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practices</title> <meta name="description" content="Search results for: educational practices"> <meta name="keywords" content="educational practices"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="educational practices"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7066</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational practices</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7066</span> Acute Bronchiolitis: Impact of an Educational Video on Mothers’ Knowledge, Attitudes, and Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Atitallah%20Sofien">Atitallah Sofien</a>, <a href="https://publications.waset.org/abstracts/search?q=Missaoui%20Nada"> Missaoui Nada</a>, <a href="https://publications.waset.org/abstracts/search?q=Ben%20Rabeh%20Rania"> Ben Rabeh Rania</a>, <a href="https://publications.waset.org/abstracts/search?q=Yahyaoui%20Salem"> Yahyaoui Salem</a>, <a href="https://publications.waset.org/abstracts/search?q=Mazigh%20Sonia"> Mazigh Sonia</a>, <a href="https://publications.waset.org/abstracts/search?q=Bouyahia%20Olfa"> Bouyahia Olfa</a>, <a href="https://publications.waset.org/abstracts/search?q=Boukthir%20Samir"> Boukthir Samir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Acute bronchiolitis (AB) is a real public health problem on a global and national scale. Its treatment is most often outpatient. The use of audio-visual supports, such as educational videos, is an innovation in therapeutic education in outpatient treatment. The aim of our study was to evaluate the impact of an educational video on the knowledge, attitudes, and practices of mothers of infants with AB. Methodology: This was a descriptive, analytical, and cross-sectional study with prospective data collection, including mothers of infants with AB. We assessed mothers' knowledge, attitudes, and practices regarding AB, and we created an educational video. We used a questionnaire written in Tunisian Arabic concerning sociodemographic data, mothers' knowledge and attitudes regarding AB, and their opinions on the video, as well as an observation grid to evaluate their practices on the nasopharyngeal unblocking technique. We compared the different parameters before and after watching the video. Results: We noted a statistically significant improvement in mothers' knowledge scores on AB (7.46 in the pre-test versus 14.08 in the post-test; p≤0.05), practices (12.42 in the pre-test versus 18 in the post-test; p≤0.05) and attitudes (5.86 in pre-test versus 9.02 in post-test; p≤0.05). Conclusion: The use of an educational video has a positive impact on the knowledge, practices, and attitudes of mothers towards AB. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acute%20bronchiolitis" title="acute bronchiolitis">acute bronchiolitis</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic%20education" title=" therapeutic education"> therapeutic education</a>, <a href="https://publications.waset.org/abstracts/search?q=mothers" title=" mothers"> mothers</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20video" title=" educational video"> educational video</a> </p> <a href="https://publications.waset.org/abstracts/175669/acute-bronchiolitis-impact-of-an-educational-video-on-mothers-knowledge-attitudes-and-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175669.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7065</span> Transforming Educational Leadership With Innovative Administrative Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kofi%20Nkonkonya%20Mpuangnan">Kofi Nkonkonya Mpuangnan</a>, <a href="https://publications.waset.org/abstracts/search?q=Samantha%20Govender"> Samantha Govender</a>, <a href="https://publications.waset.org/abstracts/search?q=Hlengiwe%20Romualda%20Mhlongo"> Hlengiwe Romualda Mhlongo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational leaders are skilled architects crafting a vibrant environment where growth, creativity, and adaptability can flourish within schools. Their journey is one of transformation, urging them to explore administrative strategies that align seamlessly with evolving educational models and cater to the specific needs of students, educators, and stakeholders. Through this committed effort to innovate, they seek to enhance the effectiveness and influence of educational systems, paving the way for a more inclusive and forward-thinking educational environment. In this context, the authors explored the concept of transforming educational leadership with administrative strategies in alignment with the following research objectives. To find the strategies that can be adopted by transformation leaders to promote effective administrative practices in an educational setting and to explore the roles of educational leaders in promoting collaboration in education. To find answers to these questions, a systematic literature review underpinned by the transformational leadership model was adopted. Therefore, concepts integrated from a variety of outlets, including academic journals, conference proceedings, and reports found within SCOPUS, WoS, and IBSS databases. A search was aided using specific themes like innovative administrative practices, the roles of educational leaders, and interdisciplinary approaches to administrative practices. The process of conducting the search adhered to the five-step framework, which was subjected to inclusion and exclusion of studies. It was found that transformational leadership, agile methodologies, employee wellbeing, seminars and workshops could foster a culture of innovation and creativity among teachers and staff to transform administrative practices in education settings. It was recommended that professional development programs be organized periodically for educational leaders in educational institutions to help them revitalize their knowledge and skills in educational administration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=innovative%20strategies" title=" innovative strategies"> innovative strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=administrative%20practices" title=" administrative practices"> administrative practices</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholder%20engaement" title=" stakeholder engaement"> stakeholder engaement</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20outcome" title=" student outcome"> student outcome</a> </p> <a href="https://publications.waset.org/abstracts/174053/transforming-educational-leadership-with-innovative-administrative-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174053.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7064</span> Use of Artificial Intelligence in Teaching Practices: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azmat%20Farooq%20Ahmad%20Khurram">Azmat Farooq Ahmad Khurram</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadaf%20Aslam"> Sadaf Aslam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This meta-analysis systematically examines the use of artificial intelligence (AI) in instructional methods across diverse educational settings through a thorough analysis of empirical research encompassing various disciplines, educational levels, and regions. This study aims to assess the effects of AI integration on teaching methodologies, classroom dynamics, teachers' roles, and student engagement. Various research methods were used to gather data, including literature reviews, surveys, interviews, and focus group discussions. Findings indicate paradigm shifts in teaching and education, identify emerging trends, practices, and the application of artificial intelligence in learning, and provide educators, policymakers, and stakeholders with guidelines and recommendations for effectively integrating AI in educational contexts. The study concludes by suggesting future research directions and practical considerations for maximizing AI's positive influence on pedagogical practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching-learning" title=" teaching-learning"> teaching-learning</a> </p> <a href="https://publications.waset.org/abstracts/177681/use-of-artificial-intelligence-in-teaching-practices-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7063</span> Influence of Emotional Intelligence on Educational Supervision and Leadership Style in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jawaher%20Bakheet%20Almudarra">Jawaher Bakheet Almudarra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An Educational Supervisor assists teachers to develop their competence and skills in teaching, solving educational problems, and to improve the teaching methods to suit the educational process. They evaluate their teachers and write reports based on their assessments. In 1957, the Saudi Ministry of Education instituted Educational Supervision to facilitate effective management of schools, however, there have been concerns that the Educational Supervision has not been effective in executing its mandate. Studies depicted that Educational supervision has not been effective because it has been marred by poor and autocratic leadership practices such as stringent inspection, commanding and judging. Therefore, there is need to consider some of the ways in which school outcomes can be enhanced through the improvement of Educational supervision practices. Emotional intelligence is a relatively new concept that can be integrated into the Saudi education system that is yet to be examined in-depth and embraced particularly in the realm of educational leadership. Its recognition and adoption may improve leadership practices among Educational supervisors. This study employed a qualitative interpretive approach that will focus on