Cognitive support embedded in self-regulated e-learning systems for students with special learning needs

This paper presents an anthropocentric approach in human – machine interaction in the area of self-regulated e-learning. In an attempt to enhance communication mediated through computers for pedagogical use we propose the incorporation of an intelligent emotional agent that is represented by a synthetic character with multimedia capabilities, modelled to imitate human behaviour. The agent is aiming to provide cognitive support to users with learning difficulties and attention disorders and is designed to accommodate self regulated learning elements. We review the basic principles of self regulated learning which, in turn, act as a basis for designing and implementing our system. Kolb’s learning cycle is used to provide a framework upon which agents’ pedagogical behaviour is constructed. A study between 24 students from higher education with learning difficulties and attention disorders is presented. The learning particularities of this special group that contradict with the principles of self regulated learning are reported. The study refers to students in higher education, in the domain of information technology. The analysis of results indicates that emotional agents improve communication between users of the particular learning group and learning environments by providing cognitive support through behavioural communication, compared to agents with neutral behaviour.     

Research on mathematics teachers as partners in task design

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the ‘design’ of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical ‘tasks’; the nature of ‘task design’; and the notion of ‘partnerships for task design’ in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that ‘task design’ needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.     

The use of ICT devices by older people with a special focus on their type and respondents’ age: A Czech case study

The recent demographic trends show a rapid increase of aging population, especially in developed countries. Therefore, there is an urgent need to look for the opportunities of maintaining the quality of life of this aging population. One of the solutions seems to be the use of information and communication technology (ICT) devices, which can promote autonomy of older people by facilitating the execution of many routine activities such as shopping or communication. The purpose of this study is to explore the use of ICT devices among older people in the Czech Republic with respect to their type and respondents’ age. The methods include a questionnaire survey, as well as statistical processing of data collection. The results indicate that present seniors are becoming more digitally literate, especially in the use of mobile phones. However, the use of the technological devices then dramatically drops at the age of 75 years. In addition, the results indicate that future research should focus on the use of mobile phones, respectively smartphones, and its effectiveness on the improvement of quality of life of older generation groups.     

‘Decolonialism’ and the Counselling Profession: The Aotearoa/New Zealand Experience

This paper makes a case for the coining and exploration of a term ‘decolonialism’. Although there is likely to be greater familiarity with the use of the term ‘decolonization’ for the work indigenous people might undertake on themselves to transcend the shackles of colonization, this paper suggests that colonizers also need to work at ridding themselves of vestigial mechanisms of control. The paper suggests the term ‘decolonialism’ to represent this challenge. However, the issues go deeper than the examination of a counsellor’s personal beliefs, awareness and worldview, but also extend to the systems that underscore and guide the counselling profession. Whilst such issues are of relevance to various contexts around the world, this paper focuses on a case study of the reformation of the New Zealand Association of Counsellors—Te Roopu Kaiwhiriwhiri O Aotearoa as an example of the counselling profession striving to decolonialize its structure and its practices.     

Teachers’ learning in school-based development

Background and purpose: Many researchers agree that teachers’ learning processes are social and that teachers need to be brought together to learn from each other. Researchers have also stated that intellectual and pedagogical change requires professional development activities that take place over a period of time in school. The purpose of the study presented in the article was to develop knowledge about the teachers’ learning when taking part in a school-based development project. Main argument: The study shows that it takes some time before the teachers identify with the work in school-based development. Even though the national authorities decided what to focus on during the development work, the participating teachers felt that they had autonomy in the work. The study presented in the article shows that it is important for the teachers’ learning culture that they are listened to and taken into consideration and that the leaders have competence in leading school-based development to support the teachers’ learning. Sources of evidence and method: The article is based on a study connected with school-based development in three lower secondary schools. Qualitative interviews were used as the data-collection strategy to capture the teachers’ and school leaders’ experiences and reflections. Conclusion: The article presents new knowledge connected with teachers’ learning in school-based development. The study presented in the article shows that schools’ learning culture can make a difference for the teachers’ learning and their job satisfaction and wellbeing.     

