Positive Adult Education Learned Helplessness and the Pygmalion Effect

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students' personal skills and competences. However, few studies have been carried out on this subject in the field of lifelong and adult education. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: a questionnaire that showed teachers' perceptions of students' qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational conditioning factors influences the psychosocial and socio-educational development of students in every possible way, while on the other hand, it indicates the importance of positive education to compensate for this phenomenology by improving the development and growth of those who study and participate in non-formal education. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense

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Positive Adult Education, Learned Helplessness and the Pygmalion Effect

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph19020778 ◽

2022 ◽

Vol 19 (2) ◽

pp. 778

Author(s):

David Cobos-Sanchiz ◽

Manuel-Jesús Perea-Rodriguez ◽

Juan-Agustín Morón-Marchena ◽

María-Carmen Muñoz-Díaz

Keyword(s):

Learned Helplessness ◽

Positive Reinforcement ◽

Teaching And Learning ◽

Formal Education ◽

Methodological Approach ◽

Positive Education ◽

Pygmalion Effect ◽

Teachers Perceptions ◽

Conditioning Factors ◽

Personal Skills

Positive education is seen as a transformative methodological approach capable of improving the act of teaching and learning and, above all, essential for the development of students’ personal skills and competences. However, few studies have been carried out on this topic in the field of adult and continuing education; instead, they have been published mainly in the field of formal education and at school age. This study works with a sample of 399 people over 16 years of age and students of the Universidad Popular de Dos Hermanas in order to show the relationship between the Pygmalion effect and learned helplessness in the process of acquiring knowledge in adulthood. In this way, three tools were used: one questionnaire that showed the teachers’ perceptions of the students’ qualities and behaviour and two that provided information on self-concept, self-esteem, personal and social skills and other variables directly related to emotional intelligence and positive education. It shows how exposure to negative operational constraints hinders the psychosocial and socio-educational development of learners in all possible ways, while, on the other hand, it indicates the importance of positive education to compensate for this phenomenon by enhancing the development and growth of those who study and participate in non-formal education through positive reinforcement. Likewise, the factorial interrelation of both positive and negative conditioning factors and their incidence on learning is shown; the importance of neutralising the negative components and strengthening the positive reinforcement and the role played by the community and education professionals as catalysts and behavioural modulators at any stage of learning and age group for the achievement of the objectives of the student and of education itself in a broad sense.

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Erudite pedagogic praxis of extension paradigm for technological skills transfer of the emerging farmers

South African Journal of Agricultural Extension (SAJAE) ◽

10.17159/2413-3221/2020/v48n2a541 ◽

2020 ◽

Vol 48 (2) ◽

Author(s):

T Teele ◽

M Nkoane ◽

S. Mahlomaholo

Keyword(s):

Adult Education ◽

Critical Discourse Analysis ◽

Teaching And Learning ◽

Formal Education ◽

Basic Education ◽

Agricultural Extension ◽

Learning Approaches ◽

Skills Transfer ◽

Education Status ◽

Technological Skills

ABSTRACT Technological skills transfer approach from extension practitioners to the emerging farmers plays a significant role in the educational developments of the emerging farmers. These approaches have to take into account the methods of teaching that are in line with what is acceptable and underpinned by the adult teaching and learning approaches. Agricultural extension as an educational development programme for the emerging farmers needs to borrow from these approaches. Emerging farmers and extension practitioners in South Africa are mostly a group of diverse adults from different backgrounds and varying political, economic and social statuses. The formal education status of the emerging farmers might play a role in the ability to consume and apply presented information on the farm. However, the manner or approach that the information is presented could determine whether the emerging farmer become resistant to the information or not. The study employed the Participatory Action Research methodology with the philosophical framing of Bricolage to generate data that was analysed using Critical Discourse Analysis. The emerging farmers and extension practitioners volunterily engaged in the emancipatory discourse to outline the learning challenges using agricultural extension methods. Presenting agricultural information to the emerging farmers in the form of the Basic Education pedagogy, undermine the adult education prerequisites for the emerging farmers during training and farm visits. The emerging farmers, as adults exposed to agricultural extension, has to be conducted so guided by the trialled and tested adult education principles. By law, every individual over 15 years of age are entitled to adult education. The extension practitioners need to be acquainted with the adult education perspective. Keywords: Technological skills transfer, Emerging farmers, Extension, Pedagogic praxis

