scholarly journals Positive Education Pedagogy: Shifting Teacher Mindsets, Practice, and Language to Make Wellbeing Visible in Classrooms

2021 ◽  
pp. 137-164
Author(s):  
Lea Waters
Keyword(s):  
Positive Psychology ◽  
Delivery Mode ◽  
Evidence Based ◽  
Positive Education ◽  
Education Programs ◽  
Pedagogical Intervention ◽  
Teaching Expertise ◽  
Teacher Pedagogy ◽  
Key Factor

AbstractThis chapter puts forward three key ideas for expanding the field of positive education. First, I call for the field to develop evidence-based ways to implicitly deliver wellbeing practices in addition to the current delivery mode of explicit programs. Second, I suggest that the current practice of teaching the content of wellbeing would benefit from including approaches that also build the contexts for wellbeing. Third, I recommend that the field must empower teachers to utilize their own teaching expertise as compared to simply delivering a pre-designed wellbeing curriculum. The core “change lever” to incorporate implicit approaches, build contexts for wellbeing, and empower teachers is that of pedagogy. “Positive Education Pedagogy” reflects the idea that how a teacher educates, not just what is taught, is a key factor in building student wellbeing. Infusing positive education into teacher pedagogy allows wellbeing to be built in all classes and subjects across the entire school and not just in those classes that explicitly teach positive education programs. To demonstrate these ideas, a qualitative case study investigating the outcomes of a positive pedagogical intervention is presented. Results of this study found that teachers who are trained in positive education pedagogy are able to legitimize, action, and spread wellbeing. Positive education pedagogy creates change within the teacher, across classrooms, and throughout the school. These findings are explained through three key positive psychology theories: mindsets, broaden and build, and systems informed positive psychology (SIPP).

scholarly journals Positive Education in Practice

2021 ◽  
pp. 49-74
Author(s):  
Ricardo Arguís-Rey
Keyword(s):  
Positive Psychology ◽  
Quality Standards ◽  
International Perspective ◽  
Financial Resources ◽  
Positive Education ◽  
Educational Settings ◽  
Education Programs ◽  
Significant Growth ◽  
The World ◽  
Current Practices

AbstractIn recent years, there has been significant growth in positive education programs and experiences around the world. From an international perspective, there is considerable variety in practices in this field. It is encouraging to note that positive psychology is entering the classrooms and becoming an important movement for educators in many countries. But at the same time, it is critical to reflect on the evolution of this movement and assess whether its implementation is having the desired effects. Current practices are varied and not all of them meet necessary quality standards. Furthermore, it is necessary to analyse the enabling and hindering conditions that arise from practice in educational settings, so as to better understand what is working well and what needs to be improved. This chapter discusses these issues, suggests proposals for implementation for practitioners, and highlights the necessity for positive education to be available for all educational settings and contexts, regardless of characteristics or financial resources.

Positive Education: an Inspiration for Improving the Quality of Education

2018 ◽  
Vol 8 (3) ◽  
pp. 7-24
Author(s):  
Eva Janštová ◽  
Alena Slezáčková
Keyword(s):  
Czech Republic ◽  
Positive Psychology ◽  
Well Being ◽  
Educational Process ◽  
Quality Of Education ◽  
Subjective Well Being ◽  
Positive Education ◽  
Education Programs ◽  
The Czech Republic

Positive Psychology represents a relatively new trend in contemporary psychology, which brings interesting ideas and useful inspiration into the field of education and school practice. Evidence exists that higher levels of subjective well-being, optimism and positive emotions are closely related to academic success. A positive education movement builds on these findings and aims to practically apply the scientific knowledge of Positive Psychology into the educational process. The objective of this research study is to introduce the theoretical background and arguments for the establishment and development of positive education in the world and the Czech Republic. We present an overview of main positive education programs which focus on development of psychological resilience and character strengths and on increasing subjective well-being and life satisfaction among the individuals at all the levels of the educational process. We focus mainly on the description of those positive education programs, for which the effectiveness has been empirically verified. Finally, we briefly describe the situation in the Czech Republic, which opens a large space for the development and implementation of Positive Psychology methods to improve the quality of education.

scholarly journals Evidence-Based Education: The (Not So Simple) Case of French-Speaking Belgium

2020 ◽  
pp. 209653112092808
Author(s):  
Dylan Dachet ◽  
Ariane Baye
Keyword(s):  
Educational Reform ◽  
Reform Process ◽  
Evidence Based ◽  
Education Programs ◽  
Educational Decisions ◽  
Narrative Case Study ◽  
French Speaking ◽  
The Uk ◽  
The U.S

Purpose: Taking the case of educational reform in French-speaking Belgium (the Pact for Educational Excellence), this article aims to describe the process of integrating evidence-based education (EBE) into an educational reform within a country where the influence of qualitative research is important. Design/Approach/Methods: A narrative case study was conducted to analyze and understand the stages of the ongoing educational reform process and the successive involvements of our research center in the work of this reform. Inspired by the paradigm of EBE, we initiated both the consultation processes intended to set the direction of educational decisions and programs. Findings: According to Slavin, providing educator-friendly reviews, making available a broad range of proven education programs, and providing resources to help schools to implement proven programs are levers for implementing evidence-based reform within an educational system. This article shows that one of the three levers is fully met. For the other two, work being done on EBE in the U.S. and the UK in particular can save us time. Originality/Value: This article highlights concrete actions that will ensure the gradual establishment and acceptance by political and educational actors of an evidence-based reform.

scholarly journals The Winding Road to Evidence-Based Policy in Corrections: A Case Study of the Israel Prison Service

