A Multi-Level Analysis of the Change in Teaching Methods in Post-Communist Romania

2013 ◽  
pp. 181-203
Author(s):  
Oana Gauca
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Intellectual Development ◽  
Student Work ◽  
Multi Level ◽  
Pass Through ◽  
Post Communism ◽  
The Impact ◽  
Level Analysis

The chapter provides an overview of the changes suffered by the secondary and higher education systems in the communism to post-communism transition and discusses the transformation of the teaching methods and the impact of these transformations. Most teachers aspire to make critical thinking the main objective of their instruction; most of them do not realize that to develop as thinkers students must pass through stages of development in critical thinking. The conclusions point to the fact that most teachers are unaware of the levels of intellectual development that students go through as they improve as thinkers. The research shows that significant gains in the intellectual quality of student work will not be achieved if teachers do not recognize that skilled critical thinking develops only if properly cultivated and only through predictable stages.

scholarly journals Towards a neuroscientific understanding of play: A neuropsychological coding framework for analysing infant-adult play patterns

2017 ◽  
Author(s):  
Dave Neale ◽  
Kaili Clackson ◽  
Stanimira Georgieva ◽  
Hatice Dedetas ◽  
Sam Wass ◽  
...  
Keyword(s):  
Social Interaction ◽  
Well Being ◽  
Experimental Conditions ◽  
Common Definition ◽  
Play Interactions ◽  
Emotional Dimensions ◽  
Multi Level ◽  
Adult Play ◽  
Level Analysis

ABSTRACTDuring early life, play is a ubiquitous activity, and an individual’s propensity for play is positively related to cognitive development and emotional well-being. Play behaviour is diverse and multi-faceted. A challenge for current research is to converge on a common definition and measurement system for play ‒ whether examined at a behavioural, cognitive or neurological level. Combining these different approaches in a multi-level analysis could yield significant advances in understanding the neurocognitive mechanisms of play, and provide the basis for developing biologically-grounded play models. However, there is currently no integrated framework for conducting a multi-level analysis of play that spans brain, cognition and behaviour. The proposed neuropsychological coding framework uses grounded and observable behaviours along three neuropsychological dimensions (sensorimotor, cognitive and socio-emotional), to compute inferences about playful behaviour and related social interactional states. Here, we illustrate the sensitivity and utility of the proposed coding framework using two contrasting dyadic corpora (N=5) of mother-infant object-oriented interactions during experimental conditions that were either conducive (Condition 1) or non-conducive (Condition 2) to the emergence of playful behaviour. We find that the framework accurately identifies the modal form of social interaction as being either playful (Condition 1) or non-playful (Condition 2), and further provides useful insights about differences in the quality of social interaction and temporal synchronicity within the dyad. In conclusion, here, we present a novel neuropsychological framework for analysing the continuous time-evolution of adult-infant play patterns, underpinned by biologically informed state coding along sensorimotor, cognitive and socio-emotional dimensions. We expect that the proposed framework will have wide utility amongst researchers wishing to employ an integrated, multi-level approach to the study of play, and lead towards a greater understanding of the neuroscientific basis of play and may yield insights into a new biologically-grounded taxonomy of play interactions.

scholarly journals Long-term employment status and quality of life after cancer: A longitudinal prospective cohort study from diagnosis up to and including 5 years post diagnosis

Work ◽  
2020 ◽  
Vol 66 (4) ◽  
pp. 901-907
Author(s):  
Sietske J. Tamminga ◽  
Lyanne P. Jansen ◽  
Monique H.W. Frings-Dresen ◽  
Angela G.E.M. de Boer
Keyword(s):  
Quality Of Life ◽  
Cancer Survivors ◽  
Cancer Diagnosis ◽  
Employment Status ◽  
Life Outcomes ◽  
Quality Of Life Outcomes ◽  
Multi Level ◽  
After Cancer ◽  
Level Analysis

