scholarly journals FORMAÇÃO DE PROFESSORES E O MANEJO DE SITUAÇÕES DE BULLYING NA ESCOLA: O QUE AS PESQUISAS TÊM INDICADO?

2020 ◽  
Vol 3 ◽  
pp. 44
Author(s):  
Mônica Tessaro ◽  
Maria Teresa Ceron Trevisol
Keyword(s):  
Systematic Review ◽  
Teacher Training ◽  
School Environment ◽  
Practical Knowledge ◽  
Praxis Ii ◽  
Problem Situations ◽  
Education Professional ◽  
Master Thesis ◽  
Doctoral Dissertations ◽  
The Impact

ResumoEste artigo objetiva analisar as contribuições de pesquisas sobre a formação de professores e o impacto dessa formação no manejo de situações de bullying na escola. Com o propósito de embasar essa análise, efetuou-se uma revisão sistemática em trabalhos indexados nas bases de dados: Scielo, Portal de Periódicos Capes e no Catálogo de Teses e Dissertações da Capes, no período de 2009 a 2019. Utilizando-se de critérios de inclusão e exclusão, foram selecionadas 28 publicações. As respectivas publicações foram lidas na íntegra. Como procedimento de análise dos trabalhos selecionados empregou-se a técnica de Análise Textual Discursiva, conforme Moraes e Galiazzi (2006). Do processo analítico emergiram três categorias: i) Práxis pedagógica; ii) Políticas públicas e educação escolar; e iii) Práticas construtivistas na formação de professores. Cada categoria foi constituída por sistematizações que compreendem perspectivas de formação de professores que poderiam contribuir na melhoria da e na prática do profissional em relação ao manejo de situações de bullying na escola. As pesquisas identificadas destacam, dentre as perspectivas de formação de professores, as que oportunizem aos profissionais conhecimentos teórico-práticos; a utilização de situações-problemas da própria escola, do cotidiano, como mobilizadores de processos de aprendizagem, da reflexão e tomada de decisões em relação ao manejo dessas situações; a valorização de momentos de trocas entre profissionais, da bagagem cultural, das experiências e vivências dos professores para encaminhar situações-problema de maneira mais assertiva.Palavras-chave: Bullying. Formação de professores. Perspectivas de formação. Revisão sistemática. AbstractThe following article aims to analyze the contributions of researches on teacher training and the impact of this education on the management of bullying situations in the school environment. With the purpose of basing this analysis, it was made a systematic review in articles, master thesis and doctoral dissertations indexed on the databases Scielo, CAPES Journal Portal and the CAPES Catalog of Thesis and Dissertations, between 2009 and 2019. By utilizing criteria of inclusion and exclusion, it was selected 28 publications. The respective publications were all read in full. As a procedure in the analysis of the selected material, it was used the technique of the Discursive Textual Analysis, according to Moraes; Galiazzi (2006). From the analytical process, emerged three categories: i) Pedagogical Praxis; ii) Public Policies and school education, and, iii) Constructive practices on teacher training. Each category was constituted of systematizations that comprehended perspectives of teacher training that could contribute on the improvement of and on the work of the education professional in relation to the management of the bullying situations presented at school. The identified researches highlight, among the teacher training perspectives, those that enable the professionals theoric-practical knowledge; the use of problem situations of the own school, of the day-to-day life, as mobilizers of the learning process, of the reflection and decision taking in relation to the management of these situations; the valuation of exchange moments between professionals, of the cultural insights, of the experiences of the teachers to resolve the problems situations in the most assertive way.Keywords: Bullying. Teacher Training. Education perspectives. Systematic review.

scholarly journals The Impact of Play on Social Skills of Young Children with ASD in Educational Contexts: A Systematic Review

2021 ◽  
Author(s):  
Christina O'Keeffe ◽  
Sinead McNally
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Social Communication ◽  
School Environment ◽  
Autism Spectrum ◽  
Educational Settings ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social ◽  
The Impact

Children with Autism Spectrum Disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence-base for supporting social communication skills in children with ASD within educational contexts. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

scholarly journals Assessing the emotional impact of virtual reality-based teacher training