decoding, describing and interpreting the connection between emotional intelligence and leadership. The study also took into account the social constructions that include consciousness, language and shared meanings. The data collection took place in the Office of Educational Supervisors in Riyadh and involved 4 Educational supervisors and 20 teachers from both genders- male and female. The data collection process encompasses three methods namely; qualitative emotional intelligence self-assessment questionnaires, reflective semi-structured interviews, and open workshops. The questionnaires would explore whether the Educational supervisors understand the meaning of emotional intelligence and its significance in enhancing the quality of education system in Saudi Arabia. Subsequently, reflective semi-structured interviews were carried out with the Educational supervisors to explore the connection between their leadership styles and the way they conceptualise their emotionality. The open workshops will include discussions on emotional aspects of Educational supervisors’ practices and how Educational supervisors make use of the emotional intelligence discourse in their leadership and supervisory relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=directors%20of%20educational%20supervision" title="directors of educational supervision">directors of educational supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20management" title=" education management"> education management</a> </p> <a href="https://publications.waset.org/abstracts/68314/influence-of-emotional-intelligence-on-educational-supervision-and-leadership-style-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68314.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7062</span> The Facilitators and Barriers to the Implementation of Educational Neuroscience: Teachers’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kawther">S. Kawther</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Marshall"> C. Marshall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational neuroscience has the intention of transforming research findings of the underpinning neural processes of learning to educational practices. A main criticism of the field, hitherto, is that less focus has been put on studying the in-progress practical application of these findings. Therefore, this study aims to gain a better understanding of teachers’ perceptions of the practical application and utilization of brain knowledge. This was approached by investigating the answer to 'What are the facilitators and barriers for bringing research from neuroscience to bear on education?'. Following a qualitative design, semi-structured interviews were conducted with 12 teachers who had a proficient course in educational neuroscience. Thematic analysis was performed on the transcribed data applying Braun & Clark’s steps. Findings emerged with four main themes: time, knowledge, teacher’s involvement, and system. These themes revealed that some effective brain-based practices are being engaged in by the teachers. However, the lack of guidance and challenges regarding this implementation were also found. This study discusses findings in light of the development of educational neuroscience implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain-based" title="brain-based">brain-based</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20neuroscience" title=" educational neuroscience"> educational neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroeducation" title=" neuroeducation"> neuroeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience-informed" title=" neuroscience-informed"> neuroscience-informed</a> </p> <a href="https://publications.waset.org/abstracts/123912/the-facilitators-and-barriers-to-the-implementation-of-educational-neuroscience-teachers-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7061</span> Effect of Male and Female Early Childhood Teacher's Educational Practices on Child' Social Adaptation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Therese%20Besnard">Therese Besnard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally in early childhood education (ECE), the great majority of teachers are women. Some groups believe that a greater male teacher presence in ECE would be beneficial for children, specifically for boys as it could offer a positive male model. It is a common belief that children would benefit from being exposed to both male and female models. Some believe that women are naturally better suited to offer quality care to young children comparatively to men. Some authors bring forth that after equivalent training, differences in the educational practices are purely individual and do not depend on the teacher’s gender. Others believe that a greater male presence in ECE would increase the risk of pedophilia or child abuse. The few scientific studies in this area suggest that differences could exist between male and female ECE teacher, in particular when it comes to play which is the mainstay of the ECE educational program. Male teachers describe themselves as being more playful and having a greater tendency to initiate physical and turbulent play comparatively to female teachers, who describe themselves as favoring games that are calmer and focused on social interaction. Observed directly, male teachers appear more actively engaged in play with children and propose more motor play than female teachers. Furthermore children who have both male and female teachers for one year show less behavior difficulties when compared to children with only female teachers. Despite a variety of viewpoints we don’t know if the educational practices of male ECE teachers, (emotional support, classroom organization or instructional support) are different than the educational practices of female teachers and if these practices are linked with children’s adaptation. This study compares the educational practices of 37 ECE teachers (57 % male) and analyses the link with children' social adaptation (n=221). Educational practices were assessed through observational measurements with the Classroom Assessment Scoring System (CLASS) in a natural class environment. Child social adaptation was assessed with the Social Competence and Behavior Evaluation (SCBE). Observational data reveals no differences between men's and women's scale of the CLASS. Results using Multilevel models analyses suggest that the ability to propose good classroom organization and give good instructional support are linked with better child' social adaptation, and that is always true for men and women teachers. The results are discussed on the basis of their potential impact on future educational interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20social%20adaptation" title="child social adaptation">child social adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=men%20teacher" title=" men teacher"> men teacher</a> </p> <a href="https://publications.waset.org/abstracts/29369/effect-of-male-and-female-early-childhood-teachers-educational-practices-on-child-social-adaptation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7060</span> Practices of Self-Directed Professional Development of Teachers in South African Public Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosaline%20Govender">Rosaline Govender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research study is an exploration of the self-directed professional development of teachers who teach in public schools in an era of democracy and educational change in South Africa. Amidst an ever-changing educational system, the teachers in this study position themselves as self-directed teacher-learners where they adopt particular learning practices which enable change within the broader discourses of public schooling. Life-story interviews were used to enter into the private and public spaces of five teachers which offer glimpses of how particular systems shaped their identities, and how the meanings of self-directed teacher-learner shaped their learning practices. Through the Multidimensional framework of analysis and interpretation the teachers’ stories were analysed through three lenses: restorying the field texts - the self through story; the teacher-learner in relation to social contexts, and practices of self-directed learning.This study shows that as teacher-learners learn for change through self-directed learning practices, they develop their agency as transformative intellectuals, which is necessary for the reworking of South African public schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title="professional development">professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=professionality" title=" professionality"> professionality</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=self-directed%20learning" title=" self-directed learning"> self-directed learning</a> </p> <a href="https://publications.waset.org/abstracts/19486/practices-of-self-directed-professional-development-of-teachers-in-south-african-public-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7059</span> Impact of Educational Intervention on Hygiene-knowledge and Practices of Sanitation Workers Globally: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alive%20Ntunja">Alive Ntunja</a>, <a href="https://publications.waset.org/abstracts/search?q=Wilma%20ten%20Ham-Baloyi"> Wilma ten Ham-Baloyi</a>, <a href="https://publications.waset.org/abstracts/search?q=June%20Teare"> June Teare</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyedele%20Opeoluwa"> Oyedele Opeoluwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Paula%20Melariri"> Paula Melariri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sanitation