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The Influence of Assessment on Learning and Teaching

The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education ◽

10.1093/oxfordhb/9780190265182.013.5 ◽

2019 ◽

pp. 166-185

Author(s):

Susan Hallam

Keyword(s):

Communities Of Practice ◽

Teaching And Learning ◽

Formal Education ◽

Peer Assessment ◽

Real Life ◽

Summative Assessment ◽

Learning And Teaching ◽

The Arts ◽

Assessment Procedures ◽

Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

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Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education

Mathematics ◽

10.3390/math9050518 ◽

2021 ◽

Vol 9 (5) ◽

pp. 518

Author(s):

Natividad Adamuz-Povedano ◽

Elvira Fernández-Ahumada ◽

M. Teresa García-Pérez ◽

Jesús Montejo-Gámez

Keyword(s):

Teaching And Learning ◽

Number Sense ◽

Methodological Approach ◽

Number System ◽

Algebraic Thinking ◽

First Year ◽

Symbolic Language ◽

Decimal Number ◽

Language Characteristic ◽

Theoretical Foundations

Traditionally, the teaching and learning of algebra has been addressed at the beginning of secondary education with a methodological approach that broke traumatically into a mathematical universe until now represented by numbers, with bad consequences. It is important, then, to find methodological alternatives that allow the parallel development of arithmetical and algebraic thinking from the first years of learning. This article begins with a review of a series of theoretical foundations that support a methodological proposal based on the use of specific manipulative materials that foster a deep knowledge of the decimal number system, while verbalizing and representing quantitative situations that underline numerical relationships and properties and patterns of numbers. Developing and illustrating this approach is the main purpose of this paper. The proposal has been implemented in a group of 25 pupils in the first year of primary school. Some observed milestones are presented and analyzed. In the light of the results, this well-planned early intervention contains key elements to initiate algebraic thinking through the development of number sense, naturally enhancing the translation of purely arithmetical situations into the symbolic language characteristic of algebraic thinking.

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The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

Future Internet ◽

10.3390/fi13020025 ◽

2021 ◽

Vol 13 (2) ◽

pp. 25

Author(s):

Daniel Abril-López ◽

Hortensia Morón-Monge ◽

María del Carmen Morón-Monge ◽

María Dolores López Carrillo

Keyword(s):

Social Sciences ◽

Preservice Teachers ◽

Early Childhood ◽

Teaching And Learning ◽

Formal Education ◽

Learning Experience ◽

Point Of View ◽

Learning To Learn ◽

Outdoor Experience ◽

Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

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From teaching literacy to teaching numeracy: How numeracy teacher’s previous experiences shape their teaching beliefs

Literacy and Numeracy Studies ◽

10.5130/lns.v23i1.4423 ◽

1970 ◽

Vol 23 (1) ◽

pp. 20-49 ◽

Cited By ~ 2

Author(s):

Sonja Beeli-Zimmermann

Keyword(s):

Adult Education ◽

Exploratory Study ◽

Teaching And Learning ◽

Teaching Beliefs ◽

Structured Interviews ◽

Mathematical Beliefs ◽

Mathematical Belief

Beliefs guide teachers’ actions in the classroom and thereby influence what students learn. While this insight has led to numerous studies, particularly in the area of mathematical beliefs, it has been neglected in the growing field of numeracy teaching and learning within adult education. This exploratory study presents five illustrative cases of Swiss adult education teachers and traces their experiences, both as students and teachers. Based on data mainly collected in semi-structured interviews, the author argues that this study supports existing evidence from mathematical belief research in other sectors of education, pointing to the relevance of practice-based experiences for the change of beliefs.

