Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception

The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.

Emotional skills and promoting School Success in the 3rd cycle: students perception

Problem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.

Empowering engineering students through employability skills

A professional course program like engineering strives to get the maximum number of its students placed through campus interviews. While communication skills have been added in all the engineering courses with the aim to improve their performance in placement, the syllabus mostly concentrates on the development of four language skills. The students are not made aware of the employability skills and their significance. This essay intends to enlist the importance of skills and why students need to be aware of the skills they possess and how they can work on packaging their candidature around a few skills. The discussion starts by addressing the apparent gap between academic programs for engineering students and industry skills requirements. A list of vital employability skills from the standpoint of engineering students follows, with a discussion on how to potentially develop such skills through campus life. The essay stresses the role of academia in filling this gap by acting as facilitators in a three-step process (i.e., awareness, self-analysis, and acquisition). The author concludes that the combination of both employability skills along with an engineering degree should ensure students meet the high expectations of the employers.

Prévoir la Réussite des Étudiants en Techniques d’inhalothérapie et d’anesthésie

Abstract: Respiratory therapists must be able to care for their patients safely, efficiently and competently. They manage critically ill patients on life support systems. As a member of the anesthesia team they are responsible for the vulnerable patient undergoing surgery. Within all areas of the hospital they are called upon to make decisions and judgements concerning patient treatment. The environment that is found in the modern clinical setting is often stressful and demanding. The respiratory and anesthesia technology program has the responsibility of preparing competent practioners who graduate not only with a broad knowledge base but with the affective competencies that are required to meet these challenges. Faculty and clinical instructors in the program of Respiratory and Anesthesia Technology have been troubled by rising attrition rates and weak performance of students. It is apparent that this is not a problem unique to Vanier College. The rationale for this study was multi-fold; to establish a definition of student success, to determine whether pre-admission academic abilities can predict success in the program and whether scores on a professional behavioural aptitudes tool can predict success in the clinical year of the program. Predictors were sought that could be used either in the pre-program admission policies or during the course of study in order to ensure success throughout the program and beyond. A qualitative analysis involving clinical instructors and faculty (n=5) was carried out to explore what success signified for a student in the respiratory and anesthesia program. While this process revealed that a student who obtained a grade above 77.5% was considered “successful”, the concept surrounding success was a much more complex issue. Affective as well as cognitive and psychomotor abilities complete the model of the successful student. Appropriate behaviour and certain character traits in a respiratory therapy student are considered to be significant elements leading to success. Assessment of students in their clinical year of the respiratory & anesthesia technology program currently include little measurement of abilities in the affective domain, and the resulting grade becomes primarily a measure of academic and procedural skills. A quantitative study of preadmission records and final program grades was obtained from a single cohort of respiratory and anesthesia technology students who began the program in 2005 and graduated in 2008 (n=16). Data was collected and a descriptive analysis (analysis of variance, Pearson correlation) was used to determine the relationship between preadmission grades and success. The lack of association between the high school grades and grades in the program ran contrary to some of the findings in the literature and it can be cautiously inferred that preadmission grades do not predict success in the program. To ascertain the predictive significance of evaluating professional behavioural skills and success in clinical internship, a behaviour assessment tool was used by clinical instructors and faculty to score each student during a rotation in their third year of the program which was clinical internship. The results of this analysis showed that a moderately strong association could be made between a high score on the behavior assessment tool and final clinical grades. Therefore this tool may be effective in predicting success in the clinical year of the program. Refining the admissions process to meet the challenge and responsibility of turning out graduates who are capable of meeting the needs of the profession is difficult but essential. The capacity to predict which students possess the affective competencies necessary to cope and succeed in their clinical year is conceivably more important than their academic abilities. Although these preliminary findings contribute, to some degree, to the literature that exists concerning methods of predicting success in a respiratory and anesthesia technology program, much data is still unknown. Further quantitative and qualitative research is required using a broader population base to substantiate the findings of this small study.