workers are also known as “garbage workers” who play a significant role in the sanitation chain. For many generations sanitation workers’ level of knowledge regarding hygiene practices remains low due to a lack of educational programs on hygiene. As a result, they are widely exposed to hygiene-related diseases such as cholera, skin infections and various other diseases, increasing their risk of mortality to 40%. This review aimed to explore the global impact of educational programs on the hygiene knowledge and practices of sanitation workers. The systematic literature search was conducted for studies published between 2013 and 2023 using the following databases: MEDLINE (via EBSCOHost), PubMed, and Google Scholar to identify quantitative studies on the subject. Study quality was assessed using the Joanna Briggs Institute Critical Evaluation Instruments. Data extracted from the included articles was presented using a summary of findings table and presented graphically through charts and tables, employing both descriptive and inferential statistical methods. A one-way repeated measures ANOVA assessed the pooled effect of the intervention on mean scores across studies. Statistical analysis was performed using Microsoft Office 365 (2019 version), with significance set at p<0.05. The PRISMA flow diagram was used to present the article selection process. The systematic review included 15 eligible studies from a total of 2 777 articles. At least 60% (n=9) of the reviewed studies found educational program relating to hygiene to have a positive impact on sanitation workers’ hygiene knowledge and practices. The findings further showed that the stages (pre-post) of knowledge intervention used lead to statistically significant differences in mean score obtained [F (1,7) = 22.166, p = 0.002]. Likewise, it can be observed that the stages of practice intervention used lead to statistically significant differences in mean score obtained [F (1,7) = 21.857, p = 0.003]. However, most (n=7) studies indicated that, the efficacy of programs on hygiene knowledge and practices is indirectly influenced by educational background, age and work experience (predictor factors). Educational programs regarding hygiene have the potential to significantly improve sanitation workers knowledge and practices. Findings also suggest the implementation of active and intensive intervention programs, to improve sanitation workers hygiene knowledge and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20programs" title="educational programs">educational programs</a>, <a href="https://publications.waset.org/abstracts/search?q=hygiene%20knowledge" title=" hygiene knowledge"> hygiene knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=practices" title=" practices"> practices</a>, <a href="https://publications.waset.org/abstracts/search?q=sanitation%20workers" title=" sanitation workers"> sanitation workers</a> </p> <a href="https://publications.waset.org/abstracts/192165/impact-of-educational-intervention-on-hygiene-knowledge-and-practices-of-sanitation-workers-globally-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192165.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">20</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7058</span> Educational Path for Pedagogical Skills: A Football School Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Giani">A. Giani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current pedagogical culture recognizes an educational scope within the sports practices. It is widely accepted, in the pedagogical culture, that thanks to the acquisition and development of motor skills, it is also possible to exercise abilities that concern the way of facing and managing the difficulties of everyday life. Sport is a peculiar educational environment: the children have the opportunity to discover the possibilities of their body, to correlate with their peers, and to learn how to manage the rules and the relationship with authorities, such as coaches. Educational aspects of the sport concern both non-formal and formal educational environments. Coaches play a critical role in an agonistic sphere: exactly like the competencies developed by the children, coaches have to work on their skills to properly set up the educational scene. Facing these new educational tasks - which are not new per se, but new because they are brought back to awareness - a few questions arise: does the coach have adequate preparation? Is the training of the coach in this specific area appropriate? This contribution aims to explore the issue in depth by focusing on the reality of the Football School. Starting from a possible sense of pedagogical inadequacy detected during a series of meetings with several football clubs in Piedmont (Italy), there have been highlighted some important educational needs within the professional training of sports coaches. It is indeed necessary for the coach to know the processes underlying the educational relationship in order to better understand the centrality of the assessment during the educational intervention and to be able to manage the asymmetry in the coach-athlete relationship. In order to provide a response to these pedagogical needs, a formative plan has been designed to allow both an in-depth study of educational issues and a correct self-evaluation of certain pedagogical skills’ control levels, led by the coach. This plan has been based on particular practices, the Educational Practices of Pre-test (EPP), a specific version of community practices designed for the extracurricular activities. The above-mentioned practices realized through the use of texts meant as pre-tests, promoted a reflection within the group of coaches: they set up real and plausible sports experiences - in particular football, triggering a reflection about the relationship’s object, spaces, and methods. The characteristic aspect of pre-tests is that it is impossible to anticipate the reflection as it is necessarily connected to the personal experience and sensitivity, requiring a strong interest and involvement by participants: situations must be considered by the coaches as possible settings in which they could be found on the field. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relational%20needs" title="relational needs">relational needs</a>, <a href="https://publications.waset.org/abstracts/search?q=values" title=" values"> values</a>, <a href="https://publications.waset.org/abstracts/search?q=responsibility" title=" responsibility"> responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=self-evaluation" title=" self-evaluation"> self-evaluation</a> </p> <a href="https://publications.waset.org/abstracts/131025/educational-path-for-pedagogical-skills-a-football-school-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131025.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7057</span> Teacher-Student Interactions: Case-Control Studies on Teacher Social Skills and Children’s Behavior</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alessandra%20Turini%20Bolsoni-Silva">Alessandra Turini Bolsoni-Silva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Regina%20Loureiro"> Sonia Regina Loureiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is important to evaluate such variables simultaneously and differentiating types of behavior problems: internalizing, externalizing and with comorbidity of internalizing and externalizing. The objective was to compare, correlate and predict teacher educational practices (educational social skills and negative practices) and children's behaviors (social skills and behavior problems) of children with internalizing, externalizing and combined internalizing and externalizing problems, controlling variables of child (gender and education). A total of 262 children were eligible to compose the participants, considering preschool age from 3 to 5 years old (n = 109) and school age from 6 to 11 (n = 153) years old, and their teachers who were distributed, in designs case-control, non-clinical, with internalizing, externalizing problems and internalizing and externalizing comorbidity, using the Teacher's Report Form (TRF) as a criterion. The instruments were applied with the teachers, after consent from the parents/guardians: a) Teacher’s Report Form (TRF); b) Educational Social Skills Interview Guide for Teachers (RE-HSE-Pr); (c) Socially Skilled Response Questionnaire – Teachers (QRSH-Pr). The data were treated by univariate and multivariate analyses, proceeding with comparisons, correlations and predictions regarding the outcomes of children with and without behavioral problems, considering the types of problems. As main results stand out: (a) group comparison studies: in the Inter group there is emphasis on behavior problems in affection interactions, which does not happen in the other groups; as for positive practices, they discriminate against groups with externalizing and combined problems and not in internalizing ones, positive educational practices – hse are more frequent in the G-Exter and G-Inter+Exter groups; negative practices differed only in the G-Exter and G-Inter+Exter groups; b) correlation studies: it can be seen that the Inter+Exter group presents a greater number of correlations in the relationship between behavioral problems/complaints and negative practices and between children's social skills and positive practices/contexts; c) prediction studies: children's social skills predict internalizing, externalizing and combined problems; it is also verified that the negative practices are in the multivariate model for the externalizing and combined ones. This investigation collaborates in the identification of risk and protective factors for specific problems, helping in interventions for different problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20skills" title=" social skills"> social skills</a>, <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title=" behavior problems"> behavior problems</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/169042/teacher-student-interactions-case-control-studies-on-teacher-social-skills-and-childrens-behavior" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169042.