexuality of service users is dealt with. The present study aimed to examine these attitudes in a Spanish context. A total of 102 staff members from service facilities for adults with intellectual and developmental disabilities, including direct-care and professional staff, responded to an online version of the Attitudes Towards the Sexuality of Individuals with Intellectual Disabilities Scale. In general, the participants demonstrated an understanding that adults with intellectual and developmental disabilities have sexuality. They reported favourable attitudes towards some self- and other-oriented sexual behaviours and sex education. Intermediate scores and variability on some items revealed concerns about these adults’ ability to control their sexual urges, perceptions of sexual abuse, pornography use, and contraception. Some differences appeared in relation to socio-demographic variables, experience and job position. Although generally favourable, differences in dispositional attitudes, such as talking about sexuality, were related to years of experience in the field. Professional staff reported greater acceptance of some sexual behaviours compared to direct-care staff. These findings are relevant to understanding variability in staff perceptions. The need for support to respond to service users’ sexuality, especially among direct-care professionals, is discussed.
İsmail İlbak, Özgür Eken, Stefan Stojanović
et al.
Background and Study Aim. In recent years, there has been a growing interest in understanding the relationship between daily training time, circadian rhythms, and athletic performance. The connection between daily training time, circadian rhythms, and athletic performance continues to be a subject of research debate. Therefore, the aim of this research is to investigate whether maximal strength performance is affected by daily training time routines.
Material and Methods. This cross-sectional study involved a total of 36 male bodybuilding athletes, who were divided into three equal groups (n=12); Noon Group, Afternoon Group, and Evening Group. The distinguishing feature amongst the groups was that they had been training at different times of the day for the past 6 months, and within each group, athletes had been training at the same time of day (Noon Group 12:00-14:00; Afternoon Group 17:00-19:00; Evening Group 21:00-23:00). A one-repetition maximum squat test was administered to each group with there being a 72-hour interval between the tests.
Results. The findings from the research indicate that there is a relationship between athletes' daily training time routines and maximal strength performance. Athletes perform at their best during the time that corresponds to their daily training routine. The analysis reveals a statistically significant advantage in 1-RM squat performance for athletes adhering to their daily training time routines at various times of the day (p <0.001). Notably, Group Noon, Group Afternoon, and Group Evening achieved their highest 1-RM squat performance when following their respective daily training time routines.
Conclusions. Results underscore the importance of aligning training schedules with athletes' natural rhythms, enhancing performance optimization strategies. It is believed that effective planning for training time by coaches and conditioning experts, taking into account competition times, would be a valuable strategy.
Jody Marie Bartz, Karen Applequist, Joseph Aruguete
The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.
Domingas da Anunciação Madalena Calovela Rodrigues , Ana Isabel Andrade
Este estudo apresenta os resultados de uma análise de artigos publicados em revistas de Educação, cujo objetivo é compreender os modos como são concebidas e desenvolvidas a Prática Pedagógica no contexto da Formação Inicial de Professores, numa perspetiva de Educação para o Desenvolvimento Sustentável (EDS). A metodologia utilizada foi a de revisão sistemática de 10 artigos baseados em estudos empíricos, publicados entre 2016 e 2021, disponíveis em acesso aberto em revistas acadêmicas da área. Após a seleção dos artigos, estes foram sujeitos a uma análise de conteúdo, o que possibilitou compreender que a EDS constitui uma premissa das agendas políticas de várias organizações internacionais e que a sua integração nos currículos de Formação Inicial de Professores (FIP) se baseia em abordagens multi, inter e transdisciplinares na Prática Pedagógica. Estas abordagens devem promover o desenvolvimento de competências de pensamento crítico-reflexivo, autonomia e iniciativa na resolução de problemas reais, assim como a capacidade de transformação de si próprio e dos seus pares, a fim de alcançar mudanças nos sistemas educativos de forma holística. Os resultados apontam para a promoção de ações e a integração de abordagens de EDS na FIP de modo a possibilitarem contribuir para a qualidade de vida e garantia de um futuro mais sustentável das sociedades. As conclusões remetem-nos que a melhoria na operacionalização das PP de FIP passa por integrar perspetivas que realçam o desenvolvimento de competência profissionais docentes a nível do saber, do saber fazer e do saber estar, necessárias para as transformações desejadas no processo educativo no geral, incluindo estas a EDS.
