Piet van de Craen, Evy Ceuleers, Katja Lochtman, Laure Allain, Katrien Mondt - An interdisciplinary research approach to CLIL learning in primary schools in Brussels 253

2016 ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Primary Schools ◽  
Research Approach

Interdisciplinary Models and Frameworks for the Study of Artificial Social Intelligence

2021 ◽  
Vol 65 (1) ◽  
pp. 658-659
Author(s):  
Stephen M. Fiore
Keyword(s):  
Social Cognition ◽  
Research And Development ◽  
Interdisciplinary Research ◽  
Social Intelligence ◽  
Research Approach ◽  
Interpersonal Interactions ◽  
Collaborative Processes ◽  
Integrate Theory ◽  
Complementary Set ◽  
Organizational Sciences

This symposium provides a complementary set of papers exploring frameworks and models for developing artificial social intelligence (ASI) for teams. ASI consists of components of social cognition that support teamwork and more general interpersonal interactions. Although AI is rapidly evolving and fielded in a variety of operational settings, the implementation of such systems is vastly outpacing our ability to understand how to design and develop technologies appropriately. This symposium is meant to help redress this gap. Consisting of scholars representing the cognitive, computational, and organizational sciences, the papers discuss how they integrate theory and methods to inform development of agents capable of complex collaborative processes. Collectively, these papers synthesize perspectives across disciplines in support of an interdisciplinary research approach for ASL The goal is to contribute to research and development in the area of Human- AI- Robot Teaming effectiveness.

Integrated Assessment Models (IAMs) for Climate Change

2016 ◽  
Author(s):  
Zili Yang ◽  
Yi-Ming Wei ◽  
Zhifu Mi
Keyword(s):  
Climate Change ◽  
Interdisciplinary Research ◽  
Integrated Assessment ◽  
Social Economic ◽  
Methodological Approach ◽  
Integrated Model ◽  
Climate Impacts ◽  
Research Approach ◽  
Climate Change Research ◽  
Integrated Assessment Models

Integrated assessment models (IAMs) for climate change refers to a broad category of research approaches in climate change. Climate change is the most complicated global environmental problem. By the very nature of climate change, research has to be interdisciplinary and multifaceted. IAM is the mainstream methodological approach in climate change research. Most researchers in climate change utilize IAMs directly or indirectly. IAMs draw knowledge and strengths from various disciplines related to climate change; contributions from each discipline rely on the mathematical representations of certain relationships connected to climate change; disciplinary components are linked through a unified modeling platform(s). In particular, IAMs for climate change usually involve social-economic components as well as natural sciences components. The key linkages in IAM platforms are anthropogenic greenhouse gas (GHG) emissions in climate systems and climate change impacts on social-economic systems. The outputs of IAMs are numerical simulation results based on assumptions, historical data, and scenario designs. IAMs are widely used in assessing various GHG mitigation policies and climate impacts. In fact, conclusions in the Intergovernmental Panel on Climate Change (IPCC) Assessment Reports are drawn substantially from numerous IAMs. IAMs for climate change started in the late 1980s. Since then, IAMs for climate change have developed into a full-fledged interdisciplinary research field that involves hundreds of models, thriving online resources, and thousands of academic publications and policy reports around the world. IAM for climate change, as an interdisciplinary research approach, has received recognition by mainstream disciplines. The Dynamic Integrated model of Climate and the Economy (DICE) and the Regional Integrated model of Climate and the Economy (RICE)—two IAMs for climate change—are part of the core contributions in William Nordhaus’s Nobel Prize in Economic Sciences in 2018.

scholarly journals What do children, parents and staff think about a healthy lifestyles intervention delivered in primary schools? a qualitative study

BMJ Open ◽  
2020 ◽  
Vol 10 (8) ◽  
pp. e038625
Author(s):  
Joanna Goldthorpe ◽  
Tracy Epton ◽  
Chris Keyworth ◽  
Rachel Calam ◽  
Joanna Brooks ◽  
...  
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
Focus Groups ◽  
Primary Schools ◽  
Health Behaviours ◽  
Research Approach ◽  
Successful Implementation ◽  
Management Interventions ◽  
Diet And Physical Activity ◽  
Home And School

