Teaching Emotion Regulation: K-12 Teachers’ Perceptions and Practices across the Curriculum

2021 ◽  
Vol 4 (1) ◽  
pp. p1
Author(s):  
Louis S. Nadelson ◽  
Estefany Soto ◽  
Tye Smith ◽  
Sarah Nekonchuk ◽  
Jessica Ims ◽  
...  
Keyword(s):  
Emotion Regulation ◽  
School Psychologists ◽  
Future Research ◽  
Emotional Competencies ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
The Social ◽  
Approach To Teaching ◽  
K 12 ◽  
Support Students

Students can gain a range of skills and knowledge from interactions in schools, including emotional competencies such as regulation of emotions. Teachers are positioned to support students’ development of emotion regulation in the social context of school. We sought to determine K-12 teachers’ sense of responsibility, preparation, engagement, comfort, and approach to teaching students emotion regulation. The quantitative and qualitative data we gathered from 155 general K-12 classroom teachers revealed a sense of responsibility, low preparation, varied engagement, and low to moderate comfort. We found differences by grade levels, school location, and teacher education level. There was moderate alignment between how the teachers regulate their emotions and the emotion regulation processes they teach their students. We share implications for school psychologists and suggest multiple directions for future research.

scholarly journals Teachers’ Efforts to Support Undocumented Students Within Ambiguous Policy Contexts

2020 ◽  
Vol 90 (4) ◽  
pp. 525-549
Author(s):  
HILLARY PARKHOUSE ◽  
VIRGINIA R. MASSARO ◽  
MELISSA J. CUBA ◽  
CAROLYN N. WATERS
Keyword(s):  
Critical Case ◽  
Undocumented Students ◽  
Political Climate ◽  
Teachers Perceptions ◽  
Grade Levels ◽  
Research Article ◽  
New Destination ◽  
Destination Area ◽  
K 12 ◽  
Policy Guidance

In this research article, authors Hillary Parkhouse, Virginia Massaro, Melissa Cuba, and Carolyn Waters examine teachers’ perceptions of their responsibilities to support undocumented students and the barriers they encounter in fulfilling them. Since the 1982 Plyler v. Doe decision guaranteed public K–12 education to undocumented students, there has been little policy guidance on how schools can support these students, particularly within the increasingly contentious political climate. Focusing on one new destination area in Virginia, the authors interviewed eighteen teachers who expressed their support for undocumented students. Of various subjects, grade levels, and years’ experience, these teachers represent a critical case in that they were likely to be more attentive to the experiences of these students than would the general teacher population. They took a variety of actions to enhance students’ feelings of security and normalcy through curricular decisions, emotional and material support, and adaptive advocacy at the school and district levels. However, the lack of clear policy led to varied interpretations of their responsibilities and a fear that their actions violated school or district guidelines.

Incorporating the Game of Geocaching in K-12 Classrooms and Teacher Education Programs

2013 ◽  
pp. 79-97 ◽  
Author(s):  
Jeffrey Hall ◽  
Lucy Bush
Keyword(s):  
Mobile Technology ◽  
Educational Practice ◽  
Future Research ◽  
High Tech ◽  
Teacher Education Programs ◽  
Educational Settings ◽  
Theoretical Frameworks ◽  
The Social ◽  
Gps Devices ◽  
K 12

Mobile technology integration in educational settings is becoming an increasingly important topic as information technology continues to improve, prices decrease, and mobile devices proliferate. Geocaching, a high-tech scavenger hunt played with mobile GPS devices, is a significant example of a mobile technology-based activity that can be incorporated into educational practice. The history and implications of geocaching and its technological contributions are explored, while numerous theoretical frameworks for implementing geocaching in educational settings are discussed. Existing research on educational geocaching is presented, and the social effects of this unique mobile technology activity are examined. Pedagogical applications and best practices are detailed across the spectrum of curricular areas—informed, in part, by the personal teaching experiences of the two authors. Ideas for future research regarding geocaching and other forms of mobile technology-based educational practices are developed. Finally, selected texts for additional reading are provided.

