scholarly journals The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

2021 ◽  
Vol 13 (2) ◽  
pp. 19
Author(s):  
Mirvat Y. Amirah ◽  
Khaldoun A. Najadat ◽  
Sara J. Mubarak
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Government Schools ◽  
Resource Room ◽  
Resource Teachers ◽  
Efficacy Measure ◽  
The Mean ◽  
Resource Rooms ◽  
Score Table

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.

Transenvironmental Programming: Promoting Success in the Regular Class by Maximizing the Effect of Resource Room Instruction

1981 ◽  
Vol 4 (4) ◽  
pp. 3-12 ◽  
Author(s):  
Lynne Anderson-Inman
Keyword(s):  
Regular Classroom ◽  
Educational Setting ◽  
Resource Room ◽  
Effective Strategies ◽  
Spelling Instruction ◽  
Transfer Of Skills ◽  
Regular Class ◽  
The Mean ◽  
Resource Rooms ◽  
Education Resource

With the growth in popularity of special education resource rooms, effective strategies are needed to promote the transfer of learned skills from one educational setting to another. “Transenvironmental programming” is presented as a data-based approach for promoting regular class success for handicapped students by carefully programming resource room instruction. An experimental study is described which illustrates the tenets of transenvironmental programming and supports Its efficacy as an approach to promoting the transfer of skills across settings. Throughout the four phases of a reversed design, the accuracy of one handicapped student's written and oral spelling responses are monitored during spelling instruction in the regular classroom. Daily preteaching sessions in the resource room, using materials matched for content and format with those of the regular classroom, increased regular class spetling accuracy to a level comparable to the mean performance of the subject's peers. The data are discussed with respect to transenvironmental programming. and implications of the study for providing effective resource room instruction are presented.

scholarly journals Comparing Self-Efficacy of Government and Private High School Female Students

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Chandra Shekhar ◽  
Rajinder Kumar
Keyword(s):  
High School ◽  
Self Efficacy ◽  
Female Students ◽  
Government Schools ◽  
Two Samples ◽  
Significant Difference ◽  
The Mean ◽  
Level Of Significance ◽  
Private High School ◽  
Or Task

Self-efficacy is individual’s belief that he or she can perform some behavior or task successfully (Baron, 2001). Self-efficacy is hypothesized to affect individuals’ task choices, effort, persistence, and achievement (Bandura, 1997; Schunk, 1989). In our present research we had chosen a sample of 100 high school (10th class) female students; 50 from private schools and 50 from government schools within the age group of 14 to 18 years. Our main objective was to see if there is any statistically significant difference in the self-efficacy of the two groups or not. Mean obtained by government sample is 68.54 and by private sample are 70.84. With the help of t-test we found a significant difference in the mean score of self-efficacy between two samples at 0.05 level of significance as calculated t-ratio is 2.01 and corresponding significance value is 0.47.

Generalized Self-Efficacy Measure

1998 ◽  
Author(s):  
Timothy A. Judge ◽  
Edwin A. Locke ◽  
Cathy C. Durham ◽  
Avraham N. Kluger
Keyword(s):  
Self Efficacy ◽  
Efficacy Measure

Perceived Sources of Mathematics Self-Efficacy Measure

1991 ◽  
Author(s):  
Robert W. Lent ◽  
Frederick G. Lopez ◽  
Kathleen J. Bieschke
Keyword(s):  
Self Efficacy ◽  
Efficacy Measure ◽  
Mathematics Self Efficacy

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

scholarly journals Risk perception regarding the COVID-19 outbreak among the general population: a comparative Middle East survey

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Mahmoud Abdel Hameed Shahin ◽  
Rasha Mohammed Hussien
Keyword(s):  
Risk Perception ◽  
General Population ◽  
Self Efficacy ◽  
Risk Perceptions ◽  
Preventive Measures ◽  
Public Awareness ◽  
Cross Sectional ◽  
Convenience Sample ◽  
The Mean ◽  
Novel Coronavirus

