scholarly journals Develop a Narrative Philosophy Education Program and Evaluate its Effectiveness on Moral Intelligence, Epistemological Beliefs and Emotional Self-awareness in Adolescents

2020 ◽  
Vol 3 (2) ◽  
pp. 96-109
Author(s):  
Jalal Karamad ◽  
Vahid Fallah ◽  
Laden Salimi ◽  
◽  
◽  
...  
Keyword(s):  
Education Program ◽  
Epistemological Beliefs ◽  
Self Awareness ◽  
Moral Intelligence

Development of psychological capital in an academic-based leadership education program

2015 ◽  
Vol 34 (7) ◽  
pp. 773-786 ◽  
Author(s):  
Brent J. Goertzen ◽  
Brett L. Whitaker
Keyword(s):  
Education Program ◽  
Psychological Capital ◽  
Small Sample Size ◽  
Response Shift ◽  
Small Sample ◽  
Leadership Education ◽  
Self Awareness ◽  
Content Type ◽  
Individual Tracking ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap). Design/methodology/approach – Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity. Findings – Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development. Research limitations/implications – The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness. Practical implications – The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students. Originality/value – This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.

scholarly journals Peace Education: A Case Study of a Montessori School in Lebanon

2020 ◽  
pp. 44-68
Author(s):  
Mazen Kotob ◽  
Venise Antippa
Keyword(s):  
Education Program ◽  
Cultural Awareness ◽  
Peace Education ◽  
National Curriculum ◽  
Peace Building ◽  
Self Awareness ◽  
Adequate Knowledge ◽  
Major Transformation ◽  
Montessori School ◽  
Substantial Change

Abstract Lebanon suffered a civil war that torn its society. The third generation is still living the instability and conflicts that their grandparents experienced when the war started forty-five years ago. Nowadays, there is a need of a substantial change and children have the power of creating peace and making a major transformation of the society. Therefore, educators should believe in children’s power. The inclusion of a practical Peace Education Program in the Lebanese National Curriculum is, from the perspective of the researches, the tool children need to lead the future transformation. Peace Education can help them to know themselves and understand that everyone is an important part of the community and the country. Accordingly, this study examines the Peace Education Program at the first Montessori School in Lebanon and the teachers’ level of awareness of implementing it through their teaching practices. The level of awareness is related to the four pillars to be developed in the students according to the Montessori approach to Peace Education: Self-awareness, community-awareness, cultural-awareness, and environmental-awareness. The results of the study show that the director and the teachers have the adequate knowledge and awareness about this approach and they implement it, complying with Montessori’s principles and concepts. Keywords: Montessori, peace building, peace education, peace flower model, Lebanese curriculum

Emotional education program: a participative intervention with teachers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alcione Moreira Marques ◽  
Adriana Queiroz Botelho Fóz ◽  
Eduardo Guedes Queiroz Lopes ◽  
Luiza Hiromi Tanaka
Keyword(s):  
Action Research ◽  
Education Program ◽  
Teaching Practice ◽  
Well Being ◽  
Self Management ◽  
Research Approach ◽  
Self Awareness ◽  
Content Type ◽  
Action Research Approach ◽  
Emotional Education

PurposeThe purpose of this paper is to assess the effects of a program to develop socioemotional competence (SEC) focused on self-awareness and emotional self-management as a resource for the well-being and stress relief of teachers at a Brazilian public school in a socially vulnerable region.Design/methodology/approachEighteen (18) teachers took part in a participatory action research approach. The data collection techniques used were: conversation wheel, individual interview, participant observation and focus group. The emotional education program (PEEP) was conducted in ten 90-min meetings. The data were analyzed using thematic content analysis.FindingsThere were two categories identified: an increase in the teachers' self-awareness and emotional self-management skills. These findings yielded reports of improvements in their ability to deal with their own emotions, better management of the emotional demands of daily school life and positive reflexes on their well-being and teaching practice.Research limitations/implicationsDealing better with emotions involves several skills that need time to be developed and assimilated and PEEP has been applied in a relatively short time. In addition, its application in a wider range of situations has not been evaluated.Originality/valueThis study is linked to a few others that were carried out on the effects that intervention programs had on a teacher's SEC. It was evident that following the steps of the action research enhanced the researcher's connection with the teachers, and it provided a genuine understanding of what it means to be studied. Because of this, it was possible to get a deeper understanding of teachers' emotional states, and the actions and results were legitimized by the participants.

Teaching Transition Self-Determination Knowledge and Skills Using the ME! Bell Ringers

2018 ◽  
Vol 41 (3) ◽  
pp. 185-189 ◽  
Author(s):  
Mindy E. Lingo ◽  
Kendra L. Williams-Diehm ◽  
James E. Martin ◽  
Amber E. McConnell
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Education Program ◽  
Individualized Education Program ◽  
Self Determination ◽  
Self Awareness ◽  
Self Advocacy ◽  
Knowledge And Skills ◽  
Disability Awareness

Special education teachers report lack of time and a shortage of appropriate curricula as reasons impeding implementation of transition education in their classrooms. However, research indicates school and postschool outcomes of students with disabilities improve significantly with transition instruction. The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities were developed to teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills, which are all critical self-determination components. This article details a time-efficient means to teach the essence of the ME! Lessons using ME! Bell Ringers, which include instruction in self-advocacy, student involvement in individualized education program (IEP), and disability awareness, using 10-min lessons that can be taught at the beginning of class in a daily or weekly format.

scholarly journals Ph.D. Researchers in a Changing World: A Self-Critical Reflection of the CES Conference 2017

2017 ◽  
Vol 5 (1) ◽  
pp. 117-126
Author(s):  
Alexander James Darracott ◽  
Alexander James Darracott
Keyword(s):  
Professional Development ◽  
Knowledge Construction ◽  
Epistemological Beliefs ◽  
Critical Reflection ◽  
Social Scientist ◽  
Personal Goals ◽  
Self Awareness ◽  
Conference Attendee ◽  
Changing World

The theme of this year’s Centre for Education Studies Interdisciplinary Postgraduate Conference, now in its fifth year, is 'Education in a Changing World'. I attended the conference as a paper presenter and a conference attendee. My personal goals were to develop confidence as an oral presenter, seek professional development opportunities, and engage critically and reflectively with my work and the work of others.  My relativist epistemological beliefs define knowledge as uncertain, context-bound, fallible, defeasible and therefore changeable, and are compatible with my personal goals. Both the goals and beliefs led to the adoption of knowledge co-constructor, communicator, and analyst roles.  Beliefs, goals and adopted roles led to the identification of points of fallibility in my own knowledge and understanding of the phenomenon of interest. Therefore, I formed a perspective of conferences as enabling and facilitating knowledge construction between presenter and audience. Being reflective, critical, adaptable, creative, intuitive, flexible, and open minded are key attitudinal attributes of postgraduates, leading to positive conference experiences and increased self-awareness of own emerging identity as a social scientist. Increasing self-awareness of own identity is important for graduates, as on a broader scale this assists in keeping pace with an ever-changing world.

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