||Résumé: Les inhalothérapeutes doivent être capables de prodiguer des soins à leurs patients d’une manière sécuritaire, efficace et compétente. Ils/elles peuvent être appelé(e)s à gérer les soins aux personnes gravement malades branchées à un respirateur artificiel. En tant que membres de l’équipe d’anesthésie, ils/elles sont responsables des patients qui subissent une chirurgie. Ils/elles sont sollicité(e)s par tous les secteurs de l’hôpital pour décider ou juger des traitements à apporter aux malades. L’environnement dans lequel ils/elles travaillent est souvent stressant et exigeant. Le programme de Techniques d’inhalothérapie et d’anesthésie vise à former des inhalothérapeutes compétent(e)s qui possèdent non seulement les connaissances propres à la discipline mais également les aptitudes affectives nécessaires pour faire face à ces défis. Les enseignant(e)s et instructeur(e)s cliniques en Techniques d’inhalothérapie et d’anesthésie sont préoccupé(e)s par le taux d’abandon croissant et la faible performance des étudiant(e)s dans le programme. Il semble que ce problème ne soit pas unique au Collège Vanier. Le but de cette recherche est multiple : définir ce qu’est «réussir» pour les étudiant(e)s de ce programme; déterminer si les aptitudes scolaires acquises avant l’admission au programme peuvent aider à prévoir le succès des étudiant(e)s dans le programme; et si les résultats obtenus à un test mesurant les aptitudes comportementales professionnelles permettent de prévoir le succès des étudiant(e)s dans le stage clinique du programme. On a essayé d’identifier des facteurs qui pourraient être utilisés dans les politiques d’admission au programme ou celles régissant le cheminement dans le programme qui permettraient d’assurer le succès au cours du programme et par la suite. Une analyse qualitative a été conduite auprès des instructeur(e)s cliniques et des enseignant(e)s (n=5) afin d’étudier la notion de « réussite » des étudiant(e)s dans le programme. Bien qu’un(e) étudiant(e) ayant obtenu une note supérieure à 77.5% soit considéré(e) comme ayant « réussi », la notion de « réussite » est beaucoup plus complexe. Des aptitudes affectives, autant que cognitives et psychomotrices complètent le modèle d’un(e) étudiant(e) ayant réussi. Un comportement approprié et certains traits de caractère sont considérés comme des facteurs importants pour la réussite d’un(e) étudiant(e) en techniques d’inhalothérapie et d’anesthésie. L’évaluation qui se fait actuellement des étudiant(e)s dans le stage clinique du programme ne porte que peu sur les aptitudes affectives, et le résultat obtenu témoigne essentiellement des aptitudes scolaires et procédurales. Une analyse quantitative des dossiers des étudiant(e)s avant leur admission au programme et leurs notes finales a été conduite auprès d’une cohorte d’étudiant(e)s ayant commencé le programme en 2005 et gradué en 2008 (n=16). Des données ont été recueillies et une analyse descriptive (analyse de la variance, corrélation de Pearson) ont été faites afin de déterminer l’existence d’un lien entre les notes obtenues au secondaire et celles obtenues dans le programme. L’absence de corrélation entre les deux catégories de notes va à l’encontre de certaines recherches publiées et on peut déduire avec réserve que les notes obtenues avant l’admission au programme ne permettent pas de prévoir la réussite dans le programme. Afin de vérifier la portée de l’évaluation du comportement professionnel et de la réussite en milieu clinique quant à la prévision de réussite dans le programme, une méthode d’évaluation du comportement a été appliquée par les instructeurs(e) cliniques et les enseignant(e)s pour évaluer chaque étudiant(e) au cours d’une rotation dans leur troisième année de stage clinique. Les résultats de cette analyse ont démontré qu’une corrélation moyennement forte pouvait être faite entre une bonne note à l’évaluation comportementale et les notes finales du stage clinique. Perfectionner le processus d’admission au programme afin d’assumer la responsabilité de former des diplômé(e)s capables de répondre aux besoins de la profession est difficile mais essentiel. Avoir les moyens de prévoir quels/quelles étudiant(e)s ont les compétences affectives nécessaires pour faire face à la réussite de leur année de stage clinique est peut être plus important que d’avoir les aptitudes scolaires. Bien que ces observations préliminaires contribuent, à un certain degré, à la littérature existante sur les méthodes de prévoir la réussite dans le programme d’inhalothérapie et d’anesthésie, plusieurs données restent inconnues. Une recherche quantitative et qualitative plus élaborée, conduite sur un échantillon plus large de la population, est nécessaire afin de corroborer les résultats de cette étude limitée.