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7056</span> Gender Discrepancies in Current Pedagogical and Curricular Practices in EFL Higher Education Settings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamad%20Aldosari">Hamad Aldosari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate the status of sexism, or gender discrepancies, in current pedagogical and curricular practices in EFL learning higher education settings. Qualitative and quantitative analyses of both course contents and pedagogies in Saudi higher education institutions are to be discussed with reference to female/male topic presentation in dialogs and reading passages, sex-based activity types, stereotyped sex roles and the masculine generic conceptions of male superiority subliminally related in EFL curriculum and pedagogical practices, as well as the causes and effects of segregated language education practices in Saudi Arabia from a holistic vantage point of analysis. Analysis findings show that language educational practices including educational settings and segregation are gender-biased in attitude, but with regard to curriculum, sexism has not been traced. Findings also show that sexism is rampant due to socio-cultural aspects of language education rather than to religious reasons: a finding that seems to mirror the institutionalized unfair sex discrimination to the disadvantage of women in the Arabian societies at large. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genderism" title="genderism">genderism</a>, <a href="https://publications.waset.org/abstracts/search?q=sex%20segregation" title=" sex segregation"> sex segregation</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title=" Saudi Arabia"> Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a> </p> <a href="https://publications.waset.org/abstracts/51853/gender-discrepancies-in-current-pedagogical-and-curricular-practices-in-efl-higher-education-settings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">282</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7055</span> What Nigeria Education Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babatunde%20Joel%20Todowede">Babatunde Joel Todowede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The challenges of nation building and sustainable development have continued to feature prominently in the general reckoning of problems of underdevelopment in the developing countries of the world. Thus, since the attainment of political independence from the British colonial administration in 1960, one of the critical thrusts of central governance in Nigeria has been the particular policy attention of the educational sector. Of course, education is perceived as the logical bridge between the two contrasting worlds of underdevelopment and development, hence, its fundamental importance. The various public policies and practices associated with the Nigerian educational sector are specifically elaborated and critically assessed in this paper. In the final analysis, it is concluded that the educational sector should be better configured and managed in ways that the wider challenges of nation-building and sustainable development are effectively tractable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nigeria%20education" title="Nigeria education">Nigeria education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20need" title=" educational need"> educational need</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20plans%20and%20policies" title=" educational plans and policies"> educational plans and policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20challenges" title=" educational challenges"> educational challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20measures" title=" corrective measures"> corrective measures</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20economy" title=" emerging economy"> emerging economy</a> </p> <a href="https://publications.waset.org/abstracts/40021/what-nigeria-education-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7054</span> A Mixed Method Approach Investigating EFL Teachers' Beliefs and Practices towards Classroom-Based Assessment in Saudi Higher Educational Institutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mashael%20AlSalem">Mashael AlSalem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While research into language assessment has expanded in recent years, few if any studies to date have targeted the nature of thought processes used by teachers when constructing classroom-based assessment. This study reports on teachers’ conceptions of English grammar assessment and their classroom assessment practices in their Saudi higher educational facilities. A mixed-method approach using both qualitative and quantitative research instruments was employed to elicit teachers’ perceptions of English grammar assessment and their relationship to their current practices. Participants of the study included EFL teachers from 4 different educational facilities: King Saudi University, Princess Noura University, Imam Mouhamed Islamic University, and Institute of Public Administration. Data collection involved questionnaire (N=100), semi-structured interviews (N=30), retrospective thinking (N=20), and document analysis (N=20). Activity theory is used as an interpretive framework to explore and investigate the entire system of constructing classroom-based assessment. Preliminary findings reveal several similarities and differences between the participants’ stated beliefs and their current practices of assessing English grammar. Findings also showed that teacher participant’s beliefs about how English grammar should be assessed are influenced mostly by prior learning experience as well as their teaching instruction practices. Their practices, on the other hand, was more guided by educational policies and lack of teacher training in the field of assessment, among other factors. This research makes a significant contribution to knowledge in three different areas: it enriches the literature on language teacher cognition; it builds on the body of research on language classroom assessment, and it expands on the possibilities to use AC to investigate the relationship between teachers’ beliefs and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=activity%20theory" title="activity theory">activity theory</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom-based%20assessment" title=" classroom-based assessment"> classroom-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teacher%20cognition" title=" language teacher cognition"> language teacher cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20method%20approach" title=" mixed method approach"> mixed method approach</a> </p> <a href="https://publications.waset.org/abstracts/112665/a-mixed-method-approach-investigating-efl-teachers-beliefs-and-practices-towards-classroom-based-assessment-in-saudi-higher-educational-institutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7053</span> Educational Practices and Brain Based Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dur-E-%20Shahwar">Dur-E- Shahwar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Much attention has been given to ‘bridging the gap’ between neuroscience and educational practice. In order to gain a better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain-based learning approach, focusing on boundary-spanning actors, boundary objects, and boundary work. In 26 semi-structured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain-based learning and of each other. This leads us to argue that there are increased prospects for a neuro-scientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=explore" title=" explore"> explore</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentalist" title=" mentalist"> mentalist</a>, <a href="https://publications.waset.org/abstracts/search?q=practice" title=" practice"> practice</a> </p> <a href="https://publications.waset.org/abstracts/45675/educational-practices-and-brain-based-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7052</span> Educational Related Information Technology Department Transformation: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=P.