Student Motivation And Engagement

Czech and Slovak educational systems stand at the doorstep of the fundamental reforms, accentuating the development of psychosocial qualities of all stakeholders engaged in education as determinants of a successful educational process. The narrative review focuses on research studies conducted since 2001, based on the paradigm of attachment and motivational theories of self-determination. Paper provides an overview of how the concept of school achievement and the individual key constructs of the teacher-student relationship are operationalized (closeness, conflict, relatedness, autonomy support, structure). It discusses main conclusions of the most significant studies in this area, as well as some inconsistent results and methodological problems. After rigorous impact and content selection, the review includes 17 empirical studies. Finally, specific current research challenges in the field are considered.

"Sommaire:
1. Introduction : le choix des méthodes, le thème, les aspects à comparer. (p. 2- 3)
2. Présentation factuelle des deux manuels.Quelques nuances, remarques, critiques et observations subjectives. (p. 3-6)
3. L’approche actionnelle et la notion de tâche dans les deux manuels.Analyse de la mise en œuvre : tâtonnement ou réussite ? (p. 6-11)
3.1 L’apprenant comme acteur social et la classe comme microsociété : à la recherche des allures d’une dimension collective dans les deux méthodes. (p. 11-12)
4. Autoévaluation de l’apprenant versus autocorrection : de l’intention non factuelle à l’atteinte. (p. 12-13)
5. L’autonomie chez l’apprenant : autoévaluation et stratégies d’apprentissage. (p. 14-15)
6. Conclusion (p. 15-16)
7. Bibliographie (p. 17)"

Professeure de FLE depuis 2005 à l’Alliance française de La Havane et ayant utilisé Tout Va Bien ! 1 et 2 en classe, je considère m’être appropriée ce manuel par l’usage et être en mesure de l’examiner aussi du point de vue théorique. Cinq ans après de son arrivée en cours, la direction de l’Alliance a décidé de le remplacer par un autre manuel. Plusieurs en ont été testés et certains nous ont été présentés par des maisons d’édition dont Latitudes 1. Intéressée par la perspective actionnelle, j’ai voulu étudier son évolution à travers l’analyse comparative de sa mise en œuvre dans ces deux manuels de FLE. D’autre part, captivée par l’autonomisation de l’apprentissage, je n’ai pas pu m’empêcher d’observer le traitement de l’autonomie chez l’apprenant comme une zone d’intersection de l’approche actionnelle.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Gamification, the application of game elements to non-game settings, continues to grow in popularity as a method to increase student engagement in the classroom. We tested students across two courses, measuring their motivation, social comparison, effort, satisfaction, learner empowerment, and academic performance at four points during a 16-week semester. One course received a gamified curriculum, featuring a leaderboard and badges, whereas the other course received the same curriculum without the gamified elements. Our results found that students in the gamified course showed less motivation, satisfaction, and empowerment over time than those in the non-gamified class. The effect of course type on students’ final exam scores was mediated by students’ levels of intrinsic motivation, with students in the gamified course showing less motivation and lower final exam scores than the non-gamified class. This suggests that some care should be taken when applying certain gamification mechanics to educational settings.

This study extends an eight-country mapping exercise (McPherson & O’Neill, 2010; see Research Studies in Music Education issues 2010–2011) to include students’ motivation to study music within the Australian context. It sought to determine whether music learners (students learning an instrument or voice), might be more motivated to study academic subjects at school, and whether gender and socio-economic status (SES) affected student motivation to learn music at school. A total of 2,727 students from grades 5 to 12 completed a questionnaire based on Eccles and Wigfield’s expectancy-value framework. Data collected included: ratings of competence beliefs, interest, importance, usefulness and difficulty for music, English, maths, and science; indications of whether the students were currently learning a musical instrument or voice (music learners); and whether they would like to if given the opportunity. There was an overall significant decline in competence beliefs, interest, importanc...

BHS: Ovim radom ponuđen je prikaz relevantnih psiholoških studija, koje su za cilj imale ispitati neki od aspekata matematičkog obrazovanja. Prikazanim istraživanjima utvrđeno je da inteligencija značajno doprinosi matematičkim postignućima, dok ih matematička anksioznost umanjuje. Značajnu ulogu u rješavanju matematičkih zadataka ima i kapacitet radne memorije. Bitne su i mentalne reprezentacije postavljenih problema, te ostali misaoni procesi potrebni za njihovo rješavanje. Metakognitivne strategije učenja su takođe važan faktor uspjeha učenika i studenata na testovima iz matematike. U radu su opisane i komponente nadarenosti (za matematiku), a pobrojane su i neke determinante matematičke darovitosti. Ukratko su objašnjeni neki načini poučavanja matematike, za koje je potvrđeno da dovode do pozitivnih obrazovnih ishoda. Na kraju su priloženi rezultati istraživanja o osobinama nastavnika matematike i osobinama učenika koje doprinose njihovim matematičkim postignućima.