Abstract: This research aimed to test the effectiveness of mutual storytelling technique to improve the motivation to learn of fifth grade students. This research was a Time Series Design that consist of one group. The research subjects were six students selected using purposive sampling technique. The technique of collecting data using questionnaire. Data analysis using the Wicoxon Signed Rank test. Based on the result of the analisis using Wilcoxon Signed Rank Test, it showed that the significance value is 0,027 (0,027<0,05). So there is a difference between before and after given treatment to students. The conclusion of the research was that mutual storytelling technique was effective to improve the motivation to learn of fifth grade students. The result of this research could be used by classroom teachers as a reference to deepen the understanding of the implementation of mutual storytelling technique to improve motivation of learn for students. It could also be used as a reference for other researchers to innovate to conduct research using mutual storytelling techniques in other service fields.
Abstrak : Tujuan penelitian ini adalah untuk mengetahui keefektifan teknik mutual storytelling untuk meningkatkan motivasi belajar peserta didik kelas lima SD. Penelitian ini menggunakan Time Series Design yang terdiri dari satu kelompok. Subjek penelitian berjumlah 6 peserta didik yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data menggunakan angket. Analisis data menggunakan uji Wilcoxon Signed Rank Test. Berdasarkan hasil analisis uji Wilcoxon Signed Rank Test menunjukkan nilai signifikansi 0,027 (0,027<0,05). Dengan demikian, dapat diketahui bahwa ada perbedaan antara sebelum dan sesudah diberikan treatment pada peserta didik. Simpulan dari hasil penelitian ini adalah teknik mutual storytelling efektif untuk meningkatkan motivasi belajar peserta didik kelas lima SD. Hasil dari penelitian ini dapat digunakan sebagai referensi bagi guru kelas untuk memperdalam pemahaman pelaksanaan teknik mutual storytelling untuk meningkatkan motivasi belajar bagi peserta didik serta dapat dijadikan referensi bagi peneliti lain untuk berinovasi melakukan penelitian menggunakan teknik mutual storytelling pada bidang layanan yang lain.
La inclusión educativa es importante en las políticas públicas de los estados y tiene como fin identificar y responder a las necesidades de los estudiantes. El presente ensayo tiene como propósito reflexionar sobre la política de inclusión educativa en Colombia en términos de las limitantes y las posibilidades que presenta lo establecido en la normatividad hasta el momento, ya que muchas de las reglamentaciones jurídicas no han podido ser aplicadas por factores económicos. Para hacer el análisis se revisó la declaración mundial de educación, los planteamientos de la UNESCO, la constitución política de Colombia y la ley 1618 del 2013 y la ley 1421 del 2017 que reglamentan la inclusión y se concluye que el gobierno ha planteado normas especialmente sobre discapacidad y dejó de lado otros sujetos en estado de exclusión. Finalmente, este documento ofrece algunas reflexiones en torno a las responsabilidades que tiene la educación para la construcción de una sociedad más inclusiva.
Cleise Helen Botelho Koeppe, Simone Rodrigues Ferreira, Luciana Calabro
O presente artigo trata-se de um estudo de caso, que tem por objetivo analisar as percepções dos familiares quanto as atividades desenvolvidas durante o período de aulas presenciais e remotas, a respeito da COVID-19, desenvolvidas com duas turmas dos Anos iniciais, de uma escola da rede municipal de ensino de Florianópolis. As percepções foram coletadas por meio de um formulário digital, cujas respostas plotadas em gráficos, permitiram discussões avaliativas tanto do processo desenvolvido com os estudantes quanto da satisfação dos familiares em relação à maneira como foram desenvolvidas as atividades sobre prevenção à contaminação viral ainda nas aulas presenciais. Conclui-se que a participação dos familiares também como avaliadores da aprendizagem discente, depende de orientação e diálogo constantes, mantendo o foco no processo educativo tanto em relação às aprendizagens procedimentais, quanto em relação às aprendizagens conceituais desenvolvidas pelos estudantes.
Palavras-chave: Ensino remoto; avaliação; aprendizagem conceitual; aprendizagem procedimental; familiares-responsáveis.