%20Joongsiri">P. Joongsiri</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Pattanapisuth"> K. Pattanapisuth</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Siwatintuko"> P. Siwatintuko</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vasupongayya"> S. Vasupongayya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a case study of developing a four-year plan for the information technology department at the Faculty of Engineering, Prince of Songkla University, Thailand. This work can be used as a case study for other in-house information technology department in a higher educational environment. The result of this paper is the guideline of the four year plan creation process which is generated by analyzing the related theories and several best practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20plan" title="strategic plan">strategic plan</a>, <a href="https://publications.waset.org/abstracts/search?q=management%20information%20system" title=" management information system"> management information system</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20technology%20department%20governance" title=" information technology department governance"> information technology department governance</a>, <a href="https://publications.waset.org/abstracts/search?q=best%20practices" title=" best practices"> best practices</a>, <a href="https://publications.waset.org/abstracts/search?q=organization%20transformation" title=" organization transformation"> organization transformation</a> </p> <a href="https://publications.waset.org/abstracts/14633/educational-related-information-technology-department-transformation-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7051</span> Capacities of Early Childhood Education Professionals for the Prevention of Social Exclusion of Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dejana%20Bouillet">Dejana Bouillet</a>, <a href="https://publications.waset.org/abstracts/search?q=Vlatka%20Domovi%C4%87"> Vlatka Domović</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Both policymakers and researchers recognize that participating in early childhood education and care (ECEC) is useful for all children, especially for those who are exposed to the high risk of social exclusion. Social exclusion of children is understood as a multidimensional construct including economic, social, cultural, health, and other aspects of disadvantage and deprivation, which individually or combined can have an unfavorable effect on the current life and development of a child, as well as on the child’s development and on disadvantaged life chances in adult life. ECEC institutions should be able to promote educational approaches that portray developmental, cultural, language, and other diversity amongst children. However, little is known about the ways in which Croatian ECEC institutions recognize and respect the diversity of children and their families and how they respond to their educational needs. That is why this paper is dedicated to the analysis of the capacities of ECEC professionals to respond to the demands of educational needs of this very diverse group of children and their families. The results obtained in the frame of the project “Models of response to educational needs of children at risk of social exclusion in ECEC institutions,” funded by the Croatian Science Foundation, will be presented. The research methodology arises from explanations of educational processes and risks of social exclusion as a complex and heterogeneous phenomenon. The preliminary results of the qualitative data analysis of educational practices regarding capacities to identify and appropriately respond to the requirements of children at risk of social exclusion will be presented. The data have been collected by interviewing educational staff in 10 Croatian ECEC institutions (n = 10). The questions in the interviews were related to various aspects of inclusive institutional policy, culture, and practices. According to the analysis, it is possible to conclude that Croatian ECEC professionals are still faced with great challenges in the process of implementation of inclusive policies, culture, and practices. There are several baselines of this conclusion. The interviewed educational professionals are not familiar enough with the whole complexity and diversity of needs of children at risk of social exclusion, and the ECEC institutions do not have enough resources to provide all interventions that these children and their families need. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%20at%20risk%20of%20social%20exclusion" title="children at risk of social exclusion">children at risk of social exclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=ECEC%20professionals" title=" ECEC professionals"> ECEC professionals</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20policies" title=" inclusive policies"> inclusive policies</a>, <a href="https://publications.waset.org/abstracts/search?q=culture%20and%20practices" title=" culture and practices"> culture and practices</a>, <a href="https://publications.waset.org/abstracts/search?q=quallitative%20analysis" title=" quallitative analysis"> quallitative analysis</a> </p> <a href="https://publications.waset.org/abstracts/134203/capacities-of-early-childhood-education-professionals-for-the-prevention-of-social-exclusion-of-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134203.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7050</span> Leadership Dynamics and Teacher Engagement in Greek Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vasileios%20Floros">Vasileios Floros</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article delves into the intricate interplay between leadership styles and teacher satisfaction within the Greek educational framework, underscoring the pivotal role of school leadership in shaping educational success and fostering a conducive school culture. Through a comprehensive analysis, the study explores various leadership theories, the psychological contract between teachers and leaders, and the impact of leadership on teacher job satisfaction and group dynamics within educational institutions. It highlights how leadership efficacy can significantly influence the organizational climate, teacher motivation, and, ultimately, educational outcomes. The findings suggest that effective leadership, characterized by a deep understanding of teacher psychology, thoughtful engagement with the school culture, and strategic application of leadership styles, can lead to heightened teacher satisfaction and enhanced educational performance. This research offers valuable insights for educational policymakers, school leaders, and the broader academic community interested in optimizing leadership practices to foster an enriching educational environment in Greece. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title="educational leadership">educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20satisfaction" title=" teacher satisfaction"> teacher satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20culture" title=" school culture"> school culture</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20styles" title=" leadership styles"> leadership styles</a>, <a href="https://publications.waset.org/abstracts/search?q=Greek%20education" title=" Greek education"> Greek education</a> </p> <a href="https://publications.waset.org/abstracts/185782/leadership-dynamics-and-teacher-engagement-in-greek-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185782.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7049</span> Knowledge Management for Competitiveness and Performances in Higher Educational Institutes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeyarajan%20Sivapathasundram">Jeyarajan Sivapathasundram</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Knowledge management has been recognised as an emerging factor for being competitive among institutions and performances in firms. As such, being recognised as knowledge rich institution, higher education institutes have to be recognised knowledge management based resources for achieving competitive advantages. Present research picked result out of postgraduate research conducted in knowledge management at non-state higher educational institutes of Sri Lanka. Besides, the present research aimed to discover knowledge management for competition and firm performances of higher educational institutes out of the result produced by the postgraduate study. Besides, the results are found in a pair that developed out of knowledge management practices and the reason behind the existence of the practices. As such, the present research has developed a filter to pick the pairs that satisfy its condition of competition and performance of the firm. As such, the pair, such as benchmarking is practised to be ethically competing through conducting courses. As the postgraduate research tested results of foreign researches in a qualitative paradigm, the finding of the present research are generalise fact for knowledge management for competitiveness and performances in higher educational institutes. Further, the presented research method used attributes which explain competition and performance in its filter to discover the pairs relevant to competition and performances. As such, the fact in regards to knowledge management for competition and performances in higher educational institutes are presented in the publication that the presentation is out of the generalised result. Therefore, knowledge management for competition and performance in higher educational institutes are generalised. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competition%20in%20and%20among%20higher%20educational%20institutes" title="competition in and among higher educational institutes">competition in and among higher educational institutes</a>, <a href="https://publications.waset.org/abstracts/search?q=performances%20of%20higher%20educational%20institutes" title=" performances of higher educational institutes"> performances of higher educational institutes</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20based%20filtering" title=" noun based filtering"> noun based filtering</a>, <a href="https://publications.waset.org/abstracts/search?q=production%20out%20of%20generalisation%20of%20a%20research" title=" production out of generalisation of a research"> production out of generalisation of a research</a> </p> <a href="https://publications.waset.org/abstracts/130075/knowledge-management-for-competitiveness-and-performances-in-higher-educational-institutes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130075.