Fostering preservice teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria

2022 ◽  
Vol 112 ◽  
pp. 101918
Author(s):  
Angela Gastager ◽  
Gerda Hagenauer ◽  
Daniela Moser ◽  
Erika Rottensteiner
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Intervention Study ◽  
Self Regulation ◽  
Educational Theory

scholarly journals Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

2014 ◽  
pp. 75-93 ◽  
Author(s):  
Kelley Erin Carpenter Massengale ◽  
Cherese Childers-McKee ◽  
Aerin Benavides
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Letter Writing ◽  
College Instruction ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Meaningful Activity ◽  
Teachers Experiences ◽  
The Impact

Abstract: Applying transformational critical advocacy research in college instruction can be a powerful way to engage students in challenging inequity in society and promoting positive changes. Few studies systematically measure the impact of such pedagogy on the development of college students’ beliefs about advocacy. In this mixed methods study, we worked with 21 preservice teachers through advocacy letter writing activities and collected data from pre/post surveys and focus group discussions to explore the impact of such pedagogy. The findings indicated that advocacy letter writing was a meaningful activity for preservice teachers, allowing them a professional opportunity to voice their concerns about personally meaningful issues to entities in power. A significant correlation was found between baseline advocacy experiences and baseline advocacy beliefs, suggesting that the teaching of advocacy, when combined with opportunities for meaningful practice, can contribute to shifts in belief about the importance of advocating. 

Does preschool children’s self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study

2022 ◽  
Vol 216 ◽  
pp. 105321
Author(s):  
Christopher J. Lonigan ◽  
Eric D. Hand ◽  
Jamie A. Spiegel ◽  
Brittany M. Morris ◽  
Colleen M. Jungersen ◽  
...  
Keyword(s):  
Intervention Study ◽  
Self Regulation ◽  
Instructional Activities ◽  
Randomized Intervention ◽  
Randomized Intervention Study

“If Not Me, Then Who?”

2018 ◽  
pp. 1-22
Author(s):  
Elizabeth Ann Ethridge ◽  
Vickie E. Lake ◽  
Amber H. Beisly
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Mixed Methods ◽  
Service Learning ◽  
Education Program ◽  
Teacher Education Program ◽  
Early Childhood Teacher ◽  
Agents Of Change ◽  
Sense Of Power

Research has indicated that teachers typically do not view themselves as advocates for many reasons such as fear of personal and professional risk (Peters & Reid, 2009). Participants include both preservice teachers and graduates of an early childhood teacher education program. This chapter addresses how the program utilized intentional assignments and group and individual scaffolding as preservice teachers moved from experiencing service learning to pure advocacy. Through a mixed methods study, preservice teachers began to see themselves as agents of change with increased confidence and sense of power. These transformations continued as graduates of the program reported they were still engaging in advocacy.

An Examination of Mindset Instruction, Self-Regulation, and Writer’s Workshop on Kindergarteners’ Writing Performance and Motivation: A Mixed-Methods Study

2019 ◽  
Vol 35 (5) ◽  
pp. 427-444 ◽  
Author(s):  
Katie E. Schrodt ◽  
Amy M. Elleman ◽  
Erin R. FitzPatrick ◽  
Michelle M. Hasty ◽  
Jwa K. Kim ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Self Regulation ◽  
Mixed Methods Study ◽  
Writer's Workshop ◽  
Writing Performance

scholarly journals Stakeholders’ Consensus on Strategies for Self- and Other-Regulation of Video Game Play: A Mixed Methods Study

2020 ◽  
Vol 17 (11) ◽  
pp. 3846
Author(s):  
Michelle Colder Carras ◽  
Matthew Carras ◽  
Alain B. Labrique
Keyword(s):  
Mixed Methods ◽  
Video Game ◽  
Large Scale ◽  
Self Regulation ◽  
Mixed Methods Study ◽  
Gaming Disorder ◽  
Preventive Interventions ◽  
Game Play ◽  
Video Game Play ◽  
Game Mechanics

Background: Little is known about strategies or mechanics to improve self-regulation of video game play that could be developed into novel interventions. This study used a participatory approach with the gaming community to uncover insider knowledge about techniques to promote healthy play and prevent gaming disorder. Methods: We used a pragmatic approach to conduct a convergent-design mixed-methods study with participants attending a science fiction and education convention. Six participants answered questions about gaming engagement and self- or game-based regulation of gaming which were then categorized into pre-determined (a priori) themes by the presenters during the presentation. The categorized themes and examples from participant responses were presented back to participants for review and discussion. Seven participants ranked their top choices of themes for each question. The rankings were analyzed using a nonparametric approach to show consensus around specific themes. Results: Participants suggested several novel potential targets for preventive interventions including specific types of social (e.g., play with others in a group) or self-regulation processes (e.g., set timers or alarms). Suggestions for game mechanics that could help included clear break points and short missions, but loot boxes were not mentioned. Conclusions: Our consensus development approach produced many specific suggestions that could be implemented by game developers or tested as public health interventions, such as encouraging breaks through game mechanics, alarms or other limit setting; encouraging group gaming; and discussing and supporting setting appropriate time or activity goals around gaming (e.g., three quests, one hour). As some suggestions here have not been addressed previously as potential interventions, this suggests the importance of including gamers as stakeholders in research on the prevention of gaming disorder and the promotion of healthy gaming. A large-scale, online approach using these methods with multiple stakeholder groups could make effective use of players’ in-depth knowledge and help speed discovery and translation of possible preventive interventions into practice and policy.