Abstract Background People’s perceptions of pandemic-associated risk are key factors contributing to increased public participation in disease preventive measures. The aim of the study was to investigate risk perceptions regarding the coronavirus disease 2019 (COVID-19) outbreak, among the general population. A descriptive, cross-sectional design was used with a convenience sample of 723 participants, recruited from the general population of Saudi Arabia, Egypt, and Jordan. Data collection was performed using a standardized risk perception assessment questionnaire, in April 2020. Results The mean score for the perception of COVID-19 seriousness was significantly higher and the mean scores for the perception of disease susceptibility and extent of anxiety were also higher among Saudi Arabian participants than participants from Egypt and Jordan. Participants from Egypt had significantly lower mean scores for the perception of efficacy and self-efficacy to cope with COVID-19, and significantly lower intention to comply with COVID-19 precautionary measures than the other populations. A significant positive correlation was detected between the perception of COVID-19 seriousness and self-efficacy to handle COVID-19, for the entire sample. The primary reasons reported by participants driving their willingness to perform certain preventive measures against COVID-19 was a feeling of responsibility toward their own health, followed by preventing transmission to other people and the feeling that COVID-19 can be serious. Most of the study sample reported a desire to receive information about COVID-19 treatment, ways to prevent disease contraction, and the incubation period for the novel coronavirus. Also, most of the study sample reported that they prefer receiving COVID-19 updates from national authorities. Conclusions During the COVID-19 pandemic, communications designed to promote the adoption of preventive behaviors should focus on increasing the perception of seriousness, the risk perception, self-efficacy to cope with the COVID-19 pandemic, and the effectiveness of the adopted behavioral measures for reducing risk. Health education programs that are tailored to various sociodemographic categories, to improve public awareness, perceptions, and attitudes, are vital for increasing the adoption of outbreak preventive measures.

scholarly journals Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study

2016 ◽  
Vol 15 (1) ◽  
pp. ar1 ◽  
Author(s):  
Christoph Randler ◽  
Eda Demirhan ◽  
Peter Wüst-Ackermann ◽  
Inga H. Desch
Keyword(s):  
Life History ◽  
Negative Affect ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Video Clip ◽  
Biology Teachers ◽  
Treatment Comparison ◽  
Film Treatment ◽  
Efficacy Measure ◽  
The Cost

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

Collaborative model as a training for increasing village health worker competency about complementary feeding

2021 ◽  
Vol 9 (2) ◽  
pp. 198-207
Author(s):  
Habibah Abidin ◽  
Apoina Kartini ◽  
Ani Margawati
Keyword(s):  
Treatment Group ◽  
Health Worker ◽  
Self Efficacy ◽  
Complementary Feeding ◽  
Control Group ◽  
Counseling Skills ◽  
Collaborative Model ◽  
Village Health Worker ◽  
The Mean ◽  
Village Health

Background: A Kader refers to a Village Health Worker (VHW), a volunteer, which becomes one of the sources of community reference. Commonly, they sustain a mother's knowledge regarding adequate complementary feeding. However, there are still some VHW who have not possessed a health education background nor been able to be independent.Objectives: This study aimed to analyze the impact of collaborative models on VHW's competence as in knowledge, self-efficacy, attitudes, and counseling skill on the topic of complementary feeding.Materials and Methods: The design of this research is a quasi-experiment control group pretest-postest, with the retrieval of subjects using purposive sampling. Subjects were selected based on the location of the posyandu. The population in this research was VHWs in the Lembang district were 40 VHWs in each group. The treatment group was given training intervention for 1 month with a collaborative model, combining several methods into a series. The main topic was counseling and complementary feeding. The control group was given booklets and leaflets. VHW's competence was measured using questionnaires. This research was conducted in January-April 2020.Results: Statistical test results before the treatment of both groups showed no difference (p>0,05) in each variable. Two months after the intervention, there were significant differensces in the mean score of knowledge (p=0,001), attitude (p=0,001), and VHWs self-efficacy (p=0,000) in both groups. VHW counseling skills (p=0,149) until the first month there was not a significant difference. Unexpectedly, in the second month, the VHW counseling skills could not be observed due to the global COVID-19 pandemic. The mean score of each group increased significantly, but the score of the treatment group was higher than the control group.Conclusions: A collaborative model is effective when compared to only providing booklets and leaflets in increasing VHW's knowledge, attitudes, and self-efficacy but not effective yet for VHW counseling skills.

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