2019 ◽  
Vol 36 (3) ◽  
pp. 192-217 ◽  
Author(s):  
Kalliopi Evangelia Stavroulia ◽  
Maria Christofi ◽  
Evangelia Baka ◽  
Despina Michael-Grigoriou ◽  
Nadia Magnenat-Thalmann ◽  
...  
Keyword(s):  
Teacher Education ◽  
Virtual Reality ◽  
Teacher Training ◽  
School Environment ◽  
Three Dimensional ◽  
Real Life ◽  
Mood States ◽  
Stressful Situation ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to propose the use of a virtual reality (VR)-based approach to improve teacher education and life-long professional development. Through constant training in real-life based situations but within a safe three-dimensional virtual school environment, teachers are given the opportunity to experience and learn how to react to different types of incidents that may take place in a school environment. Design/methodology/approach The current paper presents the design cycle that was followed for the implementation of the VR teacher training system. The effectiveness of the proposed approach is demonstrated with a case study that aimed to promote teachers’ understanding of student’s problematic situations related to substance use. As part of the experimental investigation, the impact of the VR system on participants’ emotions and mood states is evaluated through Electroencephalogram (EEG) measurements, heart rate (HR) recordings and self-reported data. Findings Results indicate significant changes to participant’s negative emotional and mood states, suggesting that the scenario and the VR experience had a strong impact on them. Moreover, participants’ HR was increased during the experiment, while the analysis of the EEG signal indicated that the participants experienced a stressful situation that could justify the change in their negative emotions and mood states. Originality/value The proposed VR-based approach aims to provide an innovative framework to teacher education and the related training methodology. In the long-term, the proposed VR system aims to form a new paradigm of teacher training, an alternative safe method that will allow user-teachers to learn through trial and error techniques that reflect real-life situations within a three-dimensional school space and without the risk of harming real students. To the best of our knowledge this is one of the first systematic attempts to use a VR-based methodology to address real teachers’ needs. The development of the VR application is linked to both strong theoretical foundations in education derived from the literature but also from real teachers’ problems and requirements derived from an extensive literature analysis, survey and interviews with experts including teachers, school counselors and psychologists. The VR tool addresses specific teachers’ competences as outcome, after an extensive documentation of existing Teachers’ Competence Models and significant guidance by experts who pointed specific competencies of primary importance to teachers.

scholarly journals The efficacy of school-based interventions to increase MVPA and MBSE outcomes in adolescent males. A Systematic Review and Meta-Analysis

2019 ◽  
Author(s):  
Ashley Cox ◽  
Stuart J. Fairclough ◽  
Maria-Christina Kosteli ◽  
Robert J. Noonan
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
School Environment ◽  
Meta Analysis ◽  
Grey Literature ◽  
Adolescent Males ◽  
Medium Effect ◽  
School Based ◽  
School Based Interventions ◽  
The Impact

Background: It has been reported that boys’ and girls’ physical activity (PA) levels decline throughout adolescence. Boys are at risk of physical inactivity during adolescence however, in intervention research they are an under-represented group relative to girls. It is suggested that the school environment may be central to developing interventions that support adolescents in meeting the current PA guidelines. The purpose of this systematic review and meta-analysis was to investigate the efficacy of school-based interventions to increase moderate to vigorous physical activity (MVPA) and muscle and bone strengthening exercise (MBSE) outcomes in adolescent males. Methods: This systematic review and meta-analysis followed the preferred reporting systems for meta-analyses guidelines and was registered on PROSPERO (Registration number: CRD42018091023). Eligible studies were published in English within peer-reviewed articles. Searches were conducted in three databases, with an additional grey literature search in Google Scholar. Studies with MVPA and MBSE as outcomes were included.Results: There were 51 data sets identified across 15 studies, from eight countries. Overall methodological quality of the studies was moderate to strong. Significant, small effect sizes were identified following a pooled analysis of all studies which aimed to increase MVPA and MBSE outcomes (g = 0.26, 95% CI = 0.15, 0.37, P = <.001). Interventions targeting MVPA were ineffective (g = -0.09, 95% CI -0.72, -0.53, P = 0.77). Interventions targeting MBSE evidenced a small to medium effect (g = 0.27, CI 0.16, 0.39, P = <.001). Sub-group analyses of MBSE delivery method resulted in small to medium effects: Upper limb MBSE (g = 0.23, 95% CI 0.03, 0.43, p = 0.02), lower limb MBSE (g = 0.21, 95% CI 0.09, 0.33, p <0.00), combined resistance activities (g = 0.22, 95% CI 0.05 – 0.39, p = <0.00), plyometric activities (g = 0.39, 95% CI 0.09, 0.68, p = 0.01), body weight (g = 0.21, 95% CI -0.00, 0.44, p = 0.05), and traditional MBSE methods (g = 0.43, 95% CI -0.09, 0.78, p = 0.01).Conclusions: School-based interventions which aim to increase MVPA in adolescent males were not effective. Interventions focused on MBSE demonstrated small to moderate effects. Traditional and plyometric methods of MBSE appear to be the most effective form of PA delivery in adolescent males. More quality research is required to assess the impact of MBSE delivered in the school environment in order to inform future intervention design.