ENG: This article provides an overview of some relevant psychological studies aimed at examining some aspects of mathematical education. Within these studies, it was determined that intelligence significantly contributed to mathematical achievements, while mathematical anxiety reduced them. The capacity of the working memory plays a significant role in solving math tasks. Mental representations of the problems that are set, as well as some other thought processes needed to solve them play an important role as well. Metacognitive learning strategies are also a crucial factor for pupils' and students' success in math tests. Additionally, the paper describes the components of giftedness (for mathematics) and lists some of its determinants. Several methods of teaching mathematics proved to be useful for eliciting positive educational outcomes, were briefly explained. Finally, the results of research on math teachers' characteristics are enclosed as well as those of students contributing to their mathematical achievements.

Citation: Repišti, S. (2017). Neki doprinosi psihologije istraživanju matematičkog obrazovanja. Istraživanje matematičkog obrazovanja (IMO), 9, 35-46.

Not all students admitted to higher education have the same chances of success, with differential outcomes reported for students from a variety of 'widening participation' backgrounds. This paper reports on a study of such students in a science foundation programme in the north of England. Analysing their stated motivations and aspirations for study reveals complex familial and social factors which enable and constrain their ability to engage with their studies. These notably include the duties and obligations towards their extended families that exist as a 'kinship tax' and which threaten their ability to sustain sufficient time, energy and 'headspace' to meet the demands of their studies. This presents challenges in teaching these students, whose priorities may not lie unambiguously with their studies, given their familial and social contexts.

Evaluating teachers and students are very critical factors in the education process. The problems that exist in this context are problems of identifying the methods of evaluation and adopting the right evaluation techniques for traditional and non-traditional students. This work was motivated by the need for educators in academic institutions to choose the right evaluation technique which is universally accepted in educational or academic institutions. However, this work examines the formative and summative assessment methodologies which exist and recommendations were made. Data will be collected from educators in both government and private owned secondary schools, analyzed using the Likert scale method of data analysis, SPSS statistical package and Microsoft excel spreadsheet package which are advanced software used by social scientists for in-depth analysis and prediction; thereafter, a universally accepted method will be recommended.

This history simulation follows a unit on the Rwanda genocide in 1994. Students work as a small group team of the United Nations to begin the process to rebuild the country. Before the work can begin, the team must understand the short- and long-term barriers created by the history forces that fostered the genocide. Understanding these history forces presents alternative history narratives that will impede or support change to occur. With the short time frame for the learning activity, the small group will begin to explore the complexity of beginning the healing process for a nation ravaged by this tragic event. A comprehensive reconstruction plan will be required to begin the process of rebuilding a country and a people. The simulation receives approval by the students. As noted above, an evaluation form is completed by the students. It is partially a reflection on what they learned and partially an evaluation with suggestions to change. Often, those changes are reflected in the curriculum which is updated annually. This simulation has been used each semester for over seven years. It has been effectively used in classes of 30 over the past six years.

ABSTRACT Motivation is a very important factor for successful instruction. This factor is especially relevant in collaborative learning contexts, where social interaction plays an important role. In this paper we present an evaluation of motivation in 139 students who were instructed under four pedagogical approaches: traditional lecture, collaborative learning, collaborative learning guided by CIF (an instructional framework for collaborative learning), and collaborative learning guided by CIF and supported by MoCAS (a collaborative learning tool). We considered the four dimensions of motivation according to self-determination theory. The statistical results show that, in global terms, students were more motivated by jointly using the collaborative instructional approach CIF and the MoCAS tool than by using a collaborative approach. Detailed analysis of the different kinds of motivation yields mixed results. Students who were instructed with CIF and especially those students instructed with CIF and MoCAS exhibited higher intrinsic motivation. Furthermore, students instructed with CIF and MoCAS were the most extrinsically motivated via identified regulation. With respect to extrinsic motivation via external regulation, students instructed in a traditional, individual way were more motivated than students instructed collaboratively. Finally, high levels of amotivation were also associated to instruction using CIF and MoCAS. In summary, our results suggest that CIF and MoCAS are associated with high levels of intrinsic and extrinsic motivation, a finding that can aid in improving the learning processes, but they are also, unexpectedly, associated with amotivation, suggesting an overall increase in activation in the students who show mixed motivators.