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7048</span> Assessing Distance Education Practices: Teachers Experience and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Amraouy">Mohammed Amraouy</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Bellafkih"> Mostafa Bellafkih</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdellah%20Bennane"> Abdellah Bennane</a>, <a href="https://publications.waset.org/abstracts/search?q=Aziza%20Benomar"> Aziza Benomar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance education has become popular due to their ability to provide learning from almost anywhere and anytime. COVID-19 forced educational institutions to urgently introduce distance education to ensure pedagogical continuity, so all stakeholders were invited to adapt to this new paradigm. In order to identify strengths and weaknesses, the research focuses on the need to create an effective mechanism for evaluating distance education. The aims of this research were to explore and evaluate the use of digital media in general and official platforms in particular in distance education practices. To this end, we have developed and validated a questionnaire before administering it to a sample of 431 teachers in Morocco. Teachers reported lower knowledge and skills in the didactic use of ICT in the distance education process. In addition, although age and educative experience of the teachers continue to modulate the level of instrumental skills. Therefore, resources (digital resources and infrastructure) and the teachers’ ICT training present serious limitations, which require a training more focused on the distance educational paradigm and educational environments that allow teachers to create educational activities able to promote and facilitate the distance learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20perceptions" title=" teachers’ perceptions"> teachers’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment" title=" assessment"> assessment</a> </p> <a href="https://publications.waset.org/abstracts/147342/assessing-distance-education-practices-teachers-experience-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7047</span> A Methodological Concept towards a Framework Development for Social Software Adoption in Higher Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20N.%20Ohei">Kenneth N. Ohei</a>, <a href="https://publications.waset.org/abstracts/search?q=Roelien%20Brink"> Roelien Brink</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For decades, teaching and learning processes have centered on the traditional approach (Web 1.0) that promoted teacher-directed pedagogical practices. Currently, there is a realization that the traditional approach is not adequate to effectively address and improve all student-learning outcomes. The subsequent incorporation of social software, Information, and Communication Technology (ICT) tools in universities may serve as complementary to support educational goals, offering students the affordability and opportunity to educational choices and learning platforms. Consequently, educators’ inability to incorporate these instructional ICT tools in their teaching and learning practices remains a challenge. This will signify that educators still lack the ICT skills required to administer lectures and bridging learning gaps. This study probes a methodological concept with the aim of developing a framework towards the adoption of social software in HES to help facilitate business processes and can build social presence among students. A mixed method will be appropriate to develop a comprehensive framework needed in Higher Educational System (HES). After research have been conducted, the adoption of social software will be based on the developed comprehensive framework which is supposed to impact positively on education and approach of delivery, improves learning experience, engagement and finally, increases educational opportunities and easy access to educational contents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20and%20integrated%20learning" title="blended and integrated learning">blended and integrated learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience%20and%20engagement" title=" learning experience and engagement"> learning experience and engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20educational%20system" title=" higher educational system"> higher educational system</a>, <a href="https://publications.waset.org/abstracts/search?q=HES" title=" HES"> HES</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20presence" title=" social presence"> social presence</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%201.0" title=" Web 1.0"> Web 1.0</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%202.0" title=" Web 2.0"> Web 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=Web%203.0" title=" Web 3.0"> Web 3.0</a> </p> <a href="https://publications.waset.org/abstracts/100061/a-methodological-concept-towards-a-framework-development-for-social-software-adoption-in-higher-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100061.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7046</span> Identifying and Exploring Top 10 Sustainable Leadership Practices of a School Leader to Improve School Leadership and Student Learning Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sapana%20Purandare">Sapana Purandare</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The landscape of school leadership is evolving with the changing world of the 21st century. In this era, it is crucial to adapt our approaches to school leadership, with the school leader playing an important role in shaping the educational system. During the implementation of the LEAD project, the volume of 67 practices was impractical for any school leader to effectively incorporate. Consequently, this study aims to address this issue by administering a questionnaire to school leaders, including those from Kotak Education Foundation partner schools and others operating within similar contexts. The goal is to pinpoint the practices that can enhance school leadership and Student Learning Outcomes (SLO) both presently and in the near future. Utilizing the Qualtrics tool, a survey was conducted to identify the top 15 practices that respondents believe will be crucial for improving SLO over the next 10-15 years. Additionally, focus group discussions (FGDs) and interviews were conducted to elucidate the challenges hindering the implementation of these practices within schools. The recommendations derived from the identified top 15 practices will be instrumental in devising scalable models for LEAD and advocating for their adoption at the state level. Practices with higher standard deviations and average scores hold particular significance for future development. Furthermore, demographic factors such as age, gender, and years of service influence individuals' perceptions of these practices and thus warrant consideration in our analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exploring%20top%20sustainable%20practices" title="exploring top sustainable practices">exploring top sustainable practices</a>, <a href="https://publications.waset.org/abstracts/search?q=practice%20implementation" title=" practice implementation"> practice implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20leadership" title=" school leadership"> school leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning%20outcomes" title=" student learning outcomes"> student learning outcomes</a> </p> <a href="https://publications.waset.org/abstracts/186549/identifying-and-exploring-top-10-sustainable-leadership-practices-of-a-school-leader-to-improve-school-leadership-and-student-learning-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186549.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">48</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7045</span> Applying Cognitive Psychology to Education: Translational Educational Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hammache%20Nadir">Hammache Nadir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The scientific study of human learning and memory is now more than 125 years old. Psychologists have conducted thousands of experiments, correlational analyses, and field studies during this time, in addition to other research conducted by those from neighboring fields. A huge knowledge base has been carefully built up over the decades. Given this backdrop, we may ask ourselves: What great changes in education have resulted from this huge research base? How has the scientific study of learning and memory changed practices in education from those of, say, a century ago? Have we succeeded in building a translational educational science to rival medical science (in which biological knowledge is translated into medical practice) or types of engineering (in which, e.g., basic knowledge in chemistry is translated into products through chemical engineering)? The answer, I am afraid, is rather mixed. Psychologists and psychological research have influenced educational practice, but in fits and starts. After all, some of the great founders of American psychology—William James, Edward L. Thorndike, John Dewey, and others—are also revered as important figures in the history of education. And some psychological research and ideas have made their way into education—for instance, computer-based cognitive tutors for some specific topics have been developed in recent years—and in years past, such practices as teaching machines, programmed learning, and, in higher education, the Keller Plan were all important. These older practices have not been sustained. Was that because they failed or because of a lack of systematic research showing they were effective? At any rate, in 2012, we cannot point to a well-developed translational educational science in which research about learning and memory, thinking and reasoning, and related topics is moved from the lab into controlled field trials (like clinical trials in medicine) and the tested techniques, if they succeed, are introduced into broad educational practice. We are just not there yet, and one question that arises is how we could achieve a translational educational science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affective" title="affective">affective</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=pshychology" title=" pshychology "> pshychology </a> </p> <a href="https://publications.waset.org/abstracts/32424/applying-cognitive-psychology-to-education-translational-educational-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32424.