The creativity of the adolescent manifested in the theater workshop

During the period of development of adolescents, each and every one of the processes that make them undergo constant changes, it is necessary as an educational institution to provide a space for them to identify with their peers, and in turn, allow them to manifest their skills, abilities and attitudes. We propose the space of the theater workshop as the appropriate environment for students to manifest their creative capacity, encouraging its strengthening, to later materialize in a staging, this can range from the generation of dialogues for a play, the creation of characters, to the construction of scenarios and objects that should appear in each scene. The importance of the fact that students can learn in a meaningful way within an artistic environment is emphasized, in addition to contributing to the formation and consolidation of a positive self-perception as an individual, student, artist and social subject.

Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail

National testing of students has become an increasingly prevalent policy tool, often implemented to drive improvement through increased accountability and heightened competition between schools. Such testing has been found to generate negative emotional responses among students, including increased stress and anxiety . However, there is little examining whether such responses are associated specifically with national testing regimes or are more general responses to testing situations. This study surveyed 206 students in Australian secondary schools to compare responses to NAPLAN and internal school tests. Students reported higher expectations for their performance in internal school tests than for NAPLAN, higher levels of boredom for NAPLAN and greater levels of confidence for their internal school tests. While most students reported low levels of negative emotional responses to NAPLAN, a small group of students reported strong negative emotional responses to both NAPLAN and internal school tests, suggesting that negative responses to national testing programs may be more dependent on the individual student.

Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators

School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.

Comparing the Outcomes of the Different Teaching Modes: All-in-Person, Hybrid, and Online, for Different Student Demographic Groups in a Business School

The concept of hybrid education is spreading. Far less research has been done comparing hybrid teaching to online and F2F teaching. Nearly all this research assumes that there is no difference in the students entering F2F, Hybrid, or online sections of a course. This study used data from four years of courses that were taught in Coles College of Business at Kennesaw State University. This data set with individual student and course outcomes, included full student demographics including previous university GPA. The results showed for all demographics, hybrid course sections gave better final course grades than online sections, which in gave better final grades than F2F sections. However, for instructors who taught Hybrid courses also gave higher course GPAs for F2F sections than those who did not teach hybrid.

Dr. Richard C. Nelson—Mentor and Visionary: Lessons Learned, Memories Forever

Richard C. Nelson started the Biomechanics Laboratory, one of the first of its kind in the world, on the campus of the Pennsylvania State University in 1967. His vision focused on connecting the physiological and mechanical elements of human performance analysis, specifically sport performance. The lab’s engaging, interdisciplinary environment supported self-designed programs of study, benefiting each individual student. Furthermore, the Biomechanics Lab became the nexus for the development of biomechanics as a field of study internationally. Richard Nelson’s diplomatic skills spread the word initially through the formation of the International Society of Biomechanics. This international effort resulted in the development of national societies of biomechanics around the world, for example, the American Society of Biomechanics. Second, these efforts stimulated the concept of sport performance analysis on the international stage. Richard Nelson’s passion was to analyze individual performances at the Olympic Games. This goal was finally realized, with the development of the Subcommission within the International Olympic Committee Medical Commission and biomechanical analysis projects completed at the 1984 Olympic Games in Los Angeles. Richard Nelson’s vision, mentoring style, and dedication planted and nurtured the seed of biomechanics as a discipline of study around the world.

Change in education: Cybertraining vs. traditional school

We describe a necessary stage in preparing the frontal approach of designing specialized applications. Such applications enable services dedicated to assisting the learning process (CAE). Therefore, our topic is dedicated to services, which assist the learning process. The novelty of the approach consists in the cybernetic analysis of the role and possible ways of working under conditions in which features of a set of automatic systems that work autonomously for each individual student and/or in an integrated manner for the training group, are considered the determinant process. This process is derived from the software dedicated to computer-assisted education. The preparation stage led to introducing a reticular structure of action, with multiple argumentations, in which some of the principles of traditional school were discussed. The model set of requirements enabled to introduce the design steps for developing the automation the learning process.

Using the Four Stages of Learning to Assess, Set Goals, and Instruct

Teaching requires attention to individual student needs by providing both adequate challenge and sufficient support to help students successfully gain academic skills (Shurr et al., 2019). The learning stages framework divides typical learning into four distinct stages: acquisition, fluency, maintenance, and generalization (Collins, 2012; Haring & Eaton, 1978). Thinking in terms of the learning progression can help teachers assess student performance and determine how they can best be supported to progress. This article will lead readers through the process of using the four stages of learning as a framework for assessment (i.e., understanding where students are currently performing), goal setting (i.e., setting the instructional aim), and instruction (i.e., planning for and delivering instruction aligned to individual student needs) within the context of mathematics for students with a variety of disabilities and support needs.