2018 ◽  
Vol 51 (1) ◽  
pp. 111-125
Author(s):  
David Weisburd ◽  
Badi Hasisi
Keyword(s):  
Criminal Justice ◽  
Large Scale ◽  
Research Programme ◽  
Successful Implementation ◽  
Evidence Based ◽  
Stages Of Development ◽  
The Road ◽  
Evidence Based Policy ◽  
Key Factor

There has been a growing trend in recent years towards the adoption of evidence-based policy in a variety of fields, including criminal justice. The purpose of evidence-based policy is to guide the activities of organisations based on scientifically verified facts, enabling the development of effective and efficient policies. In this article, we introduce the commitment of the Israel Prison Service (IPS) to the implementation of evidence-based policy by detailing the processes and development of a large-scale research programme in the IPS. We illustrate how the cooperation and commitment of key individuals, including successive IPS Commissioners, have enabled the implementation of evidence-based policy in a hierarchal organisation. Within this context, we demonstrate how human agency is a key factor in the successful implementation of the policy in criminal justice settings. By following the different stages of development and implementation, the example of the IPS also highlights the importance of agencies taking ownership of science. We conclude by arguing that the road to evidence-based policy is a ‘winding road’, highlighting the key turning points that influenced the institutionalisation of the policy in the IPS.

Misophonia: An Evidence-Based Case Report

2020 ◽  
Vol 29 (4) ◽  
pp. 685-690
Author(s):  
C. S. Vanaja ◽  
Miriam Soni Abigail
Keyword(s):  
Quality Of Life ◽  
Case Report ◽  
Case History ◽  
Pure Tone ◽  
Physiological Responses ◽  
Evidence Based ◽  
Management Option ◽  
Pure Tone Audiogram

Purpose Misophonia is a sound tolerance disorder condition in certain sounds that trigger intense emotional or physiological responses. While some persons may experience misophonia, a few patients suffer from misophonia. However, there is a dearth of literature on audiological assessment and management of persons with misophonia. The purpose of this report is to discuss the assessment of misophonia and highlight the management option that helped a patient with misophonia. Method A case study of a 26-year-old woman with the complaint of decreased tolerance to specific sounds affecting quality of life is reported. Audiological assessment differentiated misophonia from hyperacusis. Management included retraining counseling as well as desensitization and habituation therapy based on the principles described by P. J. Jastreboff and Jastreboff (2014). A misophonia questionnaire was administered at regular intervals to monitor the effectiveness of therapy. Results A detailed case history and audiological evaluations including pure-tone audiogram and Johnson Hyperacusis Index revealed the presence of misophonia. The patient benefitted from intervention, and the scores of the misophonia questionnaire indicated a decrease in the severity of the problem. Conclusions It is important to differentially diagnose misophonia and hyperacusis in persons with sound tolerance disorders. Retraining counseling as well as desensitization and habituation therapy can help patients who suffer from misophonia.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Participation in bilingual education programs as a key factor to linguistic success: the Spanish case

2021 ◽  
pp. 1-16
Author(s):  
Francisco Javier Palacios-Hidalgo ◽  
María Elena Gómez-Parra ◽  
Cristina A. Huertas-Abril ◽  
Roberto Espejo-Mohedano
Keyword(s):  
Bilingual Education ◽  
Education Programs ◽  
Key Factor

scholarly journals The Implementation of Visual Comfort Evaluation in the Evidence-Based Design Process Using Lighting Simulation

2021 ◽  
Vol 11 (11) ◽  
pp. 4982
Author(s):  
Anahita Davoodi ◽  
Peter Johansson ◽  
Myriam Aries
Keyword(s):  
Performance Metrics ◽  
Analysis Data ◽  
Evidence Based ◽  
Visual Comfort ◽  
Simulation Tools ◽  
Post Occupancy Evaluation ◽  
Lighting Simulation ◽  
Insight Into

Validation of the EBD-SIM (evidence-based design-simulation) framework, a conceptual framework developed to integrate the use of lighting simulation in the EBD process, suggested that EBD’s post-occupancy evaluation (POE) should be conducted more frequently. A follow-up field study was designed for subjective–objective results implementation in the EBD process using lighting simulation tools. In this real-time case study, the visual comfort of the occupants was evaluated. The visual comfort analysis data were collected via simulations and questionnaires for subjective visual comfort perceptions. The follow-up study, conducted in June, confirmed the results of the original study, conducted in October, but additionally found correlations with annual performance metrics. This study shows that, at least for the variables related to daylight, a POE needs to be conducted at different times of the year to obtain a more comprehensive insight into the users’ perception of the lit environment.

scholarly journals Procedure for the Selection of Rubber Compound in Rubber-Metal Springs for Vibration Isolation

Polymers ◽  
2020 ◽  
Vol 12 (8) ◽  
pp. 1737
Author(s):  
Milan Banić ◽  
Dušan Stamenković ◽  
Aleksandar Miltenović ◽  
Dragan Jovanović ◽  
Milan Tica
Keyword(s):  
Numerical Simulation ◽  
Constitutive Model ◽  
Vibration Isolation ◽  
Correct Selection ◽  
Virtual Experiment ◽  
Rubber Compound ◽  
Key Factor ◽  
Railway Engineering ◽  
Selection Of

The selection of a rubber compound has a determining influence on the final characteristics of rubber-metal springs. Therefore, the correct selection of a rubber compound is a key factor for development of rubber-metal vibration isolation springs with required characteristics. The procedure for the selection of the rubber compound for vibration isolation of rubber-metal springs has been proposed, so that the rubber-metal elements have the necessary characteristics, especially in terms of deflection. The procedure is based on numerical simulation of spring deflection with Bergström-Boyce constitutive model in virtual experiment, with a goal to determine which parameters of the constitutive model will lead to spring required deflection. The procedure was verified by case study defined to select rubber compound for a rubber–metal spring used in railway engineering.

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