A Case Study of School-life Culture of Students in University of Education: Focusing on J University of Education

2021 ◽  
Vol 7 (4) ◽  
pp. 219-256
Author(s):  
Yunkyoung Chung ◽  
You-jin Seo
Keyword(s):  
School Life

scholarly journals ESTUDO SOBRE POSSÍVEIS AVANÇOS NO PROCESSO DE APRENDIZAGEM DE ALUNOS COM BAIXA VISÃO UTILIZANDO MATERIAL DE ENSINO ADAPTADO PARA AULAS DE CIÊNCIAS

2020 ◽  
Vol 5 (1) ◽  
pp. 306-324
Author(s):  
Camila Maria Gonçalves de Castro ◽  
Giovana Evangelista Alves ◽  
Cláudio Alves Pereira
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Digestive System ◽  
Low Vision ◽  
Structured Interviews ◽  
School Life ◽  
Human Digestive System ◽  
Visually Impaired Students ◽  
Study Type

Resumo: O artigo apresenta a discussão sobre materiais didáticos que auxiliam na educação inclusiva de alunos que possuem deficiência visual. As pesquisas têm apontado carência de recursos didáticos adaptados ao cotidiano escolar dos alunos com deficiência. O objetivo deste trabalho é apresentar um material didático adaptado que se mostrou eficiente e contribuiu para o avanço do processo de aprendizagem de uma aluna com baixa visão no estudo do conteúdo Sistema Digestório Humano. A pesquisa é do tipo estudo de caso e o seu paradigma é do tipo qualitativo. O desenho metodológico incluiu a organização de duas entrevistas semiestruturadas com uma aluna com baixa visão, sendo uma anterior e outra posterior à prática com o uso do material adaptado. Com o presente estudo, foi possível concluir que a utilização de recursos didáticos demonstra potencial positivo na promoção da aprendizagem significativa de alunos com deficiência visual na disciplina de Ciências.Palavras-chave: Educação Inclusiva; Recursos Didáticos; Ciências. Abstract: This article presents the discussion about the didatic materials that help in inclusive education for students with visual impairment. Research has pointed to a lack of didactic resources adapted to the daily school life of students with disabilities. The objective of this paper is to present an adapted didatic material that proved to be efficient and contributed to the advancement of the learning process of a student with low vision in the study of the Human Digestive System content. The research is of the case study type and its paradigm is of the qualitative type. The methodological design included the organization of two semi-structured interviews with a student with low vision, one before and one after the practice with the use of adapted material. With the present study, it was possible to conclude that the use of didactic resources demonstrates positive potential in promoting the meaningful learning of visually impaired students in the Science discipline.Keywords: Inclusive Education; Didactic Resources; Sciences.

scholarly journals Designing a Chatbot for a Brief Motivational Interview on Stress Management: Qualitative Case Study (Preprint)

2018 ◽  
Author(s):  
SoHyun Park ◽  
Jeewon Choi ◽  
Sungwoo Lee ◽  
Changhoon Oh ◽  
Changdai Kim ◽  
...  
Keyword(s):  
Mental Health ◽  
Graduate Students ◽  
Stress Management ◽  
Perceived Stress ◽  
Text Messaging ◽  
Motivational Interview ◽  
School Life ◽  
Web Based ◽  
Self Reflection

BACKGROUND In addition to addiction and substance abuse, motivational interviewing (MI) is increasingly being integrated in treating other clinical issues such as mental health problems. Most of the many technological adaptations of MI, however, have focused on delivering the action-oriented treatment, leaving its relational component unexplored or vaguely described. This study intended to design a conversational sequence that considers both technical and relational components of MI for a mental health concern. OBJECTIVE This case study aimed to design a conversational sequence for a brief motivational interview to be delivered by a Web-based text messaging application (chatbot) and to investigate its conversational experience with graduate students in their coping with stress. METHODS A brief conversational sequence was designed with varied combinations of MI skills to follow the 4 processes of MI. A Web-based text messaging application, Bonobot, was built as a research prototype to deliver the sequence in a conversation. A total of 30 full-time graduate students who self-reported stress with regard to their school life were recruited for a survey of demographic information and perceived stress and a semistructured interview. Interviews were transcribed verbatim and analyzed by Braun and Clarke’s thematic method. The themes that reflect the process of, impact of, and needs for the conversational experience are reported. RESULTS Participants had a high level of perceived stress (mean 22.5 [SD 5.0]). Our findings included the following themes: Evocative Questions and Clichéd Feedback; Self-Reflection and Potential Consolation; and Need for Information and Contextualized Feedback. Participants particularly favored the relay of evocative questions but were less satisfied with the agent-generated reflective and affirming feedback that filled in-between. Discussing the idea of change was a good means of reflecting on themselves, and some of Bonobot’s encouragements related to graduate school life were appreciated. Participants suggested the conversation provide informational support, as well as more contextualized feedback. CONCLUSIONS A conversational sequence for a brief motivational interview was presented in this case study. Participant feedback suggests sequencing questions and MI-adherent statements can facilitate a conversation for stress management, which may encourage a chance of self-reflection. More diversified sequences, along with more contextualized feedback, should follow to offer a better conversational experience and to confirm any empirical effect.

