Zugl.: Bremen, University, Diss., 2005.

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

In Ontario, Canada, practical nurses (PN) are educated through a 2-year diploma program. A review of PN program curricula in Ontario suggested that emotional intelligence (EI) and the core concept of emotional self-management are not specified in curriculum outcomes or courses. The study explored PN students' lived experiences with emotional self-management in the clinical settings where they are exposed to stress related situations using van Manen's orientation to hermeneutic phenomenology. The original four-branch ability model of EI by Mayer and Salovey was used as the theoretical framework to guide the explorative and interpretative processes of the study. Face-to-face interviews were conducted with a purposive convenience sample of 10 PN students at a southern Ontario community college in Canada. Van Manen's selective reading thematic analysis approach was used to analyze the data. Findings of this study suggested that the participants perceived themselves to have basic EI knowledge and are usually aware of their own and others' emotions, and indicated the notion of professionalism, ability to reflect, and empathy were meaningful in relation to EI. Participants expressed that their first knowing of EI provided them with more confidence and awareness and they would like to learn more about EI. An increased understanding of emotional self-management could enhance teaching and learning approaches, particularly with PN students who are exposed to high-stress clinical environments, thereby contributing to positive social change.

Techn. Universiẗat, Diss.--Berlin, 2000.

Made available in DSpace on 2018-09-21T14:10:12Z (GMT). No. of bitstreams: 1 tese_12587_TEXTO FINAL COMPLETO - Edineia print version.pdf: 9557215 bytes, checksum: 0fdb61017e4dbe2309b454c1affdb50f (MD5) Previous issue date: 2018-07-16 / Este trabalho analisa possibilidades e limitações da abordagem de ensino de conteúdos diversos por meio da língua conhecida como Content and Language Integrated Learning ou CLIL na abreviação em inglês e doravante, no ensino de inglês da Educação Infantil. As perguntas de pesquisa que norteiam o trabalho são quais são possibilidades e limitações do uso da abordagem CLIL na educação infantil e quais são apropriações de uma professora/pesquisadora dessa abordagem para selecionar, elaborar, adaptar, implementar e avaliar atividades baseadas na abordagem CLIL. A metodologia de pesquisa é a da pesquisa-ação e o estudo foi realizado em uma escola privada regular não-bilíngue com crianças de 5 e 6 anos de idade, falantes apenas de português como língua materna (L1), em 3 turmas no último ano da Educação Infantil, totalizando 54 participantes. Foram preparados 10 planos de aula com base na abordagem CLIL para trabalhar conteúdos de Matemática, Linguagem Oral e Escrita e Ciências da Natureza ministrados em inglês como língua estrangeira (L2) para esse público. O arcabouço teórico que fundamenta a pesquisa é o da teoria sociocultural de Vigotsky (1934), com foco no conceito de Zona de Desenvolvimento Proximal (ZDP) proposto por ele. Os dados da pesquisa incluem notas do diário da professora/pesquisadora e os planos de aula produzidos e adaptados por ela. A análise dos dados mostra que é possível a utilização da abordagem CLIL na Educação Infantil por meio da mediação do professor, com a ajuda de materiais concretos que se relacionem com o conhecimento prévio dos alunos. O estudo conclui que existem possibilidades de uso da abordagem CLIL na Educação Infantil desde que as limitações relacionadas à formação de professores para atuarem com essa abordagem sejam superadas.

