Emotional Intelligence & ICTs for Women and Equality

Gender equality is a fundamental human right and is essential for the existence of peaceful societies, with human resources that are fully utilized and sustainable development. Emotional Intelligence is not gender biased and it is an integral key to successful personal and working life. In (Drigas & Papoutsi, 2021) there was an attempt to construct a reliable and valid measurement instrument of emotional intelligence with 81 items, based on the theoretical nine-layer pyramid model of emotional intelligence. The sample was consisted of 520 teachers (129 males and 391 females) from primary and secondary school grade and the data was collected with the Nine Layer Pyramid Model Questionnaire for Emotional Intelligence. Among other results we examined gender differences in emotional intelligence. The results revealed some differences between the two genders on emotional intelligence with women scoring higher on overall emotional intelligence. This article also provides an overview of the prevailing emotional intelligence status of both sexes as it emerges through research, beliefs about emotions between women and men, and suggestions for avoiding stereotypes and proper interventions for raising emotional both men and women. Finally, a reference is made to technology in its various forms, including Information and Communication Technology (ICT), which is also associated with emotional intelligence and has great potential to empower women worldwide and promote gender equality

CHARACTER VALUES: WHAT ARE THEY AND HOW THEY ARE INTEGRATED IN ENGLISH TEXTBOOK TEXTS?

This study is based on the issue of character value, which has recently spread out as many as social problems in Indonesia, as well as the phenomena around us that many inappropriate textbooks contents. Character values should be incorporated into teaching and learning materials. It is also related to the government regulation that requires the inclusion of the character values proposed by the Ministry of National Education as character building in all elements of education. The aim of this study was to examine the character values found in the texts as well as the strategies used in integrating character values in the texts of Erlangga’s English textbook for Senior High School Grade XI. This study applied qualitative research with a content analysis approach. The data source was English textbook Pathway to English, and the data were 19 texts gathered by reading and taking notes on texts in English textbook. The research findings revealed that the character values which are found in the 19 texts of English textbook being analyzed covers 16 character values proposed by the Ministry of National Education and the strategies of delivering character values in the texts consisted of two forms, explicit and implicit strategy. Keywords: Character values, character values integration, English textbook, texts

The Effect of Online Homework (IXL) on Students' Mathematics Achievement

We examined the potential different effectiveness of an online homework system (IXL) and the traditional paper-and-pencil homework. A study involving 98 participants was conducted in a middle school (grade 8). We compared the post-test results from the online homework group with the traditional homework group. Both homework assignment effect (class-level) and homework completion effect (student-level) proposed by Trautwein (2007) were investigated. No significant difference was found among the students who were assigned different types of homework (class-level). We conclude that IXL is as effective as the traditional homework on students' learning. Meanwhile, not surprisingly, we revealed that students who complete the homework outperformed the students who did not (student-level). We suggest that teachers give students an option to do online or traditional homework based on their preference, as long as they complete the homework.

Differences in achievement on tests of perceptual abilities in lower and upper elementary school grade students involved in the process of determining the psychophysical state

This paper investigates whether there are differences in the results achieved during the assessment of visual and auditory perceptual abilities in students (N = 166) of upper and lower elementary school grades who are involved in the process of determining the psychophysical condition. Adequate assessment is important not only because of the prediction of students’ academic success, but also as a basis for the development of individualized curricula that will enable the selection of adequate forms and content of educational support for each student. The Acadia developmental ability test was used to assess students’ perceptual abilities. In data processing, in addition to calculating frequencies and arithmetic means by groups, in order to determine the deviation of the observed frequencies from the expected frequencies, the χ2-test was used. The results indicate the existence of significant differences in student achievement on the subtests of visual and auditory memory and visual differentiation. It turned out that lower results in all three tests were achieved by lower elementary school grade students. The pedagogical implications of this study indicate the need for more intensive educational monitoring of students from the beginning of their education.

School Grade Repetition in Brazil: History of the Configuration of a Political and Educational Problem

This article intends to argue that the movement of students through the Brazilian mandatory school only acquires signs of an educational political problem from the 1930’s on. It indicates that the current sense of the notion of student failure came to be defined only in the twentieth century, although it was possible to fail students since before. It intends to show further that, in articulation with political and cultural changes in education – such as the emergence of compulsory school, the definition of grade-based model of school, and the primacy of homogeneity of classes – the emergence of better and systematic statistics after 1931 contributed decisively in defining the conditions for the possibility of inclusion of student failure as a problem on the political agenda.

