Journals@UC (University of Cincinnati)
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Gelassene Teilnahme: Formen urbaner Muße im Werk Goethes: by Peter Philipp Riedel, Mohr Siebeck, 2021. 271 pp.
Get PDFby Peter Philipp Riedel, Mohr Siebeck, 2021. 271 pp. $79.8
Social Emotional Learning and Preservice Teachers: Assessing Perceived Knowledge, Benefit, Confidence, and Competence
No full textAs the SEL movement in education gains momentum, equipping preservice teachers with the knowledge and skills necessary to develop their own emotional competence and promote their future students’ SEL well-being is critical. However, the extent to which SEL training occurs within teacher education preparation programs varies widely. This mixed methods study examined preservice teachers’ perceived knowledge, need, and benefit of SEL, perceived confidence in providing SEL instruction, and perceptions of their own SEL competence. PreK-12 senior level teacher education majors at a Midwestern university completed a Qualtrics-based survey consisting of demographic questions, along with Likert scales and open-ended responses. Open coding, along with descriptive and inferential statistics were used to analyze data. Quantitative results indicated that PreK-5 preservice teachers had higher overall scores for all scales including benefits, confidence, and competence of SEL than their secondary teacher education major counterparts; however, there were no significant differences between groups. While scales were generally high, the lowest scale was confidence in their ability to provide SEL instruction. Qualitative analysis revealed that most preservice teachers can broadly define SEL, but lack a comprehensive understanding of the SEL competencies, along with limited awareness of and experience with the Illinois SEL Standards. Results of this study are meant to inform teacher preparation programs by providing insight as to how to best support and prepare preservice teachers for the implementation of SEL-related initiatives. 
Enhancing Engagement: Can Distance Learning Classrooms Empower the Introverted Student?
No full textDespite a reputation for quiet studiousness, introverts may find the face-to-face classroom a particularly unwelcoming and chaotic environment for learning. The distance learning platform provides a unique opportunity to enhance the achievement of introverted students while promoting in-depth consideration of the learning objectives without disruption. Success in a distance learning classroom may provide more positive associations and confidence regarding the educational process. While more research needs to be done to explore whether introverted students have higher completion rates and scores using distance learning than a traditional classroom experience, it does appear to be a promising development for those students who prefer a lower stimuli environment where their contributions can be as significant as those of their extroverted peers. Though traditionally viewed as having fewer desirable skills, introverts typically score well in academic environments and can thrive in leadership positions. Exhibiting preferences for written communications and tendencies toward careful deliberation can help introverts succeed as leaders in many professional fields. Providing greater educational opportunity for these individuals may ensure that their academic and professional contributions are not overlooked
The Tacit Exhibition: An Experimental Display of Graphic Design Knowledge
No full textThis article presents the Tacit exhibition, which formed the final part of a PhD thesis in graphic design, defended in June 2022. Building on the thesis’ theme of knowledge externalization in graphic design, the exhibition was an experimental approach toward knowledge dissemination – an attempt to engage an audience otherwise not exposed to research within the field and to explore alternative ways of sharing research outcomes. The exhibition was a design study in itself and could be defined as a participatory study, as the author was present throughout the exhibition, interacting with visitors and simultaneously gathering material about the experience of the exhibition. The article presents the methodology behind the exhibition, its contents, and the outcomes of the project
Bedroom Personalization by Urban Adolescents in Botswana: Developing Place Attachment
No full textPeople in Botswana typically have a residence in the city for work, but home is traditionally their ancestral village. This qualitative study involved interviews of adolescent boys and girls living in Gaborone, Botswana about their bedroom environments. Through semi-structured, in-depth interviews, researchers collected qualitative data on the development of place attachment by adolescents through bedroom personalization. The outcomes indicate a clear interplay between bedroom personalization and place attachment. Youth achieved place attachment through personalization with childhood reminders, expressed identity, social interaction, and the opportunity to be creative. Youths’ place attachment and place dependence were primarily attributed to factors including privacy, bigger bedrooms, bedroom contents that provide enjoyment, and objects that support their interests and goals
The Green Grass Grew All Around: Rethinking Urban Natural Spaces with Children in Mind
No full textIn North America’s rapidly urbanizing environment, nearby, accessible natural spaces allow children to interact daily with nature, resulting in physical, cognitive, psychological and social health benefits. In order to understand children’s current interactions with greenspaces, grade 5 and 6 students in the City of Waterloo, Ontario were interviewed, asked to draw their neighborhoods and indicate their preference on a series of local photographs with varying amounts of natural features. Results were combined with teacher and city official interviews, as well as analyses of strategy and policy documents. According to this study, local children have mixed feelings toward, and minimal contact with, natural areas. Possible causes include fear, liability, decreased outdoor education, and governments that do not consider children to be stakeholders of greenspaces. Barriers to children’s relationships with nature could be deconstructed and replaced with bridges such as creative greenspace planning, child involvement and green schoolgrounds
Adolescent Girls at Risk: The GIRRL Program as a Capacity-Building Initiative in South Africa
No full textThe future of adolescent girls living in informal settlements in South Africa is undermined by physical and sexual violence, poverty, alcohol, drugs, prostitution, teenage pregnancy, social pressures, and diseases such as HIV/AIDS, sexually transmitted infections, and tuberculosis. Complicated by the intrusion of ascribed cultural and social norms, their lives are often characterized by limited education, limited social power, belittlement, demoralization and marginalization. This uninviting scenario is further compounded by the incidence of hazards such as flooding and fire that threaten to overwhelm their environments and already fragile existence. This field report describes the GIRRL Program capacity-building initiative and highlights lessons learned and obstacles faced when working with adolescent girls in disaster risk reduction. This report asserts that adolescent girls have a viable role to play in supporting community-based disaster-reduction initiatives
Address of Thabo Mbeki, former President of the Republic of South Africa, at the UN HABITAT and UNDP Youth 21 meeting Nairobi, Kenya, March 15-18, 2012
No full textAddress of Thabo Mbeki, former President of the Republic of South Africa, at the UN HABITAT and UNDP Youth 21 meeting Nairobi, Kenya, March 15-18, 201
Blind Photographers: A Quest into the Spatial Experiences of Blind Children
No full textIn the context of inclusive design, this paper reports on a photo-ethnographic study that is part of a wider inquiry into the haptic qualities of the built environment. To stimulate conversation with children born blind about their haptic spatial experiences, we invited them to take pictures of their daily living environment—a school for children with visual or hearing impairments or autism. The pictures taken by the blind children offer a unique perspective on how they experience the school environment. Non-visual triggers for taking pictures were both tangible (tactile, olfactory, auditory) and intangible (memories and knowledge) in nature. Besides offering insights into non-visual stimuli in the school, this study suggests that photo-ethnography may be a useful approach for communicating about sensory experience with children born blind and for overcoming a lack of vocabulary to articulate these experiences. Moreover, using the camera provoked sensory experiences and memories in general and revealed details on haptic perception in particular
Natural Playscapes: Creating Outdoor Play Environments for the Soul by Rusty Keeler
No full textReviewed Work: Natural Playscapes: Creating Outdoor Play Environments for the Soul by Rusty Keele