Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors?

This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges.     

Students’ views of assessment in project-led engineering education: findings from a case study in Portugal

According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.     

Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university)

The study looks into the problem of student–faculty communication. It addresses the issue of claimed scarcity of such interaction that exists despite the recognized benefits it can bring to students and instructors. It is suggested that examination and comparison of the participants’ interest and actual engagement in out-of-class communication (OCC) may shed light on this. Two populations from a university in Russia: 148 students and 35 instructors, were analyzed to measure their overall interest and engagement in OCC. The paper also addressed the question whether the studied populations are interested and engage in the same types of OCC. The results demonstrate that the reported overall interest in OCC was higher than the actual engagement in it among both groups of the respondents. Besides, students and faculty chose different types of OCC as most interest evincing and most frequently practiced. The research outcomes may help the parties concerned (scholars, teaching staff, educational managers and students) enhance understanding of the nature of OCC and its specifics and consider ways of harmonizing it in the best interests of all stakeholders.

     

Is accreditation ‘on the right track’? The views of Portuguese academics

In many countries, quality assurance systems rely on study programme accreditation. As with all quality assurance mechanisms, accreditation should also be continuously improved in order to maintain its relevance as a promoter of study programme quality. A way to move accreditation forward is by taking into account academics’ views, interests and needs about the process, since their support for it is paramount for its success and effectiveness. This paper analyses Portuguese academics’ knowledge and views on accreditation with the aim of understanding if the process is being supported and is on the right route for being effective. It is based on the analysis of 1484 academics’ answers to a questionnaire distributed in 16 higher education institutions. This analysis reveals a moderately positive attitude of academics towards accreditation, reflected in an only moderate knowledge of the process as well as in a mild agreement with its characteristics and implementation features. This suggests that there is room for improvement to bring this quality assurance mechanism closer to academics’ expectations and needs and therefore to improve accreditation’s effectiveness.

     

Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum*

Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as Freeform, in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of Freeform. Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation.     

The relationship between teachers’ emotional intelligence and classroom discipline management

One of the fundamental problems of educational systems in many countries is related to classroom discipline. This reflects one of the worst problems faced by teachers. Classroom discipline management strategies play an effective role in creating positive teacher‐student relationships. One of the factors that influence behavior management in a classroom is emotional intelligence. Therefore, this study analyzing how teachers emotional intelligence influences the management of discipline in a classroom and the relationship between gender, academic formation, and service time of teachers with their emotional intelligence. Its sample comprises 559 basic and secondary school teachers. An Emotional Competence Questionnaire, a Scale of Teacher Efficacy in Classroom Management, and a personal and professional data inquiry have been used as instruments. Results show that teachers who have more capacity to deal with emotion demonstrate a greater management of discipline in the classroom. Most of the relationships in the model are statistically significant.     

A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students’ Emotional,Behavioural, and Cognitive Engagement

Research in Science Education - In this study we address the need to promote student engagement with school science and the need to measure a more comprehensive conception of engagement considering...     

Artificial intelligence in education: evolution of the teaching—learning relationship

In this paper some of the implications of the exploitation of Artificial Intelligence techniques in the educational field are presented, and the evolution of the changing quality of interaction between student and teacher is illustrated. Such historical changes are presented as a consequence of the introduction of new technologies in education. Particular aspects of Intelligent Educational Systems are presented, pointing out the innovative features of such systems compared with traditional applications.     

The Italian adaptation of courage measure

International Journal for Educational and Vocational Guidance - This project developed and examined the psychometric properties of an Italian version of the Courage Measure, the reduced version...