Made available in DSpace on 2018-09-21T14:10:12Z (GMT). No. of bitstreams: 1 tese_12587_TEXTO FINAL COMPLETO - Edineia print version.pdf: 9557215 bytes, checksum: 0fdb61017e4dbe2309b454c1affdb50f (MD5) Previous issue date: 2018-07-16 / Este trabalho analisa possibilidades e limitações da abordagem de ensino de conteúdos diversos por meio da língua conhecida como Content and Language Integrated Learning ou CLIL na abreviação em inglês e doravante, no ensino de inglês da Educação Infantil. As perguntas de pesquisa que norteiam o trabalho são quais são possibilidades e limitações do uso da abordagem CLIL na educação infantil e quais são apropriações de uma professora/pesquisadora dessa abordagem para selecionar, elaborar, adaptar, implementar e avaliar atividades baseadas na abordagem CLIL. A metodologia de pesquisa é a da pesquisa-ação e o estudo foi realizado em uma escola privada regular não-bilíngue com crianças de 5 e 6 anos de idade, falantes apenas de português como língua materna (L1), em 3 turmas no último ano da Educação Infantil, totalizando 54 participantes. Foram preparados 10 planos de aula com base na abordagem CLIL para trabalhar conteúdos de Matemática, Linguagem Oral e Escrita e Ciências da Natureza ministrados em inglês como língua estrangeira (L2) para esse público. O arcabouço teórico que fundamenta a pesquisa é o da teoria sociocultural de Vigotsky (1934), com foco no conceito de Zona de Desenvolvimento Proximal (ZDP) proposto por ele. Os dados da pesquisa incluem notas do diário da professora/pesquisadora e os planos de aula produzidos e adaptados por ela. A análise dos dados mostra que é possível a utilização da abordagem CLIL na Educação Infantil por meio da mediação do professor, com a ajuda de materiais concretos que se relacionem com o conhecimento prévio dos alunos. O estudo conclui que existem possibilidades de uso da abordagem CLIL na Educação Infantil desde que as limitações relacionadas à formação de professores para atuarem com essa abordagem sejam superadas.

No description available.

Developing a time- and cost-efficient method for second language (L2) oral proficiency measurement is one of the research topics that has attracted much attention in recent decades. The purpose of this study is to develop a computerized oral testing system for L2 Japanese using automatic speech recognition (ASR) technology. Two testing methods called elicited imitation (EI) and simulated speech (SS) are proposed to quantify L2 accuracy and fluency via ASR processing. This study also suggests systematic EI item creation leveraging corpus technology and discusses the effectiveness of the test items created through analyses of item difficulty. Further, refinement of the EI grading system is described through a series of statistical investigations. For SS, this study reports the five most influential L2 fluency features identified through machine learning and proposes a method to yield individual SS scores with these features based on previous studies. Lastly, several methods to combine the EI and SS scores are presented to estimate L2 oral proficiency of Japanese.

No description available.

Background: Clinical judgment (CJ) has recently become a priority in nursing, yet it is poorly understood and can be difficult to evaluate. Another thought process, emotional intelligence (EI) shares similar characteristics with CJ and is easily tested. However, the relationship between CJ and EI is poorly understood. Method: This literature review and correlational, quantitative, cross-sectional, descriptive study compared two instruments and evaluated the relationship between clinical judgment and emotional intelligence, as measured by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (Mayer et al., 2004) and the Lasater Clinical Judgment Rubric (LCJR) (Lasater, 2007) during a simulation-based experience in 46 pre-licensure undergraduate nursing students. Results: Shared attributes in the literature between CJ and EI included retention, academic performance, licensure success, nursing values, care perceptions, general well-being, reduced stress, improved coping strategies, use of mindfulness, and social connections. No significant correlations were identified between total MSCEIT and LCJR scores, although branch scores indicated small to near-moderate correlations. CJ scores significantly improved after approximately three months of focused education and experience. Conclusion: The LCJR and MSCEIT did not measure decision making processes similarly. However, further analysis of branch scores demonstrated a link between each of the components of CJ and EI, which was confirmed through shared attributes in the literature. Based on these results, the optimal time to evaluate CJ is approximately three months after the start of a new semester, which provides enough time to determine if CJ is adequate and still be able to incorporate changes for improvement by the end of the semester. This study offers the potential to translate research outcomes into evidence-based educational practices for evaluating future innovative teaching and learning strategies, with direct implications for future nursing simulation education and research on CJ.