DAMPAK PROGRAM DIKLAT ONLINE TIK GURU PUSTEKKOM TERHADAP AKSESBILITAS KONTEN PEMBELAJARAN PADA FITUR RUMAH BELAJAR

2018 ◽  
Vol 19 (2) ◽  
pp. 84
Author(s):  
Eni Susilawati
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Online Training ◽  
Research Approach ◽  
Intensity Level ◽  
Web Based ◽  
Learning Content ◽  
Open Questions ◽  
Ict Training ◽  
The Impact

The research objective is to analyze the impact of the participation of online  ICT teacher training to increase the number of accessibility the learning content of features in Rumah Belajar. This research used the quantitative research approach with descriptive quantitative analysis methods to be able to describe how the increase in accessibility features of Rumah Belajar and utilization in learning in school. Samples were selected in this study are all online training participants at 15 locations online training that has been conducted by Pustekkom in 2015 and 2016 in 2015. The data was collected using a questionnaire and a list of open questions in accordance with the purpose of research. The results showed that 1) online ICT teacher training participants, after completing the Pustekkom  training online  using become more motivated to access other feature in Rumah Belajar; 2) The order of the percentage of the intensity level of accessibility to the other features of Rumah Belajar are: Sumber Belajar 23%, BSE 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% and Karya Komunitas 2%, and ICT training online using the application PKB Rumah Belajar can be used as a reference for efforts to develop a web-based learning applications, in particular for the development of Rumah belajar portal belongs Pustekkom Kemendikbud. Tujuan penelitian yaitu untuk menganalisis dampak keikutsertaan diklat online  TIK guru Belajar terhadap peningkatan jumlah aksebilitas konten pembelajaran pada fitur-fitur rumah belajar. Penelitian ini menggunakan pendekatan penelitian kuantitatif dengan metode analisis kuantitatif secara deskriptif untuk bisa menggambarkan bagaimana peningkatan aksesbilitas fitur-fitur rumah belajar dan pemanfaatannya dalam pembelajaran di sekolah. Sampel yang dipilih dalam penelitian ini adalah semua peserta diklat online  pada 15 lokasi diklat online yang telah dilaksanakan oleh Pustekkom pada tahun 2015 dan 2016. Pengumpulan data menggunakan kuesioner dan daftar pertanyaan terbuka sesuai dengan tujuan penelitian. Hasil penelitian menunjukkan bahwa 1) peserta diklat online TIK Guru, setelah mengikuti diklat online Pustekkom, menjadi lebih termotivasi untuk mengakses fitur-fitur lainnya dalam Rumah Belajar; 2) Urutan prosentase tingkat intensitas aksesbilitas terhadap fitur-fitur Rumbel selain Pengembangan Keprofesian berkelanjutan (PKB) adalah: Sumber Belajar 23%, Buku Sekolah Elektronik (BSE) 23%, Bank Soal 21%, Kelas Maya 13%, Lab Maya 6%, Karya Guru 4%, Wahana Jelajah Angkasa 4%, Peta Budaya 4% dan Karya Komunitas 2%; dan 3) diklat online TIK menggunakan aplikasi PKB. Rumah belajar bisa dijadikan referensi bagi upaya pengembangan aplikasi pembelajaran berbasis web, khususnya bagi pengembangan portal Rumah Belajar milik Pustekkom Kemendikbud.

Systematic review methodology for development: An example from microfinance

2018 ◽  
Vol 43 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Carina Van Rooyen ◽  
Ruth Stewart ◽  
Thea De Wet
Keyword(s):  
Systematic Review ◽  
International Development ◽  
Health Sector ◽  
Evidence Based ◽  
Systematic Review Methodology ◽  
Development Interventions ◽  
The Us ◽  
Sub Saharan ◽  
The Impact ◽  
Evidence Based Decision Making

Big international development donors such as the UK’s Department for International Development and USAID have recently started using systematic review as a methodology to assess the effectiveness of various development interventions to help them decide what is the ‘best’ intervention to spend money on. Such an approach to evidence-based decision-making has long been practiced in the health sector in the US, UK, and elsewhere but it is relatively new in the development field. In this article we use the case of a systematic review of the impact of microfinance on the poor in sub-Saharan African to indicate how systematic review as a methodology can be used to assess the impact of specific development interventions.

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