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Progress in Education. Volume 50 $250.00
Editors: Roberta V. Nata
Book Description:
In Progress in Education. Volume 50, the authors present connectivity as a value that presents a numerical increase in the measure that leads to significant, transversal and related learning between the three dimensions analyzed. From these data alongside quotient positivity/negativity, learning dynamics can be characterized. The following chapter deals with the attitude of teachers towards inclusion and identifies several beliefs that are central to an inclusive mindset. Important theoretical constructs such as like self-efficacy, implicit theories of intelligence, and different models of disability are introduced, and their empirical significance in the context of inclusive education is discussed. Another study is included which explored older adults' motivations for and the benefits of participating in cooperative learning groups. Qualitative focus group discussions were held with 13 cooperative learning groups and a total of 93 older adults. The results indicated that the motivations behind participating in cooperative learning groups included curiosity, the desire to promote senior citizens learning camps, the desire to learn exercises, personal interests, the desire to leave the house, the desire to combat physical and mental deterioration, and recommendations from others. The authors present an integrated picture of resource distribution practices in the classroom setting. Rather than examining each resource distribution practice separately, the study conceptualizes all resource distribution practices as an interrelated system of evaluations structured along the dimensions of universalism. The authors set out to demonstrate to teachers, including trainee teachers, how they can use a set of virtual applications to teach the contents of any subject in order to promote an engagement in learning. Thus, they describe a study with trainee teachers to whom a set of apps were presented. During this research, the trainee teachers were taught how they could use these apps in their classes. This book includes a report on research conducted in four South African universities regarding the manner in which newly appointed lecturers join the pool of postgraduate research supervision teams and, most importantly, how interpersonal relations among newly appointed and long service lecturers play out regarding the universities’ access to government subsidies for research output. This book also focuses on the psychological outcome of integrating the learner-oriented approach in the second language learning process of engineering students of the Universitat Politècnica of València through synthesising second language learning and content objectives. Problematic texting in college students is also analyzed in order to determine its relationship to texting dependency and executive function. Moderate problematic texting participants showed the expected dependency on texting and showed deficits across a wide array of executive function indices. (Nova)

Table of Contents:
Preface

Chapter 1. The Universe of Learning: Non-Equilibrium and Connectivity
(Patricio Pacheco H., Physics Department, Universidad Tecnológica Metropolitana, Santiago, Chile)

Chapter 2. Special Needs and Inclusive Education from the Perspective of Teachers: What Attitudinal Factors Make up an Inclusive Mindset?
(Henrike Kopmann and Horst Zeinz, Department of Educational Science, University of Muenster, Muenster, Germany)

Chapter 3. Learning Outside of the Classroom: An Analysis of the Motivations and Benefits of Older Adults’ Cooperative Learning in Taiwan
(Y. H., Lee and J. Y., Lu, Department of Adult and Continuing Education, National Chung Cheng University, Chiayi County, Taiwan)

Chapter 4. Evaluations of Resource Distribution Practices in the Classroom: A Further Validation of Resource Exchange Theory
(Clara Sabbagh, University of Haifa, Haifa, Israel)

Chapter 5. Mobile Learning: A New Step to Engage Trainee Teachers
(Sónia Cruz, Faculty of Philosophy and Social Sciences, Catholic University of Portugal, Braga, Portugal)

Chapter 6. Postgraduate Supervision in the Recruitment of Academics in a Sample of South African Universities: Practices and Effects
(Maura Mbunyuza-de Heer Menlah, Department of Curriculum and Instructional Studies, University of South Africa, Pretoria, South Africa)

Chapter 7. Psychology of Language Acquisition and Learning: Learning a Language across Engineering Matters at the University Level
(Ruzan Galstyan-Sargsyan, Modesto Pérez-Sánchez and P. Amparo López-Jiménez, Hidraulic and Enviromental Engineering Department, Universitat Politècnica de València, Valencia, Spain, and others)

Chapter 8. Problematic Texting and Self-Reported Executive Function in College Students
(F. R. Ferraro, Ph.D., A. Hahn, B.A., and D. Gulenchyn, B.A., University of North Dakota, USA)

Index

   Series:
      Progress in Education
   Binding: ebook
   Pub. Date: 2018 - 1st quarter
   ISBN: 978-1-53613-293-9
   Status: AN
  
Status Code Description
AN Announcing
FM Formatting
PP Page Proofs
FP Final Production
EP Editorial Production
PR At Prepress
AP At Press
AV Available
  
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Progress in Education. Volume 50