Mohammad Drikvand, Manijeh Shehniyailagh, Alireza Hajiyakhchali
The present study aimed to compare the effects of “computerized cognitive rehabilitation game of attention and memory (ARAM)” and “practical games of attention” on sustained attention, response inhibition, reading speed, and accuracy of reading in students with a specific learning disability of dyslexia. This was a field experiment with an extensive control group design, which included two test groups and a control group. The statistical population included second to fifth-grade elementary students of Andimeshk, Iran in 2021-2022. In total, 60 subjects were selected by purposive sampling and were randomly divided into three groups of 20 (two test groups and one active control group). The students were tested by having them complete the Continuous Performance Test, the Go/No-go test, and the Reading and Dyslexia Test (Nema) in the pretest and posttest stages. Data analysis was performed using multivariate analysis of covariance and the Bonferroni test. According to the results, both games had significant effects on the cognitive and reading skills of dyslexic students (P<0.001). In addition, the Bonferroni test results were indicative of the higher effectiveness of computerized cognitive rehabilitation, compared to the practical games. Conclusion: according to the results of the study, rehabilitation games (computerized and practical) could be used as an efficient method for the treatment of learning disabilities of individuals by consultants and specialists.
António Oliveira, F. S. Ribeiro, L. Ribeiro
et al.
ABSTRACT Motivation is a crucial aspect of learning, particularly in the field of music. For decades, motivation for learning music has been a much-discussed subject, and yet its influence still remains a convoluted issue. This study systematically analyses peer-reviewed English language studies, according to PRISMA guidelines, in order to understand how children’s and adolescents’ motivation to learn a musical instrument has been studied, the theories that have been adopted to frame this research, the types of quantitative instruments that have been designed or adopted within the research designs, and the types of findings that have documented. A search on Web of Science, Education Resources Information Center, and Scopus was conducted, using the following terms: music, instrument, learn, education, study, and motivation. The initial search identified 447 studies. Twenty of these met the inclusion criteria for investigating any music-related aspect of motivation that was based on the analysis of quantitative data. Results show a limited number of studies that have explored children’s motivation in the context of learning a musical instrument and report a special focus on the central role of parents and social background. Implications of these results for music education and the adequacy of questionnaires to children are discussed.
Valena da Silva Teles, Jailson Silveira de Souza, Elaine Silva Dias
Os jogos didáticos auxiliam o aprendizado por integrarem o aprender e o brincar. Aqui, mostramos que o jogo desenvolvido, voltado para o ensino da 1ª lei de Mendel, tornou o aprendizado desse conteúdo mais instigante e efetivo. Nossos resultados indicam que a estratégia proposta contribuiu para a aprendizagem e, ao mesmo tempo, para a promoção de divertimento, socialização e maior participação dos alunos em sala de aula, tornando-a, assim, uma ótima ferramenta para o ensino de genética.
Assessment is one type of action in interaction. It is very common, as it can appear in any conversation and context. The term assessment broadly covers any evaluative action in interaction. The simplest form of assessment contains an assessable (entity or reference being evaluated) and an assessment (the evaluation towards the assessable). The current study is a preliminary study which explores the multimodal structure of assessment in Indonesian conversation. The method employed is Conversation Analysis. The data is taken from 6 hours of video recorded naturally occurring Indonesian conversation, involving a different number of participants. The current analysis suggests that assessment is a two-steps action which involves firstly the orientation to a focal point, and subsequently the production or display of evaluation towards that focal point. Evaluation can be produced verbally, displayed through non-verbal means, or a combination of the two. The non-verbal evaluation may be produced early in the turn, almost concurrent with the production of the assessable, which is earlier than its verbal counterpart. The current study adds to our understanding of the multimodal structure of conversational interaction, especially on conversational Indonesian, a language variety widely used in Indonesian society, yet receives very limited research attention.
Special aspects of education, Language. Linguistic theory. Comparative grammar
Gerhard Schmalz, Felix Krause, Martin Grzelkowski
et al.