ObjectivePrimary schools are crucial settings for early weight management interventions but effects on children’s weight are small and evidence shows that deficiencies in intervention implementation may be responsible. Very little is known about the roles of multiple stakeholders in the process of implementation. We used a multiple-stakeholder qualitative research approach to explore the implementation of an intervention developed to improve the diet and increase the levels of physical activity for children living in some of the most deprived areas of England.DesignFor this qualitative study, interviews and focus groups were carried out using semi-structured topic guides. Data were analysed thematically.SettingSeven primary schools (pupils aged 4 to 11) in Manchester, England.ParticipantsWe conducted 14 focus groups with children aged 5 to 10 years and interviews with 19 staff members and 17 parents.InterventionManchester Healthy Schools (MHS) is a multicomponent intervention, developed to improve diet and physical activity in schools with the aim of reducing and preventing childhood obesity.ResultsThree themes were developed from the data: common understandings of health and health behaviours; congruence and consistency of messages; negotiations of responsibility.ConclusionAll participant groups had a common conceptualisation of health as having physical and psychological components and that action could be taken in childhood to change behaviours that protect long-term health. When parents and staff felt a shared sense of responsibility for children’s health and levels of congruence between home and school norms around diet and physical activity were high, parents and children were more likely to accept the policies implemented as part of MHS. Effective two-way communication between home and school is therefore vital for successful implementation of this intervention.

scholarly journals Reconceptualizing Expressive Arts Education in Portugal through a Biographical Narrative Approach

2020 ◽  
Vol 10 (12) ◽  
pp. 388
Author(s):  
André Freitas ◽  
Fátima Pereira ◽  
Paulo Nogueira
Keyword(s):  
Life History ◽  
Primary School ◽  
Lived Experiences ◽  
Primary Schools ◽  
Arts Education ◽  
School Teacher ◽  
Expressive Arts ◽  
Primary School Teacher ◽  
Research Approach ◽  
Starting Point

In light of ongoing controversies concerning expressive arts education in Portuguese primary schools, the life history of one primary-school teacher who lives and works in the city of Porto (Portugal) is the starting point for problematizing this issue from the perspective of lived experiences. Data collection comprises oral reports, visual materials, and emotional accounts. Feelings were shared in a relational environment framed by ethical commitments. Through these processes, it was possible to create a narrative within the framework of a biographical narrative research approach. The main purpose was to highlight the voice of one primary-school teacher whose life history is blended with the foundations and practices of artistic expression in basic education—such as language, communication, knowledge, and lived experiences—making it an important starting point for reconceptualizing expressive arts education. The results showed that this reconceptualization can be achieved through three dimensions: seducing people, mediating places, and governing senses.

scholarly journals The Importance of an Interdisciplinary Research Approach to Inform Wildlife Trade Management in Southeast Asia

BioScience ◽  
2017 ◽  
Vol 67 (11) ◽  
pp. 995-1003 ◽  
Author(s):  
Mary E. Blair ◽  
Minh D. Le ◽  
Gautam Sethi ◽  
Hoang M. Thach ◽  
Van T. H. Nguyen ◽  
...  
Keyword(s):  
Southeast Asia ◽  
Interdisciplinary Research ◽  
Wildlife Trade ◽  
Research Approach

scholarly journals Implementasi pembelajaran nonformal pada sekolah dasar Quran Hanifah di Kota Semarang

2019 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Imam Shofwan ◽  
Ghanis Putra Widhanarto ◽  
Tristanti Tristanti
Keyword(s):  
Primary Schools ◽  
Reading Ability ◽  
Participant Observation ◽  
Research Approach ◽  
Formal Learning ◽  
Nonformal Learning ◽  
Ability Tests ◽  
Academic Calendar ◽  
Narrow Space ◽  
Evaluation Of Learning

Tujuan penelitian untuk mengetahui implementasi pembelajaran nonformal yang berkaitan dengan perencanaan pembelajaran, pelaksanaan pembelajaran dan evaluasi pembelajaran yang berbeda dengan sekolah dasar formal pada umumnya. Penelitian ini menggunakan pendekatan penelitian kualitatif dengan teknik pengumpulan data menggunakan metode observasi partisipan, wawancara bebas terpimpin dan dokumentasi untuk mendapatkan data dan informasi akurat dengan pengetahuan yang mendalam tentang implementasi pembelajaran nonformal Sekolah Dasar Quran Hanifah Kota Semarang yang menggunakan pembelajaran yang berbeda dengan sekolah pada umumnya degan tujuan pembelajarannya adalah berakhlaqul karimah dan mampu menghafal Alquran. Hasil penelitian (1) perencanaan pembelajaran nonformal yang diselenggarakan sesuai dengan kalender akademik yang diberikan kepada orangtua; (2) proses pelaksanaan pembelajaran nonformal diawali dan diakhiri dengan doa serta dibuat peraturan (adab) dalam belajar yang mengedepankan tahfidz atau hafalan, (3) evalusi pembelajaran nonformal dilakukan di awal dengan tes kemampuan membaca, evaluasi proses dengan tes hafalan dan evaluasi akhir dengan tes ujian hafalan mingguan dan bulanan; dan (4) faktor pendukung adanya kegiatan parenting 2 (dua) mingguan serta penghambat tempat yang sempit dan kualifikasi pendidik belum lulus sarjana. Implementation of nonformal learning in Hanifah Quran Primary Schools in Semarang City AbstractThe purpose of the study was to determine the implementation of non-formal learning related to learning planning, the implementation of learning, and evaluation of learning that was different from formal elementary schools in general. This study uses a qualitative research approach with data collection techniques using participant observation, guided free interviews and documentation to obtain accurate data and information with in-depth knowledge about the implementation of nonformal learning in the Hanifah Quran Primary School in Semarang that uses learning that is different from the school in general. Research results (1) non-formal learning planning held in accordance with the academic calendar given to parents; (2) the process of implementing non-formal learning begins and ends with prayer and rules (adab) in learning that promote tahfidz or memorization, (3) nonformal learning evaluation is carried out at the beginning with reading ability tests, process evaluation with memorization tests and final evaluation with tests weekly and monthly memorization tests; and (4) supporting factors for 2 weekly parenting activities and narrow space barriers and the qualifications of educators have not yet graduated.