scholarly journals A practice-based intervention to prepare preservice teachers for inclusion using universal design for learning

2019 ◽  
Author(s):  
◽  
Mary Elizabeth Decker
Keyword(s):  
Preservice Teachers ◽  
Mixed Methods ◽  
General Education ◽  
Self Efficacy ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Diverse Learners ◽  
Fundamental Knowledge ◽  
Design For Learning ◽  
The Impact

General education pre-service teachers are expected to teach diverse learners, including those with disabilities, in the general education settings. Yet many are not adequately prepared to teach all students. Universal Design for Learning (UDL) is a framework to increase inclusive practices, however, it is unknown how to best teach this to pre-service teachers. The purpose of this study is to examine the impact of using a practice-based approach to teach UDL as compared to a lecture-based approach to teach UDL to better prepare general education pre-service teachers. Constructs of interest include pre-service teachers' fundamental knowledge including UDL, self-efficacy and UDL application. A mixed methods triangulation design was employed. While pre-service teachers from both groups had significant gains in their foundational knowledge, reported self-efficacy, reported UDL knowledge and ability to apply UDL ideas, participants in the practice-based group did have some advantages, specifically in the area of UDL application.

scholarly journals The Impact of COVID-19 on the Mental Health of Autistic Adults in the UK: A Mixed-Methods Study

2021 ◽  
Author(s):  
Rebecca Bundy ◽  
William Mandy ◽  
Laura Crane ◽  
Hannah Belcher ◽  
Laura Bourne ◽  
...  
Keyword(s):  
Mental Health ◽  
Mixed Methods ◽  
Online Survey ◽  
Negative Impact ◽  
Self Regulation ◽  
Health Impact ◽  
Mixed Methods Study ◽  
Autistic People ◽  
Autistic Adults ◽  
The Impact

The COVID-19 pandemic has been associated with mental health declines in the general population. Those with pre-existing vulnerabilities are known to be at particular risk. This may include autistic people, who have high levels of mental and physical health problems. Yet little is currently known about the impact of the pandemic on autistic people. Using an online survey, this mixed-methods study gathered data from 133 autistic adults in the United Kingdom (UK), about their experiences of the pandemic in relation to their mental health. Results indicated that the mental health impact of the pandemic on autistic adults was variable. A sizeable minority reported improvements in their mental health associated with COVID-19 restrictions. By contrast, most participants described an overall negative impact their levels of depression, anxiety and stress. Analysis of qualitative data using thematic analysis highlighted four themes that contributed to mental health changes in autistic adults: (i) adjusting to changes to the social world, (ii) living with uncertainty, (iii) disruptions to self-regulation, and (iv) barriers to fulfilling basic needs. Based on these findings, we discuss recommendations about how to support autistic people; both as the pandemic persists and once normality ensues.

scholarly journals Development of the DAGIS intervention study: a preschool-based family-involving study promoting preschoolers’ energy balance-related behaviours and self-regulation skills

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Carola Ray ◽  
Riikka Kaukonen ◽  
Elviira Lehto ◽  
Henna Vepsäläinen ◽  
Nina Sajaniemi ◽  
...  
Keyword(s):  
Energy Balance ◽  
Needs Assessment ◽  
Process Evaluation ◽  
Development Process ◽  
Intervention Study ◽  
Controlled Trial ◽  
Intervention Mapping ◽  
Self Regulation ◽  
Intervention Development ◽  
Logic Model

Abstract Background Preschoolers’ energy balance-related behaviours (EBRBs) and self-regulation skills are important for their later health. Few preschool-based interventions aiming to promote preschoolers’ EBRBs and self-regulation skills, simultaneously reducing differences in EBRBs, due to children’s socio-economic status (SES) background, have been conducted. This study will present the Increased Health and Wellbeing in Preschools (DAGIS) intervention development process applying the Intervention Mapping (IM) framework. Methods The development of the DAGIS intervention study, a preschool level clustered randomized controlled trial (RCT), was based on the IM framework. The protocol in IM guides the development process of an intervention through six steps: needs assessment and logic model of the problem, programme outcomes and objectives, design of the programme, production, implementation plan, and evaluation plan. Results The needs assessment, part of the step 1 in IM, yielded the base for the DAGIS logic model of change. The model includes objectives related to changes in children’s EBRBs, self-regulation skills, and in psychosocial and physical environment that is determined by parents and early educators. A 22-week programme was developed, and materials for preschools and families were produced. A feasibility study of the recruitment processes, acceptability of the materials and methods, and implementation was conducted. The DAGIS intervention study was conducted September 2017–May 2018 as a clustered RCT including a comprehensive effectiveness and process evaluation. The process evaluation was run throughout the intervention targeting preschools and families. Conclusion A preschool-based family-involving programme was developed in the DAGIS intervention study by applying the IM protocol. It was a time- and resource-consuming process. However, the systematic planning, development, and running of the programme have reinforced a comprehensive evaluation, which is a strength in the intervention. The results from the evaluation will enhance the knowledge of how to promote EBRBs and self-regulation skills among preschoolers, and diminish SES differences in them. Trial registration ISRCTN57165350 (Prospectively registered January the 8th, 2015).

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