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Theo Gilbert, Martina Doolan, NTF, Sylvia Beka, Neil Spencer, Matteo Crotta and Soheil Davari
The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now…
Abstract
Purpose
The purpose of this paper is to explore the neuroscience that underpins the psychology of compassion as a competency. The authors explain why this cognitive competency is now taught and assessed on modules of different degree subjects in a UK university.
Design/methodology/approach
The paper is divided into first, an exploration of recent psychology and neuroscience literature that illuminates the differences, and relationship, between empathy and compassion for safeness building in teams. Within that, the role of oxytocin in achieving social and intellectual rewards though the exercise of cognitive flexibility, working memory and impulsive inhibitory control (Zelazo et al., 2016) is also identified. The literature findings are compared against relevant qualitative data from the above university, so far, nine years of mixed methods action research on compassion-focussed pedagogy (CfP).
Findings
These are that the concept and practice of embedding compassion as an assessed cognitive competency in university group work is illuminated and rationalised by research findings in neuroscience.
Research limitations/implications
The limitations of the study are that, so far, fMRI research methods have not been used to investigate student subjects involved in the CfP now in use.
Practical implications
The paper has implications for theory, policy and practice in relation to managing the increasing amount of group work that accompanies widening participation in higher education (HE).
Social implications
The social implications of what is outlined in the paper pertain to student mental health, and academic achievement; to policy and practice for HE curriculum design across subjects and disciplines; and for the HE remit to serve the public good.
Originality/value
A review of this kind specifically for student assessed group and its implications for student academic achievement and mental health has not, apparently, been published.
Details
Keywords
The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations.
Abstract
Purpose
The purpose of this paper is to examine student performance on both criterion- and norm-referenced measures, linked with teacher and student communication orientations.
Design/methodology/approach
The study used a pre-post design. During the pre-study phase, teachers underwent three days of intensive training in the Process Education Model®. In total, 21 middle and high school teachers at an independent school were the subject group. Each teacher identified ten students, five of whom they classified as “easy to communicate with” and five others whom they classified as “difficult to communicate with.” Approximately, 200 students participated in the study. Teachers and students provided communication preferences via the Kahler Personality Pattern Inventory® (1996). Performance data were gleaned from student grade point averages (GPAs) and grade-appropriate versions of ACT instruments.
Findings
The PPI reveals, in part, perceptual preferences in an assessing matrix. Intrinsic and extrinsic orientations were one set of distinctions. Most (more than 85 percent) of the teachers had intrinsic orientations, compared with 63 percent of the “easy” students and 47 percent of the “difficult” students. Both GPA and ACT comparisons were significantly different (p<0.001) on both pre- and post-measures, with the easy students outstripping their difficult counterparts. No significant differences were observed on the ACT Aspire, taken by students in grades 6–9.
Research limitations/implications
The study was conducted at one site.
Practical implications
Student performance appears to be linked with connecting with teachers’ preferred delivery and communication styles. The more like their teachers the students are, the better their performance. Reinforcing new knowledge and skills was recognized as an important component of training.
Originality/value
If connecting better with students is tied with performance, teachers who learn how to shift their delivery methods may foster better outcomes. Also, attention should be paid on how distress may impact teacher performance, especially as they interact with students whose communication preferences may differ from theirs.
Details