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In this thesis I researched as a student, teacher, educational mentor, researcher and evaluator investigating the effects and functions of feelings in learning. Feelings were defined as physical and mental sensations. Four data strands contributed to a new learning theory developed over eight years. Using collaborative methods I asked the guiding question; “What is the relationship between feelings, thinking and learning?” including an appropriate subsidiary question in each strand. My first aim was to find causes for disaffected student behaviour. While home-tutoring I asked the question; "Emotional blocks: what do they tell us about the learning process?" The resulting narratives revealed complex ecological factors of which I was previously unaware (Bronfenbrenner, 1979; Inquiry Strand 1: Tutoring 12 school refusers). These were analysed thematically. In the second strand I asked; “How do feelings affect my learning and teaching?” resolving learning problems and developing professional insight. (Inquiry Strand 2: The author's learning process). The third strand compared other teachers’ experiences asking; “How do feelings affect other teachers’ learning and teaching?” (Inquiry Strand 3: Mentoring 8 teachers as learners). The fourth strand explored the theory’s potential to inform professional practice (Inquiry Strand 4: Evaluating a primary school arts festival: observations of feeling based learning in action). Strands 2, 3 and 4 were also thematically analysed and included a framework of positive ‘emotionally linked’ learning behaviours as additional themes. The latter were derived from Claxton’s Effective Learning Profile (2002). In this Resilience is associated with absorption, managing distractions, noticing, perseverance; Resourcefulness with questioning, making links, imagining, reasoning; Reflectiveness with planning, revising, distilling, meta-learning and Reciprocity with interdependence, collaboration, empathy, listening and imitation. My fifth aim of sharing findings with others was undertaken throughout the research. My theory developed through reading, self reflection, writing and working with those who participated as colleagues and students (Wenger 2002). The findings make a contribution to knowledge, which evidences the claim that in education feelings may usefully be considered as legitimate thoughts.

Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan. / The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase.

Social and emotional learning (SEL) programs have become increasingly popular during last 20 years, and have shown to reduce risky behaviors (i.e., substance use), improve communication skills, academic performance, and relationships among students of all ages when implemented in schools (Weissberg, Durlak, Domitrovich, & Gullotta, 2015; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training program (LST) implemented with middle school students of a large South Florida school district. A not-for-profit-organization (NFPO) facilitated the training of teachers who implemented LST within the school district and provided the materials necessary to carry out the program’s lessons. Fidelity was assessed by eight observers from the NFPO by utilizing the Botvin Life Skills Training Fidelity Checklist-Middle School Level 1. Three core elements of implementation fidelity, adherence, quality of delivery, and participant responsiveness, were assessed. The school district was tasked with modifying and conducting the LST Pretest/Posttest Measure to assess student behavior gains. Multilevel modeling was used to assess the effect of individual-level (gender, race/ethnicity, and socioeconomic status [SES]) and classroom-level characteristics (adherence, participant responsiveness, and quality of delivery) on student behavior outcomes measured at posttest. Results from this study indicated that on the individual level, students’ race/ethnicity and SES were significantly associated with predicting student behavior gains at posttest. On the classroom level, participant responsiveness was significantly associated with predicting student behavior gains at posttest. The findings from this study make a unique contribution to the literature as it examined frequently overlooked core elements of fidelity such as participant responsiveness and quality of delivery.

abstract: In this research work, a novel control system strategy for the robust control of an unmanned ground vehicle is proposed. This strategy is motivated by efforts to mitigate the problem for scenarios in which the human operator is unable to properly communicate with the vehicle. This novel control system strategy consisted of three major components: I.) Two independent intelligent controllers, II.) An intelligent navigation system, and III.) An intelligent controller tuning unit. The inner workings of the first two components are based off the Brain Emotional Learning (BEL), which is a mathematical model of the Amygdala-Orbitofrontal, a region in mammalians brain known to be responsible for emotional learning. Simulation results demonstrated the implementation of the BEL model to be very robust, efficient, and adaptable to dynamical changes in its application as controller and as a sensor fusion filter for an unmanned ground vehicle. These results were obtained with significantly less computational cost when compared to traditional methods for control and sensor fusion. For the intelligent controller tuning unit, the implementation of a human emotion recognition system was investigated. This system was utilized for the classification of driving behavior. Results from experiments showed that the affective states of the driver are accurately captured. However, the driver's affective state is not a good indicator of the driver's driving behavior. As a result, an alternative method for classifying driving behavior from the driver's brain activity was explored. This method proved to be successful at classifying the driver's behavior. It obtained results comparable to the common approach through vehicle parameters. This alternative approach has the advantage of directly classifying driving behavior from the driver, which is of particular use in UGV domain because the operator's information is readily available. The classified driving mode was used tune the controllers' performance to a desired mode of operation. Such qualities are required for a contingency control system that would allow the vehicle to operate with no operator inputs. / Dissertation/Thesis / Doctoral Dissertation Engineering 2015

