1,720,953 research outputs found
The impact of pedagogical play on the socio-moral and emotional development of elementary school students
No full textNearly all statements regarding the comprehensive mission of education today converge on a common perspective that underscores the importance of cultivating children’s socio-moral and emotional skills along with their cognitive and academic skills which is critical for both their educational success and their overall well-being in life. Unfortunately, an objective evaluation of the current educational landscape reveals a concerning deficiency in the integration of these elements within school curricula, necessitating immediate attention and intervention. According to the theoretical framework of Self-Determination Theory, a playful environment creates ideal conditions for students to actively and enjoyably engage in learning experiences that can fulfill students’ fundamental psychological needs, promote positive social behaviors, strengthen the process of internalizing-integrating the motivation for participation, and promote the development of the required for the demands of the 21st century holistic competences and soft skills. The research data reveals the fact that some PE educators have not reached a consensus on the most appropriate approach for the effective use of pedagogical play and they express uncertainty regarding their level of knowledge and their didactic competence about the appropriate support of it as an efficient teaching means. This study aimed primarily to examine the impact of pedagogical play on the socio-moral and emotional development of elementary school students when selected and appropriately implemented by PE teachers as a teaching means to achieve the instructional goals of their lesson when compared to the use of other conventional teaching methods or teaching approaches that incorporate different types of play. It also set as its sub-objective, the investigation of the influence of such an application in promoting a motivational climate for active participation in sports and extracurricular physical activities. The most effective approach for implementing the study was selected to be a Mixed Method Research Design. In this context, two different studies were conducted, whose findings supported the achievement of the research objectives and the inference of conclusions: a) The First (1st) Study - Qualitative research, in which qualitative, personal, semi-structured, and semi-directed interviews were used as research tools with a focus group of eight (8) PE educators from elementary schools; and b) The Second (2nd) Study - Quantitative research study, in which six (6) standardized self-report questionnaires (closed-ended, Likert-type scales) were used as research tools and were completed by four hundred forty-one (441) elementary school students. For its implementation, this study followed an experimental design with a "pre-test", "intervention", and "post-test" structure. In the context of the First (1st) Study - Qualitative Research, based on the research design of the study, the results of the interviews, and through a specific process which was followed, the PE educators, and consequently, their students to whom their teaching was addressed were divided into two (2) groups: a) Group A - "Pedagogical Play", which would constitute the Intervention Group (IG) and implement the intervention program using pedagogical play as a teaching method appropriately throughout the school year; and b) Group B - "Other Play", which would constitute the Control Group (CG) and continue to use other types of play implementing "traditional-conventional" or alternative teaching methods during