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">346</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7044</span> Teaching and Education Science as a Way of Enhancing Student’s Skills and Employability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabbengo%20Minovia">Nabbengo Minovia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching and education science encompasses a broad spectrum of research and practices aimed at understanding and improving the processes of teaching and learning. This abstract explores key themes within this field, including pedagogical methodologies, educational psychology, curriculum development, and the integration of technology in education. It highlights the importance of evidence-based practices in enhancing student outcomes and fostering lifelong learning. The abstract also discusses current trends such as personalized learning, inclusive education, and the role of educators as facilitators of knowledge and critical thinking. By examining these aspects, this abstract aims to contribute to the ongoing dialogue on effective educational strategies and their impact on shaping future generations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employability%20through%20skilling" title="employability through skilling">employability through skilling</a>, <a href="https://publications.waset.org/abstracts/search?q=excellence%20as%20a%20way%20to%20self-esteem" title=" excellence as a way to self-esteem"> excellence as a way to self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20as%20an%20art" title=" science as an art"> science as an art</a>, <a href="https://publications.waset.org/abstracts/search?q=skills%20gained%20through%20learning" title=" skills gained through learning"> skills gained through learning</a> </p> <a href="https://publications.waset.org/abstracts/188408/teaching-and-education-science-as-a-way-of-enhancing-students-skills-and-employability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">27</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7043</span> Innovative Pedagogy and the Fostering of Soft Skills among Higher Education Students: A Case Study of Ben Ms’Ick Faculty of Sciences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azzeddine%20Atibi">Azzeddine Atibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Atibi"> Sara Atibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Salim%20Ahmed"> Salim Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadija%20El%20Kabab"> Khadija El Kabab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an educational context where innovation holds a predominant position, political discourses and pedagogical practices are increasingly oriented toward this concept. Innovation has become a benchmark value, gradually replacing the notion of progress. This term is omnipresent in discussions among policymakers, administrators, and academic researchers. The pressure to innovate impacts all levels of education, influencing institutional and educational policies, training objectives, and teachers' pedagogical practices. Higher education and continuing education sectors are not exempt from this trend. These sectors are compelled to transform to attract and retain an audience whose behaviors and expectations have significantly evolved. Indeed, the employability of young graduates has become a crucial issue, prompting us to question the effectiveness of various pedagogical methods in meeting this criterion. In this article, we propose to thoroughly examine the relationship between pedagogical methods employed in different fields of higher education and the acquisition of interpersonal skills, or "soft skills". Our aim is to determine to what extent these methods contribute to better-preparing students for the professional world. We will analyze how innovative pedagogical approaches can enhance the acquisition of soft skills, which are essential for the professional success of young graduates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20context" title="educational context">educational context</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=soft%20skills" title=" soft skills"> soft skills</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20approaches" title=" pedagogical approaches"> pedagogical approaches</a> </p> <a href="https://publications.waset.org/abstracts/188279/innovative-pedagogy-and-the-fostering-of-soft-skills-among-higher-education-students-a-case-study-of-ben-msick-faculty-of-sciences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188279.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7042</span> Start Talking in an E-Learning Environment: Building and Sustaining Communities of Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Melissa%20C.%20LaDuke">Melissa C. LaDuke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this literature review was to identify the use of online communities of practice (CoPs) within e-learning environments as a method to build social interaction and student-centered educational experiences. A literature review was conducted to survey and collect scholarly thoughts concerning CoPs from a variety of sources. Data collected included best practices, ties to educational theories, and examples of online CoPs. Social interaction has been identified as a critical piece of the learning infrastructure, specifically for adult learners. CoPs are an effective way to help students connect to each other and the material of interest. The use of CoPs falls in line with many educational theories, including situated learning theory, social constructivism, connectivism, adult learning theory, and motivation. New literacies such as social media and gamification can help increase social interaction in online environments and provide methods to host CoPs. Steps to build and sustain a CoP were discussed in addition to CoP considerations and best practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title="community of practice">community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20interaction" title=" social interaction"> social interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20course%20design" title=" online course design"> online course design</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/144460/start-talking-in-an-e-learning-environment-building-and-sustaining-communities-of-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7041</span> Women Educational Leaders in an Age of Accountability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ann%20Vibert">Ann Vibert</a>, <a href="https://publications.waset.org/abstracts/search?q=Heather%20Hemming"> Heather Hemming</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presentation summarizes the findings and implications of research on the plight and practices of women educational leaders in public school systems and in one university. The authors, both women university administrators, are also scholars and researchers of education. The research project on which this paper presentation is based proposed to examine how women educational leaders imagined, experienced, and carried out their leadership roles in the context of a growing local and global accountability-based performativity discourse which is reshaping educational work especially for women, we argue, in both public school and post-secondary sites. The research employed critical ethnographic interviews with 20 women educational leaders in P-12 school systems and three women university level educational leaders. Data were collected on women educational leaders’ perceptions of the effects of accountability and performativity discourses on the nature of their work. Specifically, leaders were asked to speak to whether they experienced a growth in managerial work as a consequence of increased accountability demands; how they experienced their work changing as a consequence of accountability and performativity demands; how these changes impacted the central values they enacted in their work as women educational leaders changes; and how they responded to/negotiated/accommodated changes in the nature of their work developing as a consequence of accountability and performativity frameworks. Findings from the research data and analyses confirm and extend recent scholarly work on the gendered nature of performativity and accountability discourses and frameworks, and their differential effects across differing genders. The oral presentation we propose here focusses on those findings in terms of similarities for women educational leaders across different educational contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20in%20educational%20leadership" title="women in educational leadership">women in educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20performativity" title=" gender and educational performativity"> gender and