PREVENTION OF CHILDREN'S ADDICTIVE BEHAVIOUR WITH THE HELP OF FOLK PEDAGOGY (ON THE EXAMPLE OF GIRLS DEVELOPMENT)

Aims and methodMental Health Recovery Star is a multifaceted 10-item outcomes measure and key-working tool that has been widely adopted by service providers in the UK. We aimed to explore its factorial validity, internal consistency and responsiveness. Recovery Star readings were conducted twice with 203 working-age adults with moderate to severe mental health problems attending a range of mental health services, and a third time with 113 of these individuals.ResultsMental Health Recovery Star had high internal consistency and appeared to measure an underlying recovery-oriented construct. Results supported a valid two-factor structure which explained 48% of variance in Recovery Star ratings data. Two Recovery Star items (‘relationships’ and ‘addictive behaviour’) did not load onto either factor. There was good statistically significant item responsiveness, and no obvious item redundancy. Data for a small number of variables were not normally distributed and the implications of this are discussed.Clinical implicationsRecovery Star has been received enthusiastically by both mental health service providers and service users. This study provides further evidence for its adoption in recovery-focused mental health services and indicates that items relating to addictive behaviour, responsibilities and work could be further developed in future.

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Active Learning by Visual Programming: Pedagogical Perspectives of Instructivist and Constructivist Code Teachers and Their Implications on Actual Teaching Strategies and Students’ Programming Artifacts

Journal of Educational Computing Research ◽

10.1177/07356331211017793 ◽

2021 ◽

pp. 073563312110177

Author(s):

Avital Kesler ◽

Tamar Shamir-Inbal ◽

Ina Blau

Keyword(s):

Teaching Strategies ◽

Formal Education ◽

Computational Thinking ◽

Visual Programming ◽

Pedagogical Practices ◽

Mixed Method Research ◽

Structured Interviews ◽

Optimal Learning ◽

Formal Curriculum ◽

Folk Pedagogy

The integration of visual programming in early formal education has been found to promote computational thinking of students. Teachers' intuitive perspectives about optimal learning processes – "folk psychology" – impact their perspectives about teaching "folk pedagogy" and play a significant role in integrating educational technologies, such as visual programming, within the formal curriculum. This study was conducted based on the mixed method research paradigm. First, a folk pedagogy questionnaire was distributed to 89 teachers who integrate differing technologies in their classroom in order to identify the teachers' pedagogical perspectives: constructivist versus instructivist. Then, semi-structured interviews were conducted with 24 teachers who teach Scratch in order to gain a deeper understanding of their instructivist/constructivist perspectives and actual pedagogical practices and strategies. Finally, we analyzed 96 students' programming artifacts to explore differences, if any, in students' outcomes related to the pedagogical perspectives of their teachers. Findings revealed that pedagogical perspectives are reflected in teaching strategies and assessment practices employed in a visual programming environment. It is promising that teaching visual programming promoted constructivist pedagogy even among instructivist teachers and was consequently reflected in student perspectives and expressed in their programming artifacts. We discuss theoretical and educational implications of these findings.

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LOGIC AND ABSURD IN "PARENTAL PROHIBITIONS": REPRESENTATION IN FOLKLORE TEXTS

Bulletin of Udmurt University. Series History and Philology ◽

10.35634/2412-9534-2020-30-6-1097-1103 ◽

2020 ◽

Vol 30 (6) ◽

pp. 1097-1103

Author(s):

M.A. Trostina ◽

A.A. Raslova

Keyword(s):

Functional Role ◽

Folk Pedagogy

The article deals with educational paremies, which are stable formulas that contain a ban on a child violation of the norms of behavior in society. Stable genre features of parental prohibitions are identified (formality, absurd of the forecast, humour, imagery, educational orientation), their connection with folk pedagogy is shown and their difference from traditional signs that is orientation at age peculiarities is determined. The main functions of "parental prohibitions" are educational and entertaining ones. The classification of signs-prohibitions on a thematic basis is given. The ancient origin of certain prohibitions related to the taboo on actions that cause the wrath of the gods is indicated. In the context of predictive paremy genres of children folklore, signs-rules and situational signs are indicated. Possible prospects for further study of the genre are determined. It is pointed out that they include comparative studying of educational paremies of various nations, determining their functional role in the genre system of Russian and national folklore.

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