Abstract Background Aim of this observational study with a three-month follow-up was to evaluate an educational concept for risk-oriented prevention applied by fifth-year undergraduate dental students. Methods Dental students from two clinical treatment courses of the last undergraduate year were included. The subjects were divided into two groups according to their assignment to the two clinical classes. Group A received a sequence of seminars, including the basics of a risk classification system (RCS) with the theoretical background and case studies in the context of preventive dentistry. Thereby, 1) a theoretical seminar (background, RCS, cases) and 2) the transfer of the RCS on a clinical patient case chosen by the student, and its presentation within a discussion round was applied. Group B served as a comparison group with students who did not receive any of teaching events in terms of RCS. The self-perceived knowledge and importance of RCS, as well as objective knowledge (qualitative questions), were assessed with a standardized questionnaire at baseline and after 3 months. Results Out of 90 students at baseline, 79 (group A: 39, group B: 40) were re-evaluated after 3 months. At this follow-up, Group A estimated their confidence in handling the medication (p = 0.02), the RCS (p < 0.01), and in identifying the risk of oral diseases (p = 0.02) higher than group B. Furthermore, group A felt it was more important to identify patients at risk (p = 0.02), the risk of complications (p = 0.02) and to apply an RCS (p = 0.03). At follow-up, group A exhibited more correct answers of qualitative questions than group B regarding risk of complications (p < 0.01) and bacteremia (p < 0.01). Group A felt more confident with at-risk patients and more competent concerning RCS than group B (p < 0.01). Conclusion The concept for educating risk-oriented prevention increased the self-perceived skills and the knowledge of undergraduate dental students after 3 months within a clinical treatment course.
Learning and working are two significant social networks in preparing individuals for future life. An understanding of learning in the workplace can inform how we organize institutional learning in order to produce competent and relevant vocational education and training (VET) graduates for the world of work. This paper explores the existing collaborative activities in the masters in vocational pedagogy (MVP) study program at Kyambogo University in Uganda and their linkage with workplaces. Two research questions were posed. (1) What collaborative activities are there in the MVP program that allow for learning in vocational teacher training institutions (VTIs) and workplaces? 2) How is knowledge constructed amongst the participating actors? The questions were investigated through in-depth, semi-structured interviews with purposively sampled participants. An analysis of the documents from the MVP project, including program reports, collaborating stakeholders meeting minutes and students’ theses, was done. The findings revealed that field expeditions and action research (AR) projects were the key activities incorporated in the MVP program to support the back and forth learning from workplaces. Through interactions and sharing practices, these activities promoted learning by solving problems encountered at work and by doing real life tasks.
O presente trabalho procura analisar uma nova política pública educacional implementada na cidade do Rio de Janeiro, no período de 2009 até 2016, caracterizada por uma gestão com foco no gerencialismo público. O objetivo principal foi identificar se, no período analisado, a política educacional deixou para a cidade um legado positivo, de acordo com a percepção dos profissionais (professores) que viveram essa política antes, durante e depois de sua implementação. Ficou evidente que esses professores não ficaram satisfeitos com a referida política. Com exceção de alguns aspectos tipicamente profissionais e um de âmbito nacional, ficou claro observar a insatisfação do grupo e, principalmente, a baixa aderência às ideias implementadas durante os oito anos em que a política esteve em prática.
Neste artigo, procuraremos dar uma pálida ideia para o leitor do que poderia ser a Radiação Cósmica de Fundo de Micro-onda (RCFM) que, segundo o tradicional modelo do “Big Bang”, foi gerada por uma explosão primordial. Com esse objetivo, achamos muito importante apresentarmos um breve resumo histórico de como o Microcosmo, baseado no Modelo Padrão da Física das Partículas Elementares (MPPE), e o Macrocosmo, baseado no Modelo Padrão do Big Bang (MPBB), evoluíram no tempo. Além disso, na parte final do artigo analisaremos os dois processos físicos apresentados na literatura que procuram explicar a RCFM: Bariogênese e Plasma Quark-Glúon.
Le présent travail de recherche vise à analyser les usages des technologies de l’information et de la communication (TIC) dans l’activité d’apprentissage chez les étudiants universitaires au Maroc. Les données ont été recueillies par le biais d’une enquête par questionnaire auprès de 223 étudiants en études islamiques inscrits à l’Université Abdelmalek Essaadi. Les résultats révèlent qu’il existe encore une double fracture numérique, l’inégalité d’accès aux TIC et leurs usages limités par les étudiants, d’où la nécessité de déployer une stratégie nationale prometteuse d’intégration des TIC dans l’enseignement supérieur.