The effect of dust particles on cellulose degradation

This study focuses on the changes in properties of cellulose-based paper, which can take place as a consequence of its contamination by dust particles. The PM1 (fine) and PM10 (coarse) fractions of the dust particles from archival repositories were collected on cellulose filters Whatman 41, polytetrafluorethylene, and quartz filters. The latter two types of samples were subsequently analyzed gravimetrically, with ion chromatography, PIXE, and the thermal–optical transmission method, giving mass, ionic, elemental carbon, and organic carbon concentrations. After artificial aging, the viscosity-average degree of polymerization of cellulose (DP_v) was measured. It was confirmed that cellulose-based paper can undergo substantial changes when contaminated by dust particles and artificially aged. The decrease of the DP_v of cellulose showed a negative correlation with the deposited mass of sulfate ions in the dust particles. Considering the particle size fraction, the results suggest the decisive importance of the fine (PM1) particles. The results provide better understanding of how particulate matter contributes to the chemical degradation of cellulose-based paper. Such knowledge is of importance when considering appropriate conservation measures in archives, libraries, and galleries.     

Burnout among university faculty: the central role of work–family conflict

This study examined both direct and indirect associations of faculty burnout with psychosocial work environments, using the job resources-demands framework. A sample of 2,229 faculty members (57.1% male) throughout public universities in the Czech Republic completed a questionnaire comprising measures of burnout and psychosocial work environment characteristics from the Copenhagen Psychosocial Questionnaire II. We formulated a structural model that hypothesised a positive effect of job demands (quantitative demands, work-family conflict (WFC), job insecurity) and a negative effect of job resources (influence, social community, role clarity) on burnout. Results showed that the strongest predictor of burnout was WFC, which had a direct positive effect on burnout and mediated the positive effect of quantitative demands on burnout. Further, a small direct negative effect of age and an indirect positive effect of involvement in research grants and administrative paperwork on burnout were observed. The findings indicate that university management can most effectively address burnout in academic staff not only by implementing policies that reduce WFC, workload and administrative paperwork, but also by providing more job resources to younger faculty and faculty involved in grant-based projects.     

A cross‐cultural study testing the universality of basic psychological needs theory across different academic subjects

Basic Psychological Needs Theory (BPNT) suggests that autonomy‐supportive teachers can promote the satisfaction of students’ three basic psychological needs (i.e., the need for autonomy, competence, and relatedness) and this is essential for optimal functioning and personal well‐being. The role of need satisfaction as a determinant of well‐being is understood to be invariant across contexts and cultures. The aim of this study is to test the invariance in the relationships between students’ perceptions of their teachers’ autonomy support and their psychological need satisfaction, enjoyment, concentration, and boredom across different school subjects (math, English, and physical education lessons) and across different cultures (England and Turkey). Questionnaires tapping the targeted variables in the three different lesson types were completed by students in schools in England and Turkey. Results from multilevel modeling analyses showed some support for the tenets of BPNT, albeit there were inconsistences among the strengths of the hypothesized relationships based on country and/or lesson type.     

Eco-School in kindergartens: the effects,interpretation, and implementation of a pilot program

This study presents an analysis of a Czech pilot project in implementing the Eco-School program in kindergartens. The evaluation applied a mixed design that included pre/post testing of children using picture-based questionnaires, and interviews with the teachers responsible for conducting the program. The findings revealed a significant increase in the pro-environmental attitudes of the children (N = 419) between the pre-test and the post-test. The results of the qualitative part showed a broad spectrum of the ways in which the program was interpreted by the teachers (N = 16): while some teachers interpreted the program in a highly instrumental way, others interpreted it as emancipatory. Their different ways of interpreting the program led the teachers to different models of distribution of power between the adults and the children. Some of the teachers made the effort to establish a democratic participation of the children in setting the program agenda, but others manipulated the children to obtain their agreement with pre-selected activities. Although the study did not find any evidence that the instrumental implementation of the program would be less effective in promoting children’s attitude change, it showed differences in the interpretation of the merit of the program among the teachers.     

Rural Location and Academic Success—Remarks on Research,Contextualisation and Methodology

In this article the focus is on the relationship between rural location and education outcomes, a field that has not received enough attention either by educational authorities or by educational researchers. Main goals are to argue for an increased focus on rural education and for the need for contextualisation of educational research in general. Research on issues such as school size, local adaption, population composition, parental involvement and rural approaches to learning are presented in order to map significant areas in rural education research. Perspectives focusing on compositional and contextual effects explaining spatial variations in academic success are highlighted. In addition, an outline of some methodological consequences following from the latter goal is provided.