School Life of North Korean Defectors Born in the Third Country: Qualitative Case Study

2017 ◽  
Vol 39 ◽  
pp. 205-229 ◽  
Author(s):  
Hye Rin Yang ◽  
Yoon Jeong Ko ◽  
Ok Soo Kim ◽  
Yeon Mi Park ◽  
Hye Ran Lee
Keyword(s):  
Qualitative Case Study ◽  
School Life ◽  
The Third ◽  
North Korean Defectors

Schooling for Change in the Religious World

2009 ◽  
pp. 289-306
Author(s):  
Elana Maryles Sztokman
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Junior High ◽  
Field Trips ◽  
Ethnographic Case Study ◽  
School Life ◽  
Religious School ◽  
Daily Interactions

This chapter argues that schools shape communities as much as communities shape schools. It is part of an ethnographic case study of a state religious junior high school, the Levy Girls' Religious School, in Israel. The study is based on three years of qualitative research at the school, from 1999 to 2002, during a period in which it was undergoing an experiment in social and ethnic transformation. The research as a whole includes dozens of interviews with students, staff, parents, and other interested parties, as well as observations of all aspects of school life, including classes, meetings, field trips, assemblies, and countless daily interactions in corridors, courtyards, and corners of the school. This chapter focuses on the school's principal, Dr Sylvia Cohen, and is based on ten open-ended interviews and dozens of observations during the course of the research.

scholarly journals “I think the arts are as prominent as any subject”: A study of arts education in two Scandinavian schools

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Catharina Christophersen ◽  
Cecilia Ferm Thorgersen
Keyword(s):  
Educational Leadership ◽  
Personal Growth ◽  
Arts Education ◽  
Aesthetic Experience ◽  
Holistic Approach ◽  
Educational Systems ◽  
School Life ◽  
The Arts ◽  
Challenging Situation

The arts seem to be under pressure in many educational systems, which is demonstrated by a general lack of recognition of aesthetic experience and learning, a lack of emphasis on the arts in education, and often also a lack of fully competent teachers. Despite the challenging situation facing the arts in schools in general, there are exceptions. Some schools do choose to focus on the arts. This article is based on an ethnographic double case study that explored arts education practices in two such Scandinavian schools. The purpose was to examine how education in the arts subjects was carried out in the schools, and how the actors perceived, articulated and legitimated the educational practices in the arts subjects. The case descriptions of the two schools imply that the educational leadership in the schools were of great importance. Further, that the arts are integrated as a natural part of everyday school life, and both schools have taken a holistic approach to education, in which the arts are perceived to involve and contribute to learning in the broadest sense, as well as to the pupils’ social and personal growth. Also, the case descriptions show that arts education practices were carried out in a creative, but challenging tension between frames and freedom.

scholarly journals Education Change and Development in Nomadic Communities of the Tibetan Autonomous Region (TAR)

2012 ◽  
Vol 1 (1) ◽  
pp. 89-105 ◽  
Author(s):  
Gerard Postiglione ◽  
Ben Jiao ◽  
Li Xiaoliang
Keyword(s):  
Learning Environment ◽  
Basic Education ◽  
Rapid Progress ◽  
School Life ◽  
Autonomous Region ◽  
Northern Tibet ◽  
Education Change ◽  
Fostering Creativity ◽  
Nomadic Communities

Abstract This research examines the challenges and accomplishments of popularizing basic education in nomadic regions of the Tibetan Autonomous Region. The article provides a background and case study of Nyerong county in northern Tibet. The authors note the rapid progress but also point out that there needs to be more of a focus on improving the learning environment of school life by fostering creativity and the application of relevant knowledge.

scholarly journals Starting School with Special Needs: Issues for Families with Complex SupportNeeds as Their Children Start School

2011 ◽  
Vol 21 (2) ◽  
Author(s):  
Sue Dockett ◽  
Bob Perry ◽  
Emma Kearney
Keyword(s):  
Special Needs ◽  
Study Data ◽  
Family Influence ◽  
Support Needs ◽  
Transition To School ◽  
School Life ◽  
The Family ◽  
Starting School ◽  
Case Study Data

The transition to school is a time of change and expectation for children, fami-lies, and communities. It is also a time when a range of factors—both within and outside the family—influence educational experiences and outcomes. This paper reports the experiences and expectations of 24 Australian families as their children with special needs started school. Life for these families was complicated by their experiences of other factors described as complex sup-port needs. Drawing on interview and case study data, we report issues and concerns, and examine the supports available for these families and their chil-dren across the transition to school. In analysing the data, we consider the ways in which children’s special needs interact with the complex support needs of families, and consider implications of this interaction as families navigate access to support. We conclude that this interplay positions many families in ways that reinforce, rather than reduce, the difficulties encountered.

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