Community of Inquiry as Teacher Professional Development in China

2017 ◽  
pp. 100-118 ◽  
Author(s):  
Hiller A. Spires ◽  
Shea N. Kerkhoff ◽  
Meixun Zheng
Keyword(s):  
Professional Development ◽  
Community Of Inquiry ◽  
New Literacies ◽  
Future Research ◽  
Pedagogical Change ◽  
Teachers Perceptions ◽  
Reform Agenda ◽  
Depth Analysis ◽  
Teacher Professional ◽  
K 12

Over the past decades, improving teacher instructional quality has been a top priority in the Chinese government's K-12 educational reform agenda. Within this reform context, the purposes of this chapter are to share: (a) a community of inquiry model of professional development on new literacies that is being used with teachers in China; and (b) qualitative data from three teachers' perceptions of the professional development, their classroom practices, and challenges they are confronting as they implement changes in their educational system. Emerging themes indicated that teachers embraced pedagogical change along a continuum, from resistant to completely open, within the context of their school culture. Challenges to pedagogical change included teacher cultural identity and lack of time and commitment needed for implementation. Future research will include more in-depth analysis of the change process that Chinese teachers embrace as they conceptualize and apply new literacies and innovative pedagogies in their classrooms.

Finding a Path Forward for Integrating Augmented Reality Into K-12 Classrooms

2021 ◽  
pp. 1-33
Author(s):  
Marybeth Green ◽  
Linda Challoo ◽  
Mehrube Mehrubeoglu
Keyword(s):  
Augmented Reality ◽  
Learning Environments ◽  
Problem Based Learning ◽  
Future Research ◽  
Content Areas ◽  
Grade Levels ◽  
Diverse Learning ◽  
The Right ◽  
K 12 ◽  
Samr Model

The potential of augmented reality (AR) as a transformational tool has long been touted in academic circles. However, in order for AR to attain this goal, we must seriously examine previous research to determine if we are on the right path. This study examined 87 AR research studies situated in K-12 environments to determine what grade levels were involved, where the research being done was what content areas were involved, what kinds of triggers were used, and what learning environments were created through the use of AR. This research found that the majority of studies were situated in elementary contexts in science and math. Diverse learning environments were found including inquiry, problem-based learning, visualization, and gamification. Based on these findings, suggestions were made for future research including more research on students creating AR experiences, broadening the grade levels and content areas that are involved, and aiming future AR projects at the transformational level of the SAMR model.

scholarly journals Care and Education. a Case Study: Understanding Professional Roles and Identities of Teachers Within A Welsh Pru

2019 ◽  
Vol 21 (1) ◽  
pp. 65-88
Author(s):  
Phil Smith ◽  
Mark Connolly
Keyword(s):  
Professional Practice ◽  
Focus Of Attention ◽  
Ethnographic Study ◽  
Academic Needs ◽  
Professional Work ◽  
Complex Needs ◽  
Teachers Perceptions ◽  
The Social ◽  
Approach To Teaching

This paper considers the professional work of teachers within Pupil Referral Units (PRUs) in Wales. Traditionally neglected by both policy and research, PRUs have become a focus of attention due to debates around attainment and the 'off rolling' of pupils from traditional schooling. Drawing on data from an ethnographic study of one Welsh PRU, this paper illustrates how teachers working within PRUs see themselves as occupying a hybrid space between teacher and social worker within a social pedagogic approach to teaching. We illustrate how this approach is underpinned by a strong moral and ethical account of their professional work. From this we illustrate how policy scrutiny and Welsh educational reforms have resulted in changes to teachers' perceptions of their working role and identity. While this policy focus is welcomed we suggest that any accountability frameworks introduced to judge Welsh PRU success need to adopt a highly contextualised approach which recognises the complex needs and backgrounds of PRU pupils and does not reduce success to only measures of academic attainment. By recognising the hybrid nature of professional practice and developing metrics of success which capture the social as well as academic needs of pupils within the Welsh PRU setting, Welsh Government (WG) will reinforce the social pedagogic approach of Welsh PRU teachers.

Incorporating the Game of Geocaching in K-12 Classrooms and Teacher Education Programs

2013 ◽  
pp. 862-880
Author(s):  
Jeffrey Hall ◽  
Lucy Bush
Keyword(s):  
Mobile Technology ◽  
Educational Practice ◽  
Future Research ◽  
High Tech ◽  
Teacher Education Programs ◽  
Educational Settings ◽  
Theoretical Frameworks ◽  
The Social ◽  
Gps Devices ◽  
K 12

Mobile technology integration in educational settings is becoming an increasingly important topic as information technology continues to improve, prices decrease, and mobile devices proliferate. Geocaching, a high-tech scavenger hunt played with mobile GPS devices, is a significant example of a mobile technology-based activity that can be incorporated into educational practice. The history and implications of geocaching and its technological contributions are explored, while numerous theoretical frameworks for implementing geocaching in educational settings are discussed. Existing research on educational geocaching is presented, and the social effects of this unique mobile technology activity are examined. Pedagogical applications and best practices are detailed across the spectrum of curricular areas—informed, in part, by the personal teaching experiences of the two authors. Ideas for future research regarding geocaching and other forms of mobile technology-based educational practices are developed. Finally, selected texts for additional reading are provided.