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Advanced Learning Tools for (Non) Formal Education

Advanced Engineering Forum ◽

10.4028/www.scientific.net/aef.8-9.65 ◽

2013 ◽

Vol 8-9 ◽

pp. 65-74 ◽

Cited By ~ 2

Author(s):

Sanda Porumb ◽

Cosmin Porumb ◽

Aurel Vlaicu ◽

Bogdan Orza

Keyword(s):

Collaborative Learning ◽

Teaching And Learning ◽

Formal Education ◽

Project Based Learning ◽

Assessment Process ◽

Educational Services ◽

Learning Approaches ◽

Learning Tools ◽

Virtual Collaboration ◽

Generic Framework

An important part of the articles published in the last years highlight teaching and learning approaches and technologies integrated in complex applications and present the concepts used for creating and presenting the educational content. They refer to the methodologies used in self-and collaborative learning, including problem-and project-based learning. The assessment process is also illustrated in several articles but there is no a generic framework that complies with the rules of both formal and non-formal education acts. Our proposal is focused on advanced concepts for improving the educational services and the manner a generic framework for blended learning can be customized for higher education and lifelong learning. In addition, the paper proposes a virtual collaboration prototype that supports interpersonal and inter-process collaborative learning services that can be used as core of any rapidly growing educational community.

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PHILOSOPHICAL AND METHODOLOGICAL PROBLEMS OF PERSONALISED EDUCATION OF ADULTS IN TERMS OF POSTMODERN PLURALISM

EurasianUnionScientists ◽

10.31618/esu.2413-9335.2020.7.76.957 ◽

2020 ◽

Vol 7 (7(76)) ◽

pp. 7-11

Author(s):

Nadezda Efimovna Bulankina

Keyword(s):

Adult Education ◽

Leadership Development ◽

Formal Education ◽

Industrial Society ◽

Learning Technology ◽

Professional Programs ◽

Professional Activities ◽

Economic Framework ◽

Self Organized ◽

Post Industrial

This research is devoted to the study of the methodology of personalized adult education in the value context of the historical and cultural epoch of Russia and the world as a whole, presented in the scientific and pedagogical discourse reflecting the pluralistic specifics of post-industrial society. The purpose of this study is to determine the specifics of personalized training and additional professional programs "Linguistics and Intercultural Interaction" in the formal education system being limited with temporal and economic framework designed to prepare graduates to meet the new professional activities of an educator. The problem field of this research is related to the theoretical and practical justification of the use of the methodology of language and cultural pluralism, as well as the pluralism of goals, objectives and content of adult education, focused on innovation and leadership development, on creative approaches to thinking, especially in school, where resources are limited, and subject to constant changes. The objectives of the research are threefold: a) to develop the principles of program development, b) the corpus of personalized humanitarian practices for organizing the event learning spaces of creative interaction of the participants, and c) to facilitate the stages of implementation of updated programs, and methodological content of training, as well as organizational difficulties associated with the formation of new professional competencies of the graduates of the programs in a new socio-cultural transforming space. In conclusion, the main results of the study at different stages of implementation of personalized learning technology are formulated, and the prospects for using them in the format of remote learning and elearning are outlined for self-organized professional development.

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EVALUASI PROGRAM PENDIDIKAN KECAKAPAN HIDUP PERKOTAAN (STUDI PADA LEMBAGA KURSUS TATA RIAS DI TANGERANG SELATAN)

Jurnal Ilmu Kesejahteraan Sosial ◽

10.7454/jurnalkessos.v17i1.59 ◽

2017 ◽

Vol 17 (1) ◽

Author(s):

Virgo Agustinus Sembiring ◽

Sofyan Cholid

Keyword(s):

Education Program ◽

Life Skills ◽

Quantitative Research ◽

Teaching And Learning ◽

Formal Education ◽

Urban Life ◽

Research Approach ◽

Chi Square ◽

Skills Education ◽

Life Skills Education

<p>This study aimed to evaluate the achievements of the Urban Life Skills Education program by course institutions bridal makeup and analyze the factors that affect achievement Urban Life Skills Education program by institutions bridal makeup courses in South Tangerang city administration. Quantitative research approach is by using chi-square method. Results showed successful achievement by demonstrating the value of 95% for South Tangerang City. While the success of Makeup Bridal based Graduates Competency Standards reached 73.3% Factors that affect the achievement of program Life Skills Education Urban by course institutions bridal makeup in South Tangerang City among others Competency Standards Graduates Makeup Bride Junior and teaching and learning Non-formal Education by Life Skills Education that includes: theory, practice and education of character.</p>

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HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

10.36106/paripex/0710913 ◽

2021 ◽

pp. 113-114

Author(s):

Melise Maia Ribeiro

Keyword(s):

Distance Education ◽

Learning Process ◽

Teaching And Learning ◽

Formal Education ◽

Basic Education ◽

The State ◽

Pedagogical Practices ◽

New Directions ◽

The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

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