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1 – 10 of 259Robert Bailey, Daesang Kim, Michael J. Bochenko, Changwoo Yang, Dianne C. Dees and Jiyoon Jung
The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning…
Abstract
Purpose
The paper explored the benefits as well as the concerns of vocabulary learning with clay modeling in terms of practical and pedagogical implications for creating positive learning experiences.
Design/methodology/approach
A mixed-methods design was conducted to examine the effectiveness of vocabulary learning with clay modeling practices in lower socioeconomic status schools.
Findings
Although test results showed no statistically significant differences between the groups, the clay modeling group did improve vocabulary acquisition similar to the sentence writing group. The students were actively engaged with hands-on activities using the clay and also demonstrated positive emotional, behavioral and physical experiences.
Research limitations/implications
The addition of the clay modeling provided an opportunity for kinesthetic learning but created a high extraneous cognitive load with the challenges incurred through the use of clay.
Practical implications
The challenges can be reduced by 1) adopting appropriate instructional strategies to design and implement effective clay modeling activities for students and teachers, 2) providing training or professional workshop development for teachers and 3) ongoing practical support and assistance for students.
Social implications
Exploring the use of kinesthetic instructional practice at the high school level may prove beneficial since clay modeling is frequently used effectively at lower grade levels.
Originality/value
The current study explores the added value of clay modeling for high school students’ biology vocabulary learning in a lower socioeconomic status school from practical and pedagogical perspectives.
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Keywords
Vita Glorieux, Salvatore Lo Bue and Martin Euwema
Crisis services personnel are frequently deployed around the globe under highly demanding conditions. This raises the need to better understand the deployment process and more…
Abstract
Purpose
Crisis services personnel are frequently deployed around the globe under highly demanding conditions. This raises the need to better understand the deployment process and more especially, sustainable reintegration after deployment. Despite recent research efforts, the study of the post-deployment stage, more specifically the reintegration process, remains fragmented and limited. To address these limitations, this review aims at (1) describing how reintegration is conceptualised and measured in the existing literature, (2) identifying what dimensions are associated with the reintegration process and (3) identifying what we know about the process of reintegration in terms of timing and phases.
Design/methodology/approach
Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) protocol, the authors identified 5,859 documents across several scientific databases published between 1995 and 2021. Based on predefined eligibility criteria, 104 documents were yielded.
Findings
Research has primarily focused on descriptive studies of negative individual and interpersonal outcomes after deployment. However, this review indicates that reintegration is dynamic, multi-sector, multidimensional and dual. Each of its phases and dimensions is associated with distinct challenges.
Originality/value
To the authors’ knowledge, this is the first research that investigates reintegration among different crisis services and provides an integrative social-ecological framework that identifies the different dimensions and challenges of this process.
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Jennifer R. Morrison, Joseph M. Reilly and Steven M. Ross
The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its…
Abstract
Purpose
The purpose of this paper is to examine how participants in diverse schools newly implement the Sanford Harmony social and emotional learning (SEL) program and perceive its benefits for students and overall school climate.
Design/methodology/approach
The current study employed a convergent parallel mixed-methods design with a sample of five elementary schools in the western USA. Measures included classroom observations, administrator interviews, teacher interviews and focus groups, student focus groups, and a teacher questionnaire.
Findings
Findings indicated expected variation in implementation across schools, although all participants reacted favorably to the program and, importantly, would recommend the program to others. Administrators, teachers and students all saw the value of the program, particularly in terms of student relationship building and improved school climate. Implementation challenges experienced by schools were consistent with research on diffusion of innovations.
Practical implications
The present study demonstrates the importance of effective professional development, continued support, collective decision making and intentional integration of the SEL program throughout a school to support robust implementation and ultimately achieve intended outcomes.
Originality/value
Researchers have yet to examine in-depth implementation of the Sanford Harmony program and how best to support scale-up and more intentional implementation in schools. As implementation fidelity is a key component of a program achieving intended outcomes, the findings from the present study contribute to the knowledge base of supporting SEL program implementation.
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George Okechukwu Onatu, Wellington Didibhuku Thwala and Clinton Ohis Aigbavboa