BACKGROUND: Accumulating evidence suggests that cancer survivors are able to return to work. However, little is known about their work situation 5 years after diagnosis. OBJECTIVE: To explore fluctuations in employment status and its association with quality of life 2, 3, and 5 years after cancer diagnosis of 65 cancer survivors employed at diagnosis. METHODS: In association with a randomised controlled trial (RCT), questionnaires were administrated to eligible cancer survivors at diagnosis, 2, 3, and 5 years thereafter comprising of validated questionnaires related to work (i.e. Work Ability Index (WAI), cancer, and quality of life (QOL) (i.e. SF-36, VAS QOL). The RCT studied a hospital-based work support intervention in female breast and gynaecological cancer survivors who were treated with curative intent and had paid work at diagnosis. Descriptive statistics and longitudinal multi-level analysis were employed. RESULTS: Sixty-five of the 102 eligible cancer survivors participated, who were primarily diagnosed with breast cancer (63%). Two and 5 years after cancer diagnosis respectively 63 (97%) and 48 (81%) participants were employed. Reasons for not being employed after 5 years included receiving unemployment benefits (7%), voluntary unemployment (3%), receiving disability benefits (3%), and early retirement (3%). Longitudinal multi-level analysis showed that employed cancer survivors reported in general statistically significant better quality of life outcomes at 5 years follow-up compared to those not being employed. CONCLUSIONS: We found high employment rates and few fluctuations in employment status. The steepest decline in employment rate occurs after the first two years of diagnosis. Employed participants reported better quality of life outcomes. Survivorship care should therefore focus on the population at risk possibly within the first two years after diagnosis.

A Multi-level Analysis of Thirty-two Societies on Marital and Family Satisfaction

2011 ◽  
Vol 12 (3) ◽  
pp. 325-342 ◽  
Author(s):  
YOSHINORI KAMO ◽  
MAKIKO HORI
Keyword(s):  
Quality Of Life ◽  
Social Relationships ◽  
Family Relationships ◽  
Marital Quality ◽  
Subjective Assessment ◽  
Family Satisfaction ◽  
Multi Level ◽  
The Individual ◽  
Level Analysis

When we examine the quality of life for each individual, several specific dimensions need to be considered. Health conditions and quality of family relationships are critical. When the individual in question is married, his/her marital quality is important. When he/she has a job, subjective assessment of that job is important. Social relationships regarding friends, neighbors, colleagues, relatives, etc. may be critical also. Although the quality of life is more than the sum of qualities of these specific areas of one's life, it is still determined to a great extent by the qualities of these sub-areas, including marital and family relationships (Proulxet al., 2007).

scholarly journals The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis

2015 ◽  
Vol 89 ◽  
pp. 118-133 ◽  
Author(s):  
Peter Barrett ◽  
Fay Davies ◽  
Yufan Zhang ◽  
Lucinda Barrett
Keyword(s):  
Classroom Design ◽  
Multi Level ◽  
The Impact ◽  
Level Analysis

scholarly journals Effect of Scientific Approach toward Students' Critical Thinking Skills

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Triyani Triyani ◽  
Lovy Herayanti ◽  
Syifaul Gummah
Keyword(s):  
Critical Thinking ◽  
Hypothesis Test ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
High Quality ◽  
Scientific Approach ◽  
The Impact

The role of education is to improve the quality of education, especially in producing high-quality students. High-quality students are those who are able to think critically, creatively, logically and take initiatives in responding to issues in society caused by the impact of the development of science and technology. This study aims to determine the effect of a scientific approach to students' critical thinking skills. This study is an experimental research with one group pretest-posttest design. The sample of this study consisted of one class (28 students), which was treated using a scientific approach. Critical thinking skills are measured using a test instrument and then analyzed statistically (t test). Hypothesis test results indicate that there is an effect of using a scientific approach toward students' critical thinking skills.

scholarly journals The Truth of the Matter

2012 ◽  
Vol 5 (1) ◽  
pp. 75-84
Author(s):  
Vincent Sawaya
Keyword(s):  
Critical Thinking ◽  
Standardized Testing ◽  
True Belief ◽  
Curriculum Alignment ◽  
Technical Aspects ◽  
Educational Aims ◽  
Teaching To The Test ◽  
Subject Specific ◽  
The Impact

With the rise of state sponsored standardized testing and curriculum alignment, it is important to consider the impact such practices may have on educational aims. In this paper, I argue that critical thinking ought to be the principle aim in every educational pursuit, and that practices such as “teaching to the test” may be detrimental to its development. I maintain these claims with a discussion of the philosophical works of Harvey Siegel, Israel Scheffler, and John Dewey. Operating from their definitions of critical thinking, rationality, and education respectively, I offer support for my conclusion based on one’s ability to challenge the soundness of claims, and the revisional quality of true belief. The issue of critical thinking as general or subject specific is also addressed. Using Siegel’s notion of a critical spirit, I propose that a universal quality of critical thinking lies in its normative as opposed to technical aspects.

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