scholarly journals HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

2018 ◽  
Vol 6 (4) ◽  
pp. 65-71
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Research Approach ◽  
Head Teacher ◽  
Policy Context ◽  
Parent Collaboration ◽  
Study Results ◽  
The Status

Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.

scholarly journals School Administrative Factors Influencing Sexual Violence against Children (SVAC) In Primary Schools of Urban District, Zanzibar

2021 ◽  
pp. 33-45
Author(s):  
Ahmed Ally Abdallah
Keyword(s):  
Sexual Violence ◽  
Primary Schools ◽  
Case Study Research ◽  
Structured Interview ◽  
Primary School Children ◽  
Research Approach ◽  
Full Potential ◽  
Urban District ◽  
Violence Against Children ◽  
Factors Influencing

This study aimed at finding out school administrative factors influencing sexual violence against children (SVAC) in primary schools of Urban District, Zanzibar. The study used a qualitative research approach. A case study research design was employed. A purposive sample of 20 respondents who were primary school children and 22 key informants was drawn for this study. A semi-structured interview guide was used to solicit information from the respondents. The data were analyzed and used thematic data analysis technique to make meaning out of the data. Study findings revealed that, poor accountability of school management, misuse of authority by school teachers to children and ineffectiveness of reporting system on sexual violence cases were school administrative factors influencing SVAC in primary schools. Based on the findings of the study it is recommended that owner of primary schools should employ workers who are self-disciplined, accountable and willing to take appropriate action to SVAC perpetrators regardless of their power, positions and authority. Moreover, a system of reporting SVAC cases should be in place and that laws, rules and regulations related to SVAC are reinforced to ensure that children use the school environment profitably and develop their full potential as responsible citizen.

scholarly journals Assessing Stress Factors and Coping Strategies among Primary Schools Adolescents in Moshi District, Tanzania

2018 ◽  
Vol 5 (7) ◽  
pp. 4900-4911
Author(s):  
Edith Mwananzila ◽  
Muteti Catherine Mueni
Keyword(s):  
Primary School ◽  
Coping Strategies ◽  
Primary Schools ◽  
High Stress ◽  
Signs And Symptoms ◽  
Stress Factors ◽  
Research Approach ◽  
Structured Interviews ◽  
Cross Sectional ◽  
And Coping

The purpose of the study was to determine factors attributed to primary schools adolescents’ stress and common stress coping strategies they use. Four research questions guided this study. The study employed mixed research approach. Descriptive cross-sectional design was used. Participants were 225 primary schools’ adolescents and 15 primary class teachers and five primary heads of schools. Data were collected through structured questionnaire, semi structured interviews and focus group discussion. Data were analysed using both content and thematic analysis. The findings of the study reveal that, most of adolescents had experienced stress even though some of them were not sure whether they were stressed or not due to lack of knowledge regarding stress and the sources of stress. Furthermore, the study found that two thirds of primary school adolescents often experienced symptoms of stress implying that they had high stress levels. Similarly, the study found that majority of the pupils often employed positive coping strategies. The study concludes that primary school adolescents in Moshi municipality were subjected to high levels of stress which affects their psychological wellbeing although they had not been able to address the sources of stress. Adolescents lacked the awareness of signs and symptoms of stress which increased the level of stress among them. Moreover, the pupils reported nervousness, anger, anxiety, sickness and lack of concentration during class hours. Primary schools adolescents were not able to device relevant coping strategies against stress. The Ministry of Education should put more emphasis on the issue of stress and coping strategies in primary schools by introducing well-structured formal support systems. The family should learn to support and be helpful for adolescents faced with stress, no matter how they are adapting to the stress. Moreover, schools should pay attention to students’ trouble with learning and apply appropriate strategies to enhance their learning effectiveness

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