LONGITUDINAL MULTIPLE RELATIONS OF PHYSICAL EDUCATION PARTICIPATION, SCHOOL GRADE, AGE, AND SEX WITH CARDIORESPIRATORY FITNESS CHANGES IN CHILDREN: A MEDIATOR ROLE OF CHANGES IN BODY COMPOSITION

To verify the multiple relations of physical education participation, school grade, age, and sex with longitudinal cardiorespiratory fitness changes in children and to identify if there is a mediator role of longitudinal body composition changes in these relations. Methodology: This is a longitudinal study, carried out from March to November of 2019, with children from 6 to 12 years old, 150 boys and 80 girls. Children were classified according to a cut point of 70% of participation in physical education classes (>70%= High PE x <70%=Low PE). Outcomes were Body Composition (BC): body mass index, skinfolds, waist to height ratio, and Cardiorespiratory fitness (CRF). Individual delta variation (D%), Cohens D, Bonferroni test, generalized estimative equations (GEE), and structural equations model (SEM) were estimated. Results: The results show a general boy’s and girl’s increasing in BC variables and a decrease in CRF at follow-up which more strength in the Low PE group compared to the High PE group. The SEM model showed that Children in the High PE group have the most decrease in BC variables and it is a role to relations between the High PE group with increasing in CRF. Conclusions: High PE group was associated with a D%CRF increase, it is an indirect association mediated by D% BC reduction. The SEM presents children that reduce BC also increasing CRF and vice-versa. The present study appoints that High PE participation is important to minimize the negative longitudinal effects of fatness on CRF.

Negotiation Efficacy in Conflicts between Students: Results from a Portuguese Study

Negotiation is one of the most used conflict management procedures in the school context, since through an effective solution against violence is reached. This investigation considers personal and scholars variables that can influence negotiation efficacy in conflicts between elementary school students, namely sex, school grade, number of failures, study time school goals, and evaluation. Following a quantitative approach, the sample consisted of 874 Portuguese students from elementary schools, 452 males and 422 females with ages ranged between 10 and 18 years. The instruments applied were a personal questionnaire, and the School Conflicts Negotiation Efficacy Questionnaire (SCNEQ). The results show that sex, number of failures, and study time have an influence on the students' negotiation efficacy, as well as on student´s evaluations. The limitations of the study and practical implications for conflict management in schools are also presented, namely that the development of students’ negotiation abilities is relevant.

Awareness of Responsible Citizenship Components among Primary Schoolgirls in Jeddah

The research examines the awareness of the components of responsible citizenship among primary schoolgirls in Jeddah using a descriptive approach. A test was then prepared, which consists of loyalty, affiliation to homeland, conscious citizenship based on the knowledge of rights, the fulfillment of duties, family roles in education and society revival, homeland and preservation of the components and gains, participation in achievements, and of national heritage. To maintain the validity and reliability of the study, 28-item test of multiple-choice and short essays type was applied to a random sample of (303) female students in the (fourth-fifth-sixth) primary school class in Jeddah. Results have shown that the level of awareness of school-grade students (fourth-fifth-sixth) of the components of responsible citizenship as a whole was high, where the means of the components ranged between (0.71-0.86). Moreover, the highest mean for the component (family and strengthening its vital tools in education and community development) was (0.86). Results have further shown that there are statistically significant differences between the averages. The mean of the responsible citizenship test according to the grade variable has a test value that is equal to (123.16). That is, there is a statistically significant value at the level of (0.05 α≤). Besides, there are statistically significant differences between the means for the fourth and fifth grades in favor of the fifth grade, and between the means of the fourth and sixth grades in favor of the sixth grade. Finally, there are no statistically significant differences between the means of the fifth and sixth grades.

Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Addressing students’ individual needs is a crucial component of inclusive teaching. However, empirical evidence comparing practices such as differentiation and grouping strategies within inclusive, regular and special classes is still lacking. The present study contrasts these settings using data from the German National Educational Panel Study (NEPS). Data from 1034 teachers (755 regular, 89 inclusive, 190 special teachers) teaching the subject German in secondary school (grade 5 to grade 8) were used. Results show the highest use of differentiation in special school classes. Teachers’ use the majority of grouping practices to a similar extent when comparing the three educational settings. Class size and the number of students with migration background were predictors for teachers’ use of differentiation, whereas patterns of grouping strategies were predicted by students’ gender and teachers’ experience.

Impaired Recognition of Static and Dynamic Facial Emotions in Children With Autism Spectrum Disorder Using Stimuli of Varying Intensities, Different Genders, and Age Ranges Faces

A multitude of research on facial emotion recognition (FER) in Autism Spectrum Disorders (ASD) have been published since several years. However, these studies have mainly used static high intensity stimuli, including adult and/or children facial emotions. This current study investigated FER in children with ASD using an innovative task, composed of a combination of static (114 pictures) and dynamic (36 videos) subtests, including children, adolescent, and adult male and female faces, with high, medium, and low intensity of basic facial emotions, and neutral expression. The ASD group consisted of 45 Tunisian verbal children, and the control group consisted of 117 tunisian typically developing children. Both groups were aged 7–12 years. After adjusting for sex, age, mental age, and school grade, the ASD group scored lower than controls on all tests except for the recognition of happiness and fear in the static subtest, and the recognition of happiness, fear, and sadness in the dynamic subtest (p ≥ 0.05). In the ASD group, the total score of both the static and the dynamic subtest were positively correlated with the school grade (p &lt; 0.001), but not with age, or mental age. Children with ASD performed better in recognizing facial emotions in children than in adults and adolescents on videos and photos (p &lt; 0.001). Impairments in FER would have negative impact on the child's social development. Thus, the creation of new intervention instruments aiming to improve emotion recognition strategies at an early stage to individuals with ASD seems fundamental.