Student’s Perceptions of Cyberbullying in the Context of Cyberbullying Criteria and Types: The Role of Age

2018 ◽  
pp. 24-36
Author(s):  
Piret Luik ◽  
Karin Naruskov
Keyword(s):  
Student's Perceptions

scholarly journals ECE students' observations of Ontario's full-day kindergarten program in the first year of implementation

2021 ◽  
Author(s):  
Bonnie Rose Marsh
Keyword(s):  
Family Involvement ◽  
First Year ◽  
Team Approach ◽  
Structured Interviews ◽  
Full Day Kindergarten ◽  
Future Policy ◽  
Teaching Programs ◽  
Student's Perceptions ◽  
Full Day

This case study examined whether and how student's perceptions of their role (as they recall them) in a full-day kindergarten program changed after a field placement experience. Qualitative data was collected using a convenience sampling approach and semi-structured interviews. This study has the potential to contribute meaningfully to both the literature on educational practices in Ontario as well to future policy. As well, this study has the makings for assisting pre-service ECE teaching programs to accurately reflect the role of early childhood educators in the education system in Ontario. The combined answers to the three research questions revealed that teachers and ECEs were struggling with the implementation of the FDK in areas of team approach, play-based learning pedagogy and family involvement.

scholarly journals Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

2022 ◽  
Vol 6 ◽  
Author(s):  
Hava Sason ◽  
Egoza Wasserman ◽  
Mordechai Zvi Safrai ◽  
Shlomo Romi
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Academic Program ◽  
Online Teachers ◽  
Learning And Teaching ◽  
Perceptions Of Students ◽  
Education College ◽  
Different Characteristics ◽  
Student's Perceptions

Social distancing during the COVID-19 pandemic forced the education system to instantly transition to online learning and teaching. Studies show that the challenges of emergency remote teaching (ERT) differ from those of online learning during routine times. Do student’s perceptions of teachers’ roles during online learning differ between ERT and routine online classes as well? Addressing this question can illuminate different aspects of the role of a teacher at different times, thus facilitating the improvement of online learning. This study compares students’ perceptions of their teachers’ roles in the online courses they attended during the pandemic, with perceptions of students who attended online courses in routine times when distance learning was a regular part of the academic program. The participants who attended online courses during routine times were 520 undergraduates in a teacher-education college. A second group of 475 undergraduates from the same college responded at the end of a semester of emergency online learning during the pandemic. Both groups answered questionnaires regarding their perception of four aspects of the role of online teachers: pedagogical, technical, affective, and differentiating. The findings showed that during emergency times, students had significantly higher expectations for teachers’ technical and affective roles than in routine times. However, students had lower expectations regarding teachers’ differentiating role during emergencies, and similar expectations for teachers’ pedagogical role in both situations. These findings highlight the need to plan curricula to suit different situations and different needs, and emphasize the different characteristics of the teachers’ role in different situations, in order to optimally address students’ needs in times of routine and emergency alike.

scholarly journals Teacher Support and Student’s Self-efficacy Beliefs

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Sid Mitchell ◽  
Julie DellaMattera
Keyword(s):  
Middle School ◽  
Middle School Teachers ◽  
Self Efficacy ◽  
Teacher Support ◽  
Efficacy Beliefs ◽  
Negative Effects ◽  
School Teachers ◽  
School Students ◽  
Student's Perceptions

Abstract The present study investigated the role of teacher support and its influence on middle school student’s self-efficacy beliefs. A statewide survey of 9,702 urban and rural middle school students found that teacher support declined across the middle school years and that this had negative effects on student self-efficacy beliefs. The data do show that girls received more support than did boys and that girls also had generally higher self-efficacy beliefs than did boys. Overall, the results show that middle school teachers can do more in fostering self-efficacy, particularly in boys, and maintaining support throughout a student’s middle school experience. The present study of student’s perceptions of teacher support over the middle school years is an important step in our ability to understand the complex ways in which teachers influence student’s self-efficacy beliefs.

scholarly journals ECE students' observations of Ontario's full-day kindergarten program in the first year of implementation

2021 ◽  
Author(s):  
Bonnie Rose Marsh
Keyword(s):  
Family Involvement ◽  
First Year ◽  
Team Approach ◽  
Structured Interviews ◽  
Full Day Kindergarten ◽  
Future Policy ◽  
Teaching Programs ◽  
Student's Perceptions ◽  
Full Day

This case study examined whether and how student's perceptions of their role (as they recall them) in a full-day kindergarten program changed after a field placement experience. Qualitative data was collected using a convenience sampling approach and semi-structured interviews. This study has the potential to contribute meaningfully to both the literature on educational practices in Ontario as well to future policy. As well, this study has the makings for assisting pre-service ECE teaching programs to accurately reflect the role of early childhood educators in the education system in Ontario. The combined answers to the three research questions revealed that teachers and ECEs were struggling with the implementation of the FDK in areas of team approach, play-based learning pedagogy and family involvement.

Role of dactinomycin in the improved survival of children with Wilms' tumor

JAMA ◽  
1966 ◽  
Vol 195 (12) ◽  
pp. 1005-1009 ◽  
Author(s):  
D. J. Fernbach
Keyword(s):  
Wilms Tumor

Role of the allergist in diagnosis and management of patients with uveitis

JAMA ◽  
1966 ◽  
Vol 195 (3) ◽  
pp. 167-172 ◽  
Author(s):  
T. E. Van Metre
Keyword(s):  
Diagnosis And Management

The power of norms to sway fused group members

2018 ◽  
Vol 41 ◽  
Author(s):  
Winnifred R. Louis ◽  
Craig McGarty ◽  
Emma F. Thomas ◽  
Catherine E. Amiot ◽  
Fathali M. Moghaddam
Keyword(s):  
Evolutionary Anthropology ◽  
Normative Systems ◽  
Violent Extremism ◽  
Identity Fusion ◽  
Group Members

AbstractWhitehouse adapts insights from evolutionary anthropology to interpret extreme self-sacrifice through the concept of identity fusion. The model neglects the role of normative systems in shaping behaviors, especially in relation to violent extremism. In peaceful groups, increasing fusion will actually decrease extremism. Groups collectively appraise threats and opportunities, actively debate action options, and rarely choose violence toward self or others.

Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Kevin Arceneaux
Keyword(s):  
Decision Making ◽  
Individual Differences ◽  
Cognitive Processes ◽  
Evolutionary History ◽  
Behavioral Responses ◽  
History Of ◽  
Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

The role of affect in feelings of obligation

2020 ◽  
Vol 43 ◽  
Author(s):  
Stefen Beeler-Duden ◽  
Meltem Yucel ◽  
Amrisha Vaish
Keyword(s):  
Positive Emotions ◽  
The Creation ◽  
Sense Of Obligation

Abstract Tomasello offers a compelling account of the emergence of humans’ sense of obligation. We suggest that more needs to be said about the role of affect in the creation of obligations. We also argue that positive emotions such as gratitude evolved to encourage individuals to fulfill cooperative obligations without the negative quality that Tomasello proposes is inherent in obligations.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

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