El videojuego League of legends y su efecto en memoria de trabajo visual y solución de problemas

El propósito de este estudio es medir los efectos que tiene el videojuego League of Legends en los procesos cognitivos de memoria de trabajo visual (MVT) y solución de problemas (SP). Para medir dichos efectos se implementó un diseño pre test-post con un grupo experimental y uno control, compuestos cada uno por siete participantes, en donde se evaluaron los procesos previamente mencionados utilizando los cubos de Corsi para MVT y las matrices del WAIS III para SP. Después de realizar los respectivos entrenamientos se encontraron resultados significativos en los diferentes momentos de aplicación. En el grupo experimental se encontraron diferencias en la variable dependiente SP, mientras que en el grupo control en MVT, pero no en la interacción entre grupos ni diferencias entre grupos, lo que sugiere un efecto de familiarización a la prueba.

Prática de ensino supervisionada em educação pré-escolar e ensino do 1.º ciclo do ensino básico. Cidadania na infância: contributos para uma educação na e para a cidadania

O presente relatório da Prática de Ensino Supervisionada em Educação Pré-escolar e Ensino do 1.º ciclo do Ensino Básico pretende dar a conhecer os aspetos inerentes à dimensão investigativa que desenvolvi na instituição Núcleo de Educação Infantil Colônia Z-11, no Brasil, na cidade de Florianópolis, no ano letivo de 2015; e na instituição Escola Básica dos Canaviais, em Portugal, na cidade de Évora, no ano letivo de 2015/2016. Este relatório incide na temática Cidadania na Infância. Tive como propósito legitimar a criança como sujeito social (a criança cidadã) e contribuir para uma educação que vise a cidadania como direito na infância. Foi deste modo que me propus compreender como poderia contribuir nos espaços institucionais para uma educação na cidadania, vivida no presente, e uma educação para a cidadania, projetada para uma integração do cidadão também no futuro. Considerei que as instituições educativas devem criar uma relação com o dia-a-dia da criança nas diversas áreas, disciplinares e não disciplinares. Numa perspetiva de cidadania participativa, valorizando as instituições educativas como espaços de aquisição e de desenvolvimento de atitudes e competências do cidadão. A dimensão investigativa que desenvolvi no contexto de pré-escolar pretendeu acentuar a consciência de uma identidade cultural, coletiva e individual, valorizando os saberes que as crianças trazem do meio sociocultural de origem. A dimensão investigativa que desenvolvi no contexto de 1.ºciclo pretendeu promover espaços de diálogo, coconstrutivos para as aprendizagens do e entre o grupo. Através de uma análise reflexiva dos instrumentos de recolha de dados tentei dar resposta às questões que orientaram a investigação-ação que realizei, sendo estas: [O que é que a cidadania pode significar nos contextos educativos?]; [Como se promove a cidadania nas instituições escolares?] e [Como criar ambientes que permitam a participação cívica de todos?]; Report of the Supervised Teaching Practice to achieve the Master’s Degree in Pre-school Education and Teaching of the Primary School Abstract: The present report of Supervised Teaching Practice in Preschool Education and in Primary School aims to present the aspects inherent to the research dimension that I developed at the Núcleo de Educação Infantil Colônia Z-11, in Brazil, in the City of Florianopolis, in the academic year of 2015; And at the institution Escola Básica dos Canaviais, in Portugal, in the city of Évora, in the academic year of 2015/2016. The report focuses on the theme of Citizenship in childhood. I had the purpose to legitimize the child as a social subject (the child citizen) and contribute to an education that aims at citizenship as a right in childhood. It was in this way that I set out to understand how I could contribute in the institutional spaces for an education in citizenship, lived in the present, and an education for citizenship, projected for an integration of the citizen in the future. I considered that educational institutions should create a relationship with the child's daily life in the various areas, disciplinary and non-disciplinary. In a perspective of participatory citizenship, valuing educational institutions as spaces for acquisition and development of citizens' attitudes and skills. The research dimension that I developed in the pre-school context sought to accentuate the awareness of a collective, individual and cultural identity, valuing the knowledge that children bring from the socio-cultural environment where the child was born and lives. The investigative dimension that I developed in the context of the Primary School was intended to promote spaces for dialogue, coconstructives to the learnings of and between the group. Through a reflexive analysis of the instruments of data collection I tried to answer the questions that guide the action research that I realized, being these: [What can citizenship mean in the school contexts?]; [How citizenship could be promoted in the school institutions?] And [How to create environments which allow the civics participation of all?].

Exploring first-year academic achievement through structural equation modelling

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first-year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self-regulatory learning strategies, and personality traits, with end-of-semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self-regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self-regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self-regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.