The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills. To address the first phase of the study an exploratory factor analysis was conducted on the Likert Style items in the ECESRQ. Three factors were extracted and named as teacher attitudes and beliefs (factor 1), children’s behavior (factor 2), and child behavior (factor 3). Cronbach’s Alpha was reported as high for factor 1 (.718), moderate for factor 2 (.552) and factor 3 (.529), suggesting that the survey demonstrated high to moderate estimates of internal consistency. To address the two questions in the second phase of the study, linear regression and multiple regression analysis were conducted. It was found that teacher attitudes and beliefs (represented by the three factors found in phase one) did not significantly predict teacher knowledge where factor 1 was the dependent variable (R2=.003, F(1, 172)=.503, pR2=.010, F(1, 172)= 1.732, pR2=.007, F(1, 172)=1.221, p However, in the second equation, predicting knowledge of instruction, both variables (age and factor 2) were significant in predicting knowledge of instruction accounting for 7% of the variance in the model. Overall, the results suggest a discrepancy between teachers’ attitudes and beliefs and reported classroom management implementation. This indicates that teachers believe children are capable of internal control, yet implement external over internal control in the classroom. Possibilities for this phenomenon are discussed and implications for future research are presented in the discussion of this study.

[pt] Esta dissertação apresenta reflexões acerca de aspectos de ensino-aprendizagem inerentes a processos de design, especificamente os processos de desenvolvimento de projeto, como contribuições para se alcançar um aprendizado socioemocional. Um tipo de aprendizado necessário para lidar com a complexidade da contemporaneidade. A pesquisa se fundamenta em teorias, conceitos e pensamentos como o do paradigma da complexidade, de Edgar Morin; o de prática reflexiva, de Donald Schon; e o de aprendizagem por meio de projetos, de Fernando Hernández, dentre outros. Aponta aspectos de Design como uma possibilidade de transcender as fronteiras do conhecimento (disciplinas) e favorecer o desenvolvimento de competências socioemocionais - incluindo as habilidades para lidar com as próprias emoções; para se relacionar com os outros; e para gerenciar objetivos de vida em um contexto de mudança e interação. Discute o papel do design no ensino fundamental, a partir de dados coletados com profissionais da área de educação que vivenciam a prática de ensino-aprendizagem por meio de projetos. Com base nos dados coletados, propõe uma reflexão acerca das possibilidades de experiências no ensino fundamental para um aprendizado socioemocional, sob a ótica de um design reflexivo. / [en] This master thesis presents reflections on teaching-learning aspects of design processes, specifically processes concerning the development of projects, as a contribution to the achievement of social-emotional learning. A type of learning required to deal with the complexity of contemporaneity. The research is based on theories, concepts and thoughts like Edgar Morin s paradigm of complexity; the reflective-practice of Donald Schön; and learning through projects, by Fernando Hernández, among others. It points out aspects of Design as a possibility to transcend the frontiers of knowledge (disciplines) and to favor the development of social-emotional competences - including the abilities to deal with one s emotions; to relate to others; and to manage life goals in a context of change and interaction. It discusses the role of design in elementary education, based on data collected from professionals of the educational field, who have experience in teaching-learning practice through projects. Based on the collected data, it proposes a reflection about the learning experiences possibilities in elementary school for a social-emotional learning, from the perspective of a reflective design.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-07-10T14:20:55Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Tese_versão_depósito_definitivo_BDTD_AnaPaulaMota.pdf: 2871612 bytes, checksum: a85a607370e6fb57a8988d25d6e3e909 (MD5) / Made available in DSpace on 2017-07-10T14:20:55Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Tese_versão_depósito_definitivo_BDTD_AnaPaulaMota.pdf: 2871612 bytes, checksum: a85a607370e6fb57a8988d25d6e3e909 (MD5) Previous issue date: 2016-06-10 / FACEPE / O desenvolvimento integral do ser humano em suas múltiplas dimensões é fundamental para a consolidação de uma formação humana. Como parte dos vários aspectos que integram a formação do homem, evidenciamos as diversas relações entremeadas à dinâmica das emoções. Para vivenciar as emoções de forma construtiva, é necessário um percurso que propicie uma intimidade do ser humano sobre o próprio significado do que são as emoções em si, qual o sentido do surgimento das emoções na própria constituição humana, o que provoca determinadas reações, comportamentos e padrões emocionais, e, como estes refletem em seu agir no mundo. Diante de tal perspectiva, configura-se um verdadeiro exercício e autoconhecimento que deve levar o ser humano a conhecer o que são as emoções, suas várias formas e, sobretudo, entender como elas funcionam, movimento este constituinte do processo de formação humana. Acreditamos que o papel das emoções e das relações são basilares no aspecto formativo-educativo, posto que estar atento ao que fazer quando as emoções surgem é um cuidado essencial ao desenvolvimento humano. Uma vez que a prática pedagógica é um meio para ajudar o educando a aprender a entrar em contato consigo mesmo, as instituições educacionais podem ser passíveis de oportunizar contribuições para a formação humana. Como possibilidade prática, a aprendizagem emocional e relacional em escolas é um tipo de caminho que conduz à formação humana, como propõe o currículo Pensamento, Afetividade e Trabalho com Habilidades Sociais (PATHS). Desenvolvido por Kusché e Greenberg (1994), o PATHS é cientificamente corroborado em diversos países e foi publicado no Brasil em 2012. Tendo tal material de educação emocional disponível em língua portuguesa, nos foi incitado o desejo de pesquisar sua