educational performativity</a>, <a href="https://publications.waset.org/abstracts/search?q=accountability%20and%20women%20leaders" title=" accountability and women leaders"> accountability and women leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20educational%20leadership" title=" gender and educational leadership"> gender and educational leadership</a> </p> <a href="https://publications.waset.org/abstracts/64476/women-educational-leaders-in-an-age-of-accountability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7040</span> The Role of Digital Text in School and Vernacular Literacies: Students Digital Practices at Cybercafés in Mexico</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guadalupe%20L%C3%B3pez-Bonilla">Guadalupe López-Bonilla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students of all educational levels participate in literacy practices that may involve print or digital media. Scholars from the New Literacy Studies distinguish practices that fulfill institutional purposes such as those established at schools from literate practices aimed at doing other kinds of activities, such as reading instructions in order to play a video game; the first are known as institutional practices while the latter are considered vernacular literacies. When students perform these kinds of activities they engage with print and digital media according to the demands of the task. In this paper, it is aimed to discuss the results of a research project focusing on literacy practices of high school students at 10 urban cybercafés in Mexico. The main objective was to analyze the literacy practices of students performing both school tasks and vernacular literacies. The methodology included a focused ethnography with online and face to face observations of 10 high school students (5 male and 5 female) and interviews after performing each task. In the results, it is presented how students treat texts as open, dynamic and relational artifacts when engaging in vernacular literacies; while texts are conceived as closed, authoritarian and fixed documents when performing school activities. Samples of each type of activity are shown followed by a discussion of the pedagogical implications for improving school literacy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20literacy" title="digital literacy">digital literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=text" title=" text"> text</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20literacy" title=" school literacy"> school literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20practices" title=" vernacular practices"> vernacular practices</a> </p> <a href="https://publications.waset.org/abstracts/69215/the-role-of-digital-text-in-school-and-vernacular-literacies-students-digital-practices-at-cybercafes-in-mexico" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7039</span> Educational Psychologists in Instructional and Mentoring Contexts: The Significance of Multicultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yassir%20Semmar">Yassir Semmar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past two decades, the topic of multicultural competence has gained much attention in the psychology field, most notably in the clinical and counseling specializations. While higher education institutions have been placing a premium on sensitizing their faculty, staff, and student bodies to various diversity and multicultural issues, little emphasis has been directed towards mandating multicultural training for graduate learners in the educational psychology specialty. Given the increasingly diverse student population, it is imperative for educational psychologists to become multiculturally competent particularly in instructional and mentoring contexts. Strategies and conditions for attaining multicultural competence are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multicultural%20competence" title="multicultural competence">multicultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20practices" title=" pedagogical practices"> pedagogical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=mentoring" title=" mentoring"> mentoring</a> </p> <a href="https://publications.waset.org/abstracts/14581/educational-psychologists-in-instructional-and-mentoring-contexts-the-significance-of-multicultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14581.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">442</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7038</span> [Keynote Talk]: A Blueprint for an Educational Trajectory: The Power of Discourse in Constructing “Naughty” and “Adorable” Kindergarten Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fernanda%20T.%20Orsati">Fernanda T. Orsati</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20Causton"> Julie Causton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discursive practices enacted by educators in kindergarten create a blueprint for how the educational trajectories of students with disabilities are constructed. This two-year ethnographic case study critically examine educators’ relationships with students considered to present challenging behaviors in one kindergarten classroom located in a predominantly White middle-class school district in the Northeast of the United States. Focusing on the language and practices used by one special education teacher and three teaching assistants, this paper analyzes how teacher responses to students’ behaviors constructs and positions students over one year of kindergarten education. Using a critical discourse analysis, it shows that educators understand students’ behaviors as a deficit and needing consequences. This study highlights how educators’ responses reflect students' individual characteristics including family background, socioeconomics and ability status. This paper offers in-depth analysis of two students’ stories, which evidenced that the language used by educators amplifies the social positioning of students within the classroom and creates a foundation for who they are constructed to be. Through exploring routine language and practices, this paper demonstrates that educators outlined a blueprint of kindergartners, which positioned students as learners in ways that became the ground for either a limited or a promising educational pathway for them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior" title="behavior">behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20education" title=" early education"> early education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education" title=" special education"> special education</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis "> critical discourse analysis </a> </p> <a href="https://publications.waset.org/abstracts/26540/keynote-talk-a-blueprint-for-an-educational-trajectory-the-power-of-discourse-in-constructing-naughty-and-adorable-kindergarten-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26540.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7037</span> 'How to Change Things When Change is Hard' Motivating Libyan College Students to Play an Active Role in Their Learning Process </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hameda%20Suwaed">Hameda Suwaed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Group work, time management and accepting others' opinions are practices rooted in the socio-political culture of democratic nations. In Libya, a country transitioning towards democracy, what is the impact of encouraging college students to use such practices in the English language classroom? How to encourage teachers to use such practices in educational system characterized by using traditional methods of teaching? Using action research and classroom research gathered data; this study investigates how teachers can use education to change their students' understanding of their roles in their society by enhancing their belonging to it. This study adjusts a model of change that includes giving students clear directions, sufficient motivation and supportive environment. These steps were applied by encouraging students to participate actively in the classroom by using group work and variety of activities. The findings of the study showed that following the suggested model can broaden students' perception of their belonging to their environment starting with their classroom and ending with their country. In conclusion, although this was a small scale study, the students' participation in the classroom shows that they gained self confidence in using practices such as group work, how to present their ideas and accepting different opinions. What was remarkable is that most students were aware that is what we need in Libya nowadays. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20change" title="educational change">educational change</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20motivation" title=" students' motivation"> students' motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20work" title=" group work"> group work</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a> </p> <a href="https://publications.waset.org/abstracts/29184/how-to-change-things-when-change-is-hard-motivating-libyan-college-students-to-play-an-active-role-in-their-learning-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29184.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20practices&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20practices&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20practices&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=educational%20practices&page=5">5</a></li> <li class="page-item"><a class="page-link" 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