Results 101 to 110 of about 36,043 (259)

Why Dialogue is Effective in Schizophrenia Treatment: Insights from the Open Dialogue Approach and Enactive Cognitive Science

Humana.Mente: Journal of Philosophical Studies, 2019
In this paper we focus on the psychiatric approach of Open Dialogue (OD) and seek to explain why the intersubjective process of dialogue, one of OD’s core clinical principles, is effective in schizophrenia treatment.
Laura Galbusera, Miriam Kyselo
doaj  

The doctoral journey as decolonial praxis: Self‐formation of Global South students in UK higher education

British Educational Research Journal, EarlyView.
Abstract Previous research concerning Global South doctoral students in the United Kingdom has mainly situated their experiences within adaptationist paradigms, emphasising cultural adjustment and assimilation into Western academic norms. Such studies often depict students as passive recipients, overlooking their agency and the transformative potential
Peng Zhang, Hao Wu, Enze Guo, Amanda McCrory   +3 more
wiley   +1 more source

AI-Generated Dialogic Feedback: Designing a Pedagogical Chatbot Grounded in Literacy Resilience Principles

Education Sciences
Artificial intelligence (AI) has reshaped contemporary approaches to teaching, assessment, and feedback. Most AI systems provide reactive feedback, offering instant answers that reduce learners’ cognitive engagement and sense of agency. In contrast, Mili
Alisa Amir
doaj   +1 more source

What is a curriculum for life? Using youth participatory action research and applied arts to understand and amplify undergraduate students', children's and young people's mental health and wellbeing recommendations for education

British Educational Research Journal, EarlyView.
Abstract Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022).
Lisa Stephenson, Helen Young
wiley   +1 more source

Knowing education in Thailand like a global expert organisation: Politics, context and data

British Educational Research Journal, EarlyView.
Abstract Global expert organisations play increasingly significant roles in the way that education is understood and governed internationally, including by influencing the discourses through which education is conceptualised and shaping norms of what counts as success, failure, progress and the most desirable visions for the future.
Steve Puttick, Chris Atkin, Wayne Dyble, Nick Gee, Ami Montgomery, Chawin Pongpajon, Waewalee Waewchimplee   +6 more
wiley   +1 more source

Chilean science teachers' conceptualisations of disability when teaching students with autism

British Educational Research Journal, EarlyView.
Abstract This study examines how Chilean secondary science teachers conceptualise disability when teaching students with autism in integrated classroom settings. Grounded in critical disability studies, the research employs a qualitative story‐completion method, using a fictional classroom scenario to prompt teachers to construct narratives that reveal
Alexis Gonzalez‐Donoso, Fabian Arroyo‐Rojas   +1 more
wiley   +1 more source

STUDENTS MISCONCEPTION: THE DEVELOPING OF SOCRATIC DIALOGUE MEDIA ON TEMPERATURE AND HEAT

Jurnal Pena Sains, 2018
This purpose of this study is to improve media of Socratic dialogue that has been developed by the previous researcher and to determine the effect of the Socratic dialogue in enhance understanding of heat concept.
Sujito Sujito, Irvany Nurita Pebriana, Hestiningtyas Yuli Pratiwi, Abdul Hayyi, Kadim Masjkur, Asim Asim, Sutopo Sutopo   +6 more
doaj  

Cognitive disorders as sources of variation in dialogues

, 2017
Participating in a dialogic conversation requires complex skills for inter- and intra-personal coordination. During turn-taking, for instance, conversational partners have to rapidly agree on who speaks next and when. This requires that they start planning their utterances already when listening to their interlocutors.
Petrone, Caterina, Sneed, Elisa, Schiattarella, Simona, de Bellis, Giovanna, Mahrt, Tim, Moreau, Noémie, Renié, Laurent   +6 more
openaire   +1 more source

‘I was treated as a deficit’: Immigrant teachers' career progression in Australia

British Educational Research Journal, EarlyView.
Abstract Immigrant teachers have long been recruited through skilled and employer‐sponsored migration schemes to address teacher shortages in Australia, yet their career trajectories remain constrained by systemic inequities that limit their integration and professional development opportunities.
Ching Ting Tany Kwee, Hoa Thi Mai Nguyen, Tony Loughland   +2 more
wiley   +1 more source

Flourishing through adventure learning: A (semi)cautionary tale

British Educational Research Journal, EarlyView.
Abstract Studies suggest that adventure learning can develop children's cognitive skills and promote social and emotional learning. However, evidence is needed as to whether the design of adventure learning—school‐based or external/residential—plays a role in that development/promotion, and whether learning gains are maintained.
Ben Willis, Sarah Reaney‐Wood
wiley   +1 more source