"El diseño de juegos y el diseño de cursos de español comparten un objetivo, ofrecer una experiencia atractiva y motivadora para los ‘jugadores-discentes’, para que estos se sientan atraídos, se esfuercen y disfruten avanzando hasta convertirse en expertos.
En esta experiencia piloto hemos aplicado la ludificación (‘gamification’), entendida como la aplicación de elementos del diseño de juegos a entornos no lúdicos, a todo un cuatrimestre. Se ha empleado una plataforma de internet creada expresamente para estudiar el efecto de algunos de estos elementos en la motivación y la conducta de los alumnos dentro y fuera del aula."

Student motivation is an essential component of all educational and learning processes. Without motivation, students lack cognitive presence resulting in little, if any, learning. In the traditional classroom setting, it’s up to the teacher to facilitate and maintain student motivation. In an e-learning course however, there is less teacher or facilitator presence and the learner is left alone to interact with the instruction mostly alone. E-learning designers and developers must integrate appropriate motivational elements to ensure the learner sustains his/her motivation throughout the entire instruction to maximize the learning outcome. Over the past few years the Norwegian Armed Forces (NoAF) has incorporated motivational design elements focused on promoting and sustaining motivation into our e-learning courses based on John Keller's ARCS Model of Motivational Design. This paper outlines the rationale, methodology, and resulting implementation.

Sınıf içi ili
kilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması
ara
tırmalar sonucunda ula
ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin
sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranı
larını ve dolayısıyla sınıf atmosferini
olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranı
larını yönetmenin önemli bir boyutu
duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya
çıkmasına neden olan öretmen davranı
larının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta
istenmeyen örenci davranı
larının önemli bir kısmı örencinin dersin i
leni
i ile ilgili tepkilerinden
ortaya çıkıyor olması bilinse de, bazı davranı
larda bizzat öretmenin
ahsına kar
ı tepki olarak ortaya
çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı

ekillerde istenmeyen davranı
lar sergilemektedirler. Bu davranı
lar öretmenden kaynaklanan
istenmeyen örenci davranı
ları olarak isimlendirilirler. Bu örenci davranı
ları dier istenmeyen örenci
davranı
ları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranı
lardan
olu
maktadırlar. Bu yüzden istenmeyen örenci davranı
larını örencilerin kasıtlı olarak yaptıkları ve
herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonla
masından kaynaklananlar olarak iki
ayrı bölümde ele almak mantıklı olabilir.
Bu yüzden ara
tırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda
bırakmak amacıyla yaptıkları davranı
lar ve kullandıkları yöntemler incelenmi
tir. Ara
tırmada betimsel
yöntem kullanılmı
ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak
için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu
nitel görü
me formuyla belirlenmeye çalı
ılmı
tır. Ara
tırmadan elde edilen verilere göre örenciler
öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve
böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini
çevrelerindeki arkada
larına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı
yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları
unlardır; Sürekli
öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, dei
tirilmi
ve tuzak sorular sormak,
sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak
öretmenin dikkatini ve motivasyonunu bozmak.
Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen
Davranı
ları, Örenci Davranı
ları, Sınıf Yönetimi.


Abstract
One of theimportantcomponents of management of studentbehavior in theclassroom is
managingtheiremotions. Theeasiestwaytomanageemotions is
removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is
knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’
reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.
Inthatsituation, students can behaveundesirablyto put teachers in a
difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can
not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of
consciousandintendedbehaviors.
That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto
put teachers in a difficultposition in theclassroom. Descriptivemethod is used in
thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.
Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased
on reasonablegroundsandtheyalsoadmit thisfact.
Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an
embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as
interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time
bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of
theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.

Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’
Behaviors, to Put Teachers in a DifficultPosition

This presentation will discuss a research project conducted to further develop and validate questionnaire items designed to measure situational interest in an English language learning context. The research project initially focused on identifying students’ triggered situational interest/maintained situational interest and currently focuses on the broader situational interest of students.

A self-report questionnaire was administered in a private Japanese university with first and second-year students (N=1285) of non-English majors from five faculties at the university. The questionnaires were administered to participants in the final weeks of the second (15 week) semester. Four items measured students’ affective reactions or triggered situational interest to the presentation of the course content as engaging and enjoyable and four items measured students’ maintained situational interest to the course content as being important, useful and meaningful.