implementação no contexto brasileiro, e, desse modo, realizamos uma investigação na Associação Beneficente dos funcionários do grupo Allianz, localizada na região leste de São Paulo capital. Na ocasião, acompanhamos e analisamos o processo de introdução da implementação baseada no currículo PATHS, bem como o desenvolvimento da aprendizagem emocional e relacional voltada para crianças do Ensino Fundamental I e as repercussões do ensino na prática docente dos educadores participantes da pesquisa durante dois anos letivos. Para isso, como instrumento de pesquisa, utilizamos, no início e no final do período proposto, entrevistas em profundidade e questionário contendo escala de atitudes. A despeito dos testes quantitativos não terem elucidado resultados que comprovem estatisticamente a contribuição que o currículo PATHS propicia ao desenvolvimento do Autocontrole, da Compreensão Emocional, da Autoestima, dos Relacionamentos e da Resolução de Problemas – categorias que compõem, dentre outras, o desenvolvimento das emoções e relações humanas –, foi verificado que houve mudanças positivas na prática docente. Conforme as indicações dos educadores, o currículo PATHS inspirou um tipo de ensino-aprendizagem que forneceu a construção de uma base para um profícuo desenvolvimento emocional e relacional a ser consolidado na formação das crianças. / Integral human development in its multiple dimensions is fundamental for consolidating human formation. As part of various aspects that constitute the formation of the human being, we highlight the diversity of relations interspersed with emotions dynamics. In order to experience emotions in a constructive way, it is necessary a path that provides human beings with some intimacy about the meaning of emotions themselves as well as the meaning of the rising of emotions in the constitution of human nature, besides what provokes certain reactions, behaviors, and emotional patterns, and, how those patterns reflect in the way someone acts in the world. Considering this perspective, such path can be configured as a genuine self-knowledge exercise which may lead the human being to discover what emotions are, their various forms and, above all, understand how they function. This movement contributes to a process of human formation. We believe that the role of emotions and relations is the basis for this formative-educational path given the fact that being attentive to the rising of emotions and think of what to do is an essential care for human development. Therefore, educational institutions may be able to foster opportunities to human formation initiatives as the one proposed by the curriculum named “Promoting Alternative Thinking Strategies” (PATHS), developed by Kusché and Greenberg (1994), which turns social and emotional learning into a practical possibility that leads to human formation. PATHS is scientifically corroborated by several countries and it was published in Brazil since 2012. Having this emotional education material available in Portuguese, we were incited by the desire to research its implementation in a Brazilian context. We did our investigation in the Beneficent Association of Allianz Group Employees located in eastern São Paulo capital. In that occasion, during two academic years, we accompanied and analyzed the implementation process of an intervention inspired by on the curriculum PATHS, as well as tested the development of relational and emotional learning focused on Elementary School Children by comparing research and control groups. For this research, we also considered the impact of teaching emotions/relations in the pedagogical practices of researched educators. In order to test this intervention process, we used the following research instruments: in-depth interviews and a questionnaire including an attitude scale. Despite the fact that quantitative test results did not statistically elucidate the contribution of the PATHS curriculum to the development of Self-control, Emotional Awareness, Self-esteem, Relationships and Problem Solving – categories which constitute, among others, the development of emotions and human relations, research findings showed that there were positive changes in subjects’ pedagogical practices. According to them, the PATHS curriculum inspired a kind of experience which provided the underpinning for a proficuous emotional and relational development process that can be consolidated throughout children’s human formation

To fight climate change, people need to change their behaviours towards emitting fewer greenhouse gases and build a system that is resilient towards the future shocks that climate change will create. Education can be seen as a key factor in behaviour change. Climate change education, in particular, provides people with the knowledge they need to transition towards a more sustainable state. Education does not only involve giving people information on natural and social systems, though: Since climate change can potentially threaten life on earth, it evokes strong emotional responses, such as depression and helplessness. When students feel that they cannot do anything about climate change, when they feel hopeless and pessimistic, they are less likely to engage in pro-environmental behaviour. Even if they have adequate knowledge of what to do. This constitutes the gap between cognitive and emotional learning where I enter with my study. With an online survey addressed to German grammar school pupils and university students (N = 438), I examine how the design of content on climate change can influence the perception of content. I used techniques of presenting content from Constructive Journalism to write five short texts on climate change for half of the participants. The other half represented a control group that read texts using the opposite of these constructive techniques of presenting. The participants answered questions regarding the two dimensions of learning: cognitive, and emotional. Within the emotional dimension, I asked students about their feelings of engagement, hope, depression, self-efficacy, and collective efficacy toward climate change. Constructive techniques of presenting content influence mainly the emotional dimension of learning, not the cognitive dimension and not the feeling of cognitive engagement either