scholarly journals Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

2018 ◽  
Vol 17 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Iris Martins Oliveira ◽  
Maria do Céu Taveira ◽  
Erik J. Porfeli ◽  
Randolph C. Grace
Keyword(s):  
Self Efficacy ◽  
Social Cognitive ◽  
Sixth Grade ◽  
Measurement Model ◽  
Future Research ◽  
Confirmatory Factor Analyses ◽  
Grade Levels ◽  
The Social ◽  
Efficacy Expectations ◽  
Adolescents And Adults

The social cognitive career theory suggests that the development of career self-efficacy expectations begins during the childhood period. The Multidimensional Scales of Perceived Self-Efficacy (MSPSE) has been used to assess adolescents and adults’ career self-efficacy. This study extends this research by assessing the psychometric characteristics of the MSPSE with children. The MSPSE factorial structure, invariance, and concurrent validity were examined with data from 313 fifth- and sixth-grade girls and boys (M age = 10.8). Confirmatory factor analyses suggested a good fit of a hierarchical measurement model. Multi-group analyses suggested configurational and metric invariance across grade levels and across gender for the low-order factors. Still, variability in high-order factor loadings was found across gender. The MSPSE was positively correlated with career exploration and academic achievement. This study supports the use of the MSPSE with children, instills future research on children’s career self-efficacy, and advances practices promoting career preparedness.

Self-regulated learning in online learning environments: strategies for remote learning

2020 ◽  
Vol 121 (5/6) ◽  
pp. 321-329
Author(s):  
Richard Allen Carter Jr ◽  
Mary Rice ◽  
Sohyun Yang ◽  
Haidee A. Jackson
Keyword(s):  
Online Learning ◽  
Future Research ◽  
Content Type ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Teachers And Students ◽  
The Usa ◽  
K 12 ◽  
Remote Learning

Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic. Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment. Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families. Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

Current Postvention Research and Priorities for the Future

Crisis ◽  
2017 ◽  
Vol 38 (3) ◽  
pp. 202-206 ◽  
Author(s):  
Karl Andriessen ◽  
Dolores Angela Castelli Dransart ◽  
Julie Cerel ◽  
Myfanwy Maple
Keyword(s):  
Social Life ◽  
Online Survey ◽  
Research Priorities ◽  
Future Research ◽  
Physical And Mental Health ◽  
Intercultural Collaboration ◽  
The Social ◽  
The Future ◽  
Suicide Bereavement ◽  
Ethical Approval

Abstract. Background: Suicide can have a lasting impact on the social life as well as the physical and mental health of the bereaved. Targeted research is needed to better understand the nature of suicide bereavement and the effectiveness of support. Aims: To take stock of ongoing studies, and to inquire about future research priorities regarding suicide bereavement and postvention. Method: In March 2015, an online survey was widely disseminated in the suicidology community. Results: The questionnaire was accessed 77 times, and 22 records were included in the analysis. The respondents provided valuable information regarding current research projects and recommendations for the future. Limitations: Bearing in mind the modest number of replies, all from respondents in Westernized countries, it is not known how representative the findings are. Conclusion: The survey generated three strategies for future postvention research: increase intercultural collaboration, increase theory-driven research, and build bonds between research and practice. Future surveys should include experiences with obtaining research grants and ethical approval for postvention studies.

The Social Neuroscience of Cooperation

2018 ◽  
Author(s):  
Jay Joseph Van Bavel
Keyword(s):  
Theoretical Models ◽  
Brain Regions ◽  
Review Literature ◽  
Social Neuroscience ◽  
Future Research ◽  
A Value ◽  
Group Cooperation ◽  
Neural Processes ◽  
The Social ◽  
Cooperative Decision Making

We review literature from several fields to describe common experimental tasks used to measure human cooperation as well as the theoretical models that have been used to characterize cooperative decision-making, as well as brain regions implicated in cooperation. Building on work in neuroeconomics, we suggest a value-based account may provide the most powerful understanding the psychology and neuroscience of group cooperation. We also review the role of individual differences and social context in shaping the mental processes that underlie cooperation and consider gaps in the literature and potential directions for future research on the social neuroscience of cooperation. We suggest that this multi-level approach provides a more comprehensive understanding of the mental and neural processes that underlie the decision to cooperate with others.

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