The results of this research project provide insights into the relationship between student language proficiency levels and student interest levels. Implications of these results for teachers, administrators and material developers will be discussed.

This longitudinal qualitative research explores the benefits and challenges of using positive peer feedback with a group of foster adolescents during a summer academy at a Northeastern university. In addition, the authors, who taught the class for four years between 2012-2015 reflect on their experience using the structured feedback as a tool in their digital and media literacy class. The paper describes how the instructors addressed challenges revolving around students' social, emotional, and cognitive needs through the incorporation of peer feedback. Based on positive behavior support and peer mentoring, the authors used a structured peer feedback as part of their digital and media literacy pedagogy. The findings show that students' use of peer feedback with different media platforms helped increase the students' engagement, develop collaboration skills and for some enhance their critical thinking. As we move to use more and more digital tools, this method of positive peer feedback can help educators to grow their students' social, emotional, and cognitive skills.

The notion of Semester i has been used in the university context of the Monterrey Institute of Technology and Higher Studies as a modality of disruptive studies. It is based on the didactic technique of challenge based on learning, which has a purpose that the student faces a problematic situation that allows him/her to learn in a real field of performance. This case study addresses the perspectives expressed by students and teachers regarding their experience in the Semester i. Through a qualitative approach, we sought to identify those categories that alluded to the development of competencies, commitment, teacher-student relationship and the transfer of challenges. The findings suggest that the Semester i modality indeed contributes to the development of disciplinary competences in addition to the transversal ones. Also, strong social bonds are formed between the students who participate in the teams that face the challenges. Stress was identified as well as an inherent element of the Semester i educational model, more in teachers than in students. It is considered essential to analyze these disruptive educational modalities, as well as to deepen the investigation of the Challenge Based Learning (CBL). R E S U M E N La noción de Semestre i ha sido utilizada en el contexto universitario del Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM o Tecnológico de Monterrey, en su versión abreviada) como una modalidad de estudios disruptiva. Está basado en la técnica didáctica de aprendizaje basado en retos, que tiene como propósito que el alumno afronte una situación problemática que le permita aprender en un ámbito real de desempeño. El presente estudio de caso aborda las pers-pectivas plasmadas por alumnos y profesores con respecto a su experiencia vivida en el Semestre i. A través de una aproximación cualitativa, se buscó identificar aquellas categorías que aludían al desarrollo de competencias, al compromiso, la relación maestro-alumno y la transferencia de retos. Los hallazgos sugieren que la modalidad de Semestre i verdaderamente coadyuva al desa-rrollo de competencias disciplinares además de las transversales y que se forman fuertes vínculos sociales entre los alumnos que participan en los equipos que enfrentan los retos. También se iden-tificó al estrés como un elemento inherente al modelo educativo del Semestre i más en profesores que en alumnos. Se considera importante analizar estas modalidades educativas disruptivas, así como profundizar en la investigación del Aprendizaje Basado en Retos (ABR).

Die Grenzlanduniversität Kiel gilt als nationalsozialistische Musterhochschule, an der der Parteiwille regierte und die Professoren und Studierenden dem NS-Regime zuarbeiteten. Doch ausgerechnet zu den studentischen Funktionären des Studentenbundes existiert bislang keine eigenständige Untersuchung. Erstmalig wird daher das jungakademische »Führerkorps am Beispiel der Kieler Universität vor dem Hintergrund einer Politkarriere« betrachtet.

Die Studie widmet sich auf breiter Quellen- und Literaturbasis den spannungsreichen, von Kooperation wie Konfrontation geprägten Beziehungen zwischen dem studentischen Funktionärskorps, den Hochschulbehörden und den nationalsozialistischen Staats- und Parteistellen im Zeitraum von 1927 bis 1945 – einer Zeit gesellschaftlicher Umbrüche und zahlreicher politischer Konflikte.

