Theorizing the affective regime of “best practice” in education policy

This paper theorizes the affective and moral grounding of “best practice” policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE’s Digital Citizenship Education Handbook for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions—especially through cultivating certain affective skills/competences and ethics/morals—that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice.

The Benefits of Android Applications for an Independent Learning in Learning English Language

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability.

Aprendizaje de la lectoescritura en época de pandemia

This review article entitled "Literacy Learning in Pandemic Times", determines the factors that influence and arise at the educational level due to the confinement that has generated difficulties in the learning of literacy. The objective is to synthesize bibliographic information on the different literacy techniques that were developed during the pandemic period. From this perspective, the study is oriented to a documentary bibliographic research with a qualitative analysis, in which information was collected from different bibliographic sources. Contributions from various authors are analyzed, with several perspectives on techniques and importance to determine not only the factors that affect this process, but also the ideal strategies for strengthening literacy that involve institutional, family and student environments. It is concluded that reading and writing in times of pandemic brought with it a series of challenges due to the fact that education moved towards virtuality with all the demands and new limitations imposed by physical distance for the development of a learning process that in itself requires accompaniment; the family becomes the nucleus of education, it learned to use reading methods, stimulated the development of social, cognitive and affective skills necessary for the effective development of reading and writing.

Characteristics of Effective English Teacher for Millenials

The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.

THE RELATIONSHIP BETWEEN DECISION-MAKING AND GAME INTELLIGENCE WITH BASKETBALL STATISTICS

Introduction: basketball is one of the most popular teams sports worldwide. It is generally regarded as the second most popular sport globally, with around 450 million registered players (RÁTGÉBER et al., 2019). The attention, decision-making, interaction with the participants, and recovery of a basketball player are complex. It can be influenced by internal and external factors as well as by different stimuli. The current mental and physical state of athletes affects their performance. Experience, reception and adaptation of developmental stimuli determine performance during the game. Cognitive abilities, executive functions, and inhibition are all psychological processes that can help or hinder concentration. It is essential to assess and measure to enhance sports performance and provide objective support for our subjective assumptions. Many technical and tactical elements characterize basketball, but it is also essential to have relevant motor and affective skills when making decisions. Players need to adapt to sudden and varied stimuli and make the most intelligent and appropriate decision to achieve a positive outcome. Live statistics may indicate the effectiveness of decision-making during the game. In the present study, we analyzed the results of the Color-Word Interference Test and Trail Making Test prior to and after the games.

Correlation between medical student empathy and a Korean nationwide comprehensive clinical assessment score at a medical school in Korea

Background Empathy represents the ability to understand and communicate a patient’s situation, perspective, and feelings and, when demonstrated by healthcare professionals, can increase patient adherence, satisfaction, and treatment outcomes. Empathic students have stronger affective skills and can acquire, develop, reinforce, and display strong affective behaviors, abilities, and attitudes.Methods We measured student empathy using the Student Version of the Jefferson Scale of Empathy (JSE-S) and assessed 3-year sequential clinical comprehensive assessment scores conducted by the Korean Medical Education Assessment Corporation to determine the relationship between JSE-S and clinical comprehensive assessment scores.Results This study population comprised 80 males (74%) and 28 females (26%). Thirty-eight students (35%) wanted to be private physicians and 62 (57%) attending faculty. Medical fields were common future majors for 58 students (54%). Surgical fields were considered by 40 students (37%). However, no significant differences in Korean JSE-S were observed according to medical student gender, career aspirations, or future major fields.

Physical, Perceptual, Socio-Relational, and Affective Skills of Five-Year-Old Children Born Preterm and Full-Term According to Their Body Mass Index

The main purpose of this study was to compare the psychomotor development of five-year-old children born preterm and full term. The comparison included physical-motor, perceptual-motor, and socio-relational and affective skills. As low weight is one of the variables that most influences the psychomotor development of premature infants, a secondary aim was to analyze these skills according to their current body mass index (BMI). A prospective simple ex-post facto study was conducted. The sample consisted of 672 five-year-old children enrolled in the third year of early childhood education in the province of Albacete, Spain; 35 of them was born prematurely. Children were evaluated by their teachers using the Checklist of Psychomotor Activities (CPA). The results show that children born preterm had a lower development of their physical-motor skills. In the perceptual-motor field, premature children showed lower scores in the variables related to their body image and body schema, motor dissociation, and visual-motor coordination, as well as in socio-relational and affective aspects. However, the development in laterality, dynamic coordination, motor execution, tonic-postural control, and balance were not affected. These differences were not affected by the current weight, given that the analysis of the BMI indicated no differences in preterm children. This study demonstrated the need to establish protocols oriented to the prevention of the difficulties detected in children with psychomotor high-risk and the needs to reinforce the educational programs in this area to improve the integral development of children born preterm.

F-C Tutorial App

Mobile application technology has been widely used in various fields, including education, because it is software in mobile phones owned by anyone. Besides, it easy to use anywhere and anytime. Therefore, by applying the app's merits, the Fast and Correct Tutorial App (F-C Tutorial App) is developed using this technology as a platform. The F-C Tutorial App is a weekly tutorial whereby every weekend of the lecture weeks, students can download a few questions via the app, and then the answers that had been calculated need to be filled up in the app. A survey was conducted on the target group, and the survey questions were divided into three sections: the respondent background, the agreement of F-C Tutorial App can enhance student intrapersonal skills, and the F-C Tutorial agreement App is a user-friendly tool. The group of lecturers who develop this app believes that ongoing training that can easily access and accompanied by competition for rewards is an active learning approach that can motivate students to develop their cognitive and affective skills. Besides, the rules that need to be followed to ensure the F-C Tutorial App can be easier to use and positively impact.

DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS

Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students’ cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students’ self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. Keywords: lower-secondary school, physics subjects, scale development, self-efficacy belief

Bridging the Gaps between Teacher Educators’ and Student Teachers’ Perceptions about the Attributes of Effective Teacher Educators

The present study attempts to investigate effective EFL teacher educators from the perspectives of student teachers and teacher educators. A survey design was employed to examine student teachers' and teacher educators' perceptions of the attributes of effective EFL teacher educators. Furthermore, an adapted questionnaire was administered online to 408 participants (334 student teachers, and 74 teacher educators) to obtain data about effective EFL teacher educators using four categories of attributes of effective teacher educators, namely subject matter knowledge (SMK), pedagogical knowledge (PK), organization and communication skills (OCS), and socio-affective skills (SAS). Descriptive statistical analyses were conducted for the measurement of central tendency. The findings revealed the student teachers and teacher educators have different perceptions of how they perceived effective EFL teacher educators. There was a significant statistical difference between student teachers' and teacher educators' perceptions of the three categories of attributes, namely SMK, PK, and OCS. Meanwhile, there was no significant statistical difference between student teachers' and teacher educators' perceptions of SAS. The results of the present study may serve several pedagogical implications in the program of teacher education. Keywords: EFL student teachers, teacher Educators, effective teacher, perceptions