A Positive Version of the Good Behavior Game in a Self-Contained Classroom for EBD: Effects on Individual Student Behavior

A within-participant withdrawal design was used to examine the effects of a positive version of the Good Behavior Game (GBG) for three students in an elementary special education classroom for students with emotional or behavioral disorders (EBD). Results indicated immediate improvements in disruptive behavior and academic engagement for all three students when the GBG was implemented which was generally replicated in the second intervention phase for academic engagement. Tau- U effect sizes ranged from .76 to .95 indicating large and very large effects for both behaviors for two students and academic engagement for the third student, but Tau- U for the third student’s disruptive behavior was .32 (considered not effective). Two students exhibited slight decreasing trends in academic engagement behavior and increasing trends in disruptive behavior near the end of intervention phases. A preliminary within-session analysis also suggested students’ behavior was generally better in intervention phases both during and not during the GBG when compared with their baseline levels of behavior. Social validity information suggested generally positive teacher and student perceptions about the GBG initially, with less positive student perceptions 10 weeks following the conclusion of the study. The teacher reported implementing the GBG 5 times over the 10 weeks following the conclusion of the study.

A predictive mechanism to measure the academic achievement of high school students in general emergency circumstances – Coronavirus "COVID-19" as a model –: آلية تنبؤية لقياس التحصيل الدراسي لطلاب الثانوية العامة في الظروف الطارئة العامة – جائحة كورونا "COVID-19" نموذجاً –

The study aimed to propose a prediction-based mechanism for measuring the academic achievement of high school students in general emergency conditions, "the Corona pandemic as a model". In order to achieve the objective of the study, the researcher adopted the predictive approach, and the researcher relied on withdrawing data from the Noor system and then processing it statistically. The study sample consisted of the results of (164) students. The results of the study showed a statistically significant correlation between the students’ grades in the course (Math 6) with the mean (m) of the students’ scores in the (Math 1 - Math 5) courses, the statistical significance of predicting the (Math 6) course using the average (m) of the students’ scores in the (Math 5) courses. Within the limits of the study sample used, it is significant compared to the students’ grades with the knowledge of all courses (Math 1 - Math 5) in the multiple regression model, that it is possible to predict the academic achievement of students with a course (Math 6) which is predicted by knowing the average (m) of the scores observed in the Noor system for students In their previous courses (Math 1 - Math 5). In light of the results, the study recommended giving educational decision-makers a proposed scientific solution to measure students’ academic achievement in general emergency conditions “the Corona pandemic as a model” or even for an individual student. The study ended with proposals, the most important of which is conducting similar studies in predicting the measurement of academic achievement in other courses, other educational departments, and a larger sample size.

Exploring Feedback and Gamification in a Data Modeling Learning Tool

Data modeling is an essential part of IT studies. Learning how to design and structure a database is important when storing data in a relational database and is common practice in the IT industry. Most students need much practice and tutoring to master the skill of data modeling and database design. When a student is in a learning process, feedback is important. As class sizes grow and teaching is no longer campus based only, providing feedback to each individual student may be difficult. Our study proposes a tool to use when introducing database modeling to students. We have developed a web-based tool named LearnER to teach basic data modeling skills, in a collaborative project between the University of South-Eastern Norway (USN) and Kristiania University College (KUC). The tool has been used in six different courses over a period of four academic years. In LearnER, the student solves modeling assignments with different levels of difficulty. When they are done, or they need help, they receive automated feedback including visual cues. To increase the motivation for solving many assignments, LearnER also includes gamifying elements. Each assignment has a maximum score. When students ask for help, points are deducted from the score. When students manage to solve many assignments with little help, they may end up at a leaderboard. This paper tries to summarize how the students use and experience LearnER. We look to see if the students find the exercises interesting, useful and of reasonable difficulty. Further, we investigate if the automated feedback is valuable, and if the gamifying elements contribute to their learning. As we have made additions and refinements to LearnER over several years, we also compare student responses on surveys and interviews during these years. In addition, we analyze usage data extracted from the application to learn more about student activity. The results are promising. We find that student activity increases in newer versions of LearnER. Most students report that the received feedback helps them to correct mistakes when solving modeling assignments. The gamifying elements are also well received. Based on LearnER usage data, we find and describe typical errors the students do and what types of assignments they prefer to solve.