The question every academic teaching in a higher education institution should ask is whether education is an investment or an end? The answer to the question highlights the difference between institutional success and student engagement as part of institutional success. The reality of the ever-changing environment is that what academics teach their students today becomes superfl uous tomorrow. How students learn and engage becomes just as important as what they learn. The article argues that what Public Administration students should know should be guided by how they learn. The article focuses on student engagement as an important consideration during the process of curriculum review and development, since the relationship between content and how content is engaged with is the foundation for successful lifelong learning. The article will discuss the multiple studies which have made a positive contribution to understanding the different dimensions involved in and constructive outcomes of student engagement. Specifi c arguments will support the integrated alignment between student, academic and institution in ensuring a successful higher education experience. The changing role of higher education is highlighted within the context of continued calls for relevancy and applicability in curriculum content. The argument supported throughout the article is that since higher education should consider and refl ect the needs of its society, it stands to reason that the student should be an active collaborator in determining what is taught as well as how it is taught. It lies in the how a curriculum is taught

The following is a sample template that you might use to help your students to track their own progress throughout your course. Our goal is to help our students to be as successful as they can and providing them with an assignment tracking sheet such as this is considered best practice according to current course development rubrics (click here to see a comparison table of some standard rubrics). In essence, you will list all of the required assignment that students will need to complete in order to successfully finish your course. Listing these assignments out can also help us to evaluate the assignments that we are requiring. For more guidance on choosing assignments for your class, click here to see the pedagogies, strategies, and activities checklist.

A leading online education provider used gamification and a custom built technology to assist the understanding and application of the sociological imagination in first-year Sociology students. In a sixteen-week period, a collaborative team including learning designers, teaching staff, education technologists and a graphic designer, devised and developed a gamified weekly activity for students featuring randomising and roleplay mechanics. Results indicated that the use of gamification improved students’ engagement with their class group and assisted them in learning key concepts. The considered and purpose driven use of gamification has proven to be a valuable tool in online learning.

The nascent tenets of re-humanizing ontology should undergird student recruiting models. Re-humanizing ontology recognizes, emphasizes, and affirms the unique modes of being expressed by the dehumanized as they traverse the journey toward "being" and authentic humanity. The metamorphosis into being a scholar, especially for vanguard scholars, is supported by institutional rehumanizing recruiting practices, a 2020 qualitative study found. Possibly more nuanced than individualized recruiting practices, rehumanizing practices recognizes intersectionality as it relates to positionality and oppression.

Although access to higher education for Black men has increased in recent years, there continues to be a dearth of Black men entering and completing doctoral programs.  This paper addresses factors contributing to academic resilience and success in an educational leadership doctoral program, from the Black male perspective.  Readers will explore reasons for Black males entering doctoral programs, what keeps Black men engaged in study, how Black males deal with challenges during matriculation, and what Black males need from the institution of study to be successful.

Many times parents and children are caught in the confusion as to how to manage homework. There are numerous guides that have been published for helping parents to handle homework with their children. These guides typically suggest setting a specific time for doing the homework and having a quiet place for the child to work. These suggestions can function well with children who are cooperative regarding homework, fast learners, and do not struggle in school. But the problem area that many parent guides do not cover is how to approach homework with the defiant child: the child that fights homework, struggles at school, and does everything he can to subvert the whole process. A situation such as this can cause a rift to grow between the parent, child, and teacher, and if allowed to fester, could ultimately destroy any well-meaning intentions surrounding the assignment of homework. Negative emotions could also cause children and families to disengage from the school system altogether which could result in having long lasting implications.

The aim of this study was to evaluate the levels of mathematics motivation of primary school students and to identify its relationship with variables such as sex, grade level, school type, general success and mathematics success. The number of participants in this study was 709 primary school students from Aydin city center. The sampling was comprised of 345 third grade and 364 fourth grade students. Data were collected through a scale titled as “Primary School Mathematics Motivation Scale ” (PSMMS) developed by Ersoy and Oksuz in 2015. Findings gathered from the study illustrated that primary school students have a very positive motivation towards learning mathematics. Moreover, there was no significant difference, in students ' math scores of motivation with respect to gender and their grade levels. However, depending on the type of school, there was a significant difference in students ' math scores of motivation in favor of private schools. In addition to this, the lev...

This study examined the behaviors that teachers in eight large urban high schools in a Northeastern state considered important for good teacher-student relationships. A factor analysis of teacher (N = 103) survey responses revealed three factors related to student behaviors: (a) demonstrating engagement and interest in schoolwork; (b) being respectful, rule-abiding, and cooperative; and (c) demonstrating positive social behaviors. Interviews with five teachers indicated teachers’ preferences for students who tried hard in class, had a sense of humor, were respectful, and talked to teachers. Contrary to previous research findings, good teacher-student relationships were desired by teachers and easily established in these large urban high schools. Pseudonyms are used throughout this article to conceal the identity of teachers, schools, and the school district.