their lessons throughout the school year. For the analysis of the Second (2nd) Study - Quantitative Research data, descriptive and inferential statistical analysis techniques were applied. Based on the conclusions of this study, the appropriate implementation of pedagogical play is developed within a climate and a framework of activities which create the ideal learning environment which supports students’ sense of satisfaction and autonomy, promotes their positive social behavior, promotes the development of their holistic, socio-moral, and emotional skills, and reinforces their motivation for active participation in sports and extracurricular physical activities.Όλες σχεδόν οι δηλώσεις σχετικά με την ολοκληρωμένη αποστολή που έχει η εκπαίδευση σήμερα, συγκλίνουν σε μια κοινή άποψη, η οποία επιβεβαιώνει τη σημασία της καλλιέργειας των κοινωνικο-ηθικών και συναισθηματικών δεξιοτήτων των παιδιών παράλληλα με τις γνωστικές και ακαδημαϊκές δεξιότητες, τόσο για την επιτυχημένη εκπαίδευσή τους, όσο και για την ευημερία στη ζωή τους. Δυστυχώς, όμως, μια αντικειμενική αξιολόγηση της υφιστάμενης εκπαιδευτικής πραγματικότητας αποκαλύπτει μια ανησυχητική έλλειψη ενσωμάτωσης αυτών των στοιχείων στα σχολικά προγράμματα σπουδών, γεγονός που απαιτεί άμεση προσοχή και παρέμβαση. Σύμφωνα με το θεωρητικό υπόβαθρο της Θεωρίας Αυτοπροσδιορισμού, το παιγνιώδες περιβάλλον διαμορφώνει τις ιδανικές συνθήκες για τους/τις μαθητές/τριες να βιώσουν ενεργά και με ευχάριστο τρόπο μαθησιακές εμπειρίες που ικανοποιούν τις βασικές τους ψυχολογικές ανάγκες, προωθούν τη θετική κοινωνική συμπεριφορά τους, ενισχύουν τη διαδικασία εσωτερίκευσης-ενσωμάτωσης του κινήτρου για συμμετοχή και προάγουν την ανάπτυξη των, απαραίτητων για τις απαιτήσεις του 21ου αιώνα, ολιστικών, ήπιων δεξιοτήτων. Από τα δεδομένα των ερευνών, αναδεικνύεται το γεγονός ότι ορισμένοι εκπαιδευτικοί Φ.Α. δεν έχουν καταλήξει σε μια κοινή άποψη σχετικά με το ποια πρέπει να είναι η καταλληλότερη προσέγγιση μιας αποτελεσματικής χρήσης του παιδαγωγικού παιχνιδιού και νιώθουν ανασφαλείς για το επίπεδο των γνώσεων τους και της διδακτικής τους επάρκειας, όσον αφορά την κατάλληλη υποστήριξη του ως αποδοτικού μέσου διδασκαλίας. Ως πρωταρχικός σκοπός της εργασίας τέθηκε να εξετάσει την επίδραση που μπορεί να έχει το παιδαγωγικό παιχνίδι στη κοινωνικο-ηθική και συναισθηματική ανάπτυξη των μαθητών/τριών του Δημοτικού Σχολείου, όταν αυτό επιλέγεται και εφαρμόζεται κατάλληλα από τους εκπαιδευτικούς Φ.Α. ως διδακτικό μέσο επίτευξης των στόχων του μαθήματός τους, σε σύγκριση με την εφαρμογή άλλων συμβατικών μεθόδων διδασκαλίας ή διδακτικών μεθόδων που χρησιμοποιούν ως μέσο διαφορετικά είδη παιχνιδιού. Έθεσε ως επιμέρους στόχο της, επίσης, να μελετήσει την επίδραση μιας τέτοιου είδους εφαρμογής στην προαγωγή κλίματος κινήτρων για ενεργό συμμετοχή στον αθλητισμό και τις Εξωσχολικές Φυσικές Δραστηριότητες. Ως αποτελεσματικότερη μέθοδος για την υλοποίηση της εργασίας επιλέχθηκε να χρησιμοποιηθεί μια Μικτή Μέθοδος Έρευνας. Ως εκ τούτου, στα πλαίσιά της διεξήχθησαν δύο διαφορετικές μελέτες, τα αποτελέσματα των οποίων στήριξαν την κάλυψη των στόχων και την εξαγωγή των συμπερασμάτων της: α) Η Πρώτη (1η) Μελέτη - Ποιοτική έρευνα, στην οποία ως ερευνητικά εργαλεία χρησιμοποιήθηκαν ποιοτικές προσωπικές, ημι-δομημένες - ημι-κατευθυνόμενες συνεντεύξεις με ομάδα εστίασης οκτώ (8) εκπαιδευτικούς Φ.Α. Δημοτικών Σχολείων και β) Η Δεύτερη (2η) Μελέτη - Ποσοτική έρευνα, στην οποία ως ερευνητικά εργαλεία χρησιμοποιήθηκαν έξι (6) τυποποιημένα ερωτηματολόγια αυτοαναφοράς, τα οποία συμπλήρωσαν τετρακόσιοι σαράντα ένας (441) μαθητές/τριες Δημοτικού Σχολείου. Για την υλοποίηση αυτής της μελέτης, ειδικότερα, ακολουθήθηκε ένας πειραματικός σχεδιασμός με «πριν τη δοκιμή/τεστ», «παρέμβαση» και «μετά τη δοκιμή/τεστ». Στα πλαίσια της Πρώτης (1ης) Μελέτης - Ποιοτικής έρευνας, σύμφωνα με τον ερευνητικό σχεδιασμό της εργασίας, με βάση τα αποτελέσματα των συνεντεύξεων και μέσω συγκεκριμένης διαδικασίας που ακολουθήθηκε, οι εκπαιδευτικοί Φ.