South Africa, with its diverse cultural groups, has a rich variety of cultural artefacts based on mathematics. Mathematics, according to the Curriculum and Assessment Policy Statement for Mathematics in the Further Education and Training Phase, is defined as a human activity, which includes mathematical investigations in physical and social phenomena, well aligned with ethnomathematics. Teachers from various cultural groups, however, have limited knowledge of cultural artefacts and this knowledge does not receive sufficient attention during teacher training. The purpose of this article is to investigate examples of cultural artefacts in the preparation of a mathematics lesson. The study is situated in a socio-cultural context. Nineteen mathematics student-teachers from different cultural groups enrolled for a B.Ed. Honours
degree, were invited to participate. A qualitative research design, with research reports and one-on-one interviews as data collection instruments, was adopted. The mathematics student-teachers conducted a research project that expected from them to include cultural artefacts in a mathematics lesson. The data was analysed according to themes, subthemes and codes. Findings reveal that participants used different examples of cultural artefacts, which include
cultural dwellings, clothing, games and artworks. The article contributes to the introduction of cultural artefacts in a mathematics lesson.

Strategies on how to improve energy efficiency at universities as part of the global energy transition are barely understood. This study aims to contribute to this body of knowledge, by investigating the energy efficiency transition at Maastricht University. Using the Multi-Level Perspective of transition studies, this research investigates the landscape trends in relation to energy efficiency at Dutch universities, the energy efficiency regime of Maastricht University and the impact of the student-driven and staff-supported Green Office, conceptualized as organizational niche, on this regime. The results suggest that before the Green Office was established, Maastricht University was trapped in a lock-in. Any external push to advance energy efficiency was missing and the institution's organizational capacity to work on this issue was very limited, thus allowing only for incremental, technology-driven improvements of energy efficiency in buildings. After successful lobbying of students, the university introduced the Green Office as a student-led and staff-supported sustainability unit. The results suggest that the Green Office—at least temporarily—enabled the university to break through this lock-in by expanding its organizational capacity to work towards energy efficiency through the mobilization of students. As a result, the Green Office implemented several additional projects on energy efficiency in IT, buildings and strategy development that all effected dimensions of the regime

Electronic beeps, synthesizer melodies, and theremin portamento conjure up images of robots, aliens, space, and a dystopian technological future. This association with science fiction has a significant legacy (Hayward 2004; Laudadio 2011), including theremin in The Day the Earth Stood Still (1951), the first all-electronic soundtrack for The Forbidden Planet (1956), and synthesizer in Solaris (1972). This association also has ideological precedence in the link of technology with the “mystical and visionary” (Collins and d’Escrivan 2007, 13) in both early electronic music and science fiction, and in “electronic sound’s indexical relationship to intangible spaces, both cosmic and psychological” because they are “necessarily concealed, remote, detached” (Leydon 2004, 63). By 2015, given the abundance of non-electronic science fiction soundtracks—such as A.I. Artificial Intelligence (2001), Prometheus (2012), and Interstellar (2014)—we should be transcending these automatic connections. Not so, it seems, in the ears of my undergraduate general education students. Exposure to electroacoustic music recently in class and at a faculty composers concert resulted in characterizations of the music by these students as “creepy” and “like a science fiction soundtrack,” when, to my ears, the sounds had warmth and beauty, with many musical aspects we had been discussing in acoustic examples.

Following a brief history of electronic music in science fiction, and a synthesis of perception and agency in electroacoustic music (d’Escrivan 2006; Emmerson 2007; Smalley 1996 and 1997), this paper outlines pedagogical strategies for removing students’ aural and conceptual barriers to electroacoustic music, providing a vocabulary, and facilitating critical listening through activities and assignments based primarily on Elizabeth Barkley’s Classroom Engagement Techniques (2009) and Judy Lochhead’s principles of phenomenological listening (1995). The paper will demonstrate this pedagogical approach to listening using Hugh Le Caine’s Dripsody (1955) and three remixes released on the Canadian Music Centre’s Centretracks.

"Drawing on recent empirical and theoretical studies, this chapter critically examines the role of social, culture and economic factors in shaping and opening possibilities for educational transformations of universities and student engagement.
Considering the impact on higher education of rising inequality, unemployment, underemployment and youth marginalization, this study explores risks and
opportunities for change of teaching, research and student participation in higher
education. Underlining the need to explore alternative designs for a sustainable
future, this paper investigates trends and challenges for policy makers and education
providers alike. Exploring the vision about what an engaged student could be
like in an alternative scenario for higher education this study suggests a common
set of general policy goals and pedagogical directions for the future."