Α., και κατ’ επέκταση, οι μαθητές/τριες των τάξεών τους προς τους οποίους απευθύνονταν η διδασκαλία τους, χωρίστηκαν σε δύο (2) ομάδες: α) Στην Ομάδα Α - “Παιδαγωγικό Παιχνίδι”, που θα αποτελούσε έκτοτε την Ομάδα Παρέμβασης (Ο.Π.) και θα εφάρμοζε καθ’ όλη τη διάρκεια της σχολικής χρονιάς το πρόγραμμα παρέμβασης χρησιμοποιώντας με την κατάλληλη μέθοδο το παιδαγωγικό παιχνίδι ως διδακτικό μέσο στα μαθήματά τους και β) Στην Ομάδα Β - “Άλλο Παιχνίδι” που θα αποτελούσε έκτοτε την Ομάδα Ελέγχου (Ο.Ε.), η οποία θα συνέχιζε καθ’ όλη τη διάρκεια της σχολικής χρονιάς να χρησιμοποιούν στο μάθημά τους άλλα είδη παιχνιδιού εφαρμόζοντας «παραδοσιακές-συμβατικές» ή άλλες διαφορετικές μεθόδους. Για την ανάλυση των δεδομένων της Δεύτερης (2ης) Μελέτης - Ποσοτικής έρευνας χρησιμοποιήθηκαν περιγραφικές και επαγωγικές τεχνικές στατιστικής ανάλυσης. Από τα συμπεράσματα της εργασίας, προκύπτει ότι η κατάλληλη εφαρμογή του παιδαγωγικού παιχνιδιού αναπτύσσεται μέσα σε ένα κλίμα και ένα πλαίσιο δραστηριοτήτων, οι οποίες δημιουργούν το ιδανικό μαθησιακό περιβάλλον που υποστηρίζει την αίσθηση ικανοποίησης και αυτονομίας των μαθητών/τριών, προωθεί τη θετική κοινωνική συμπεριφορά τους, προάγει την ανάπτυξη των ολιστικών, κοινωνικο-ηθικών και συναισθηματικών δεξιοτήτων τους και ενισχύουν τα κίνητρά τους για ενεργό συμμετοχή σε αθλητικές και εξωσχολικές φυσικές δραστηριότητες
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
Author Under Sail The Imagination of Jack London, 1893-1902
No full textIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Intro -- Title Page -- Copyright Page -- Dedication -- Contents -- Acknowledgments -- Introduction -- 1. Spirit Truth -- 2. From Absorption to Theatricality and Back Again -- 3. "I Will Build a New Present" -- 4. Sons as Authors -- 5. Fathers as Publishers -- 6. The Daughter as Author -- 7. Lovers as Authors -- 8. At Sea with the Family -- 9. Yellow News, Yellow Stories -- 10. The Return Home -- Notes -- Bibliography -- Index -- About Jay WilliamsIn Author Under Sail, Jay Williams offers the first complete literary biography of Jack London as a professional writer engaged in the labor of writing. It examines the authorial imagination in London's work, the use of imagination in both his fiction and nonfiction, and the ways he defined imagination in the creative process in his business dealings with his publishers, editors, and agents. In this first volume of a two-volume biography, Williams traverses the years 1893 to 1902, from London's "Story of a Typhoon" to The People of the Abyss. The Jack London who emerges in the pages of Author Under Sail is a writer whose partnership with publishers, most notably his productive alliance with George Brett of Macmillan, was one of the most formative in American literary history. London pioneered many author models during the heyday of realism and naturalism, blurring the boundaries of these popular genres by focusing on absorption and theatricality and the representation of the seen and unseen. London created an impassioned, sincere, and extremely personal realism unlike that of other American writers of the time. Author Under Sail is a literary tour de force that reveals the full range of London as writer, creative citizen, and entrepreneur at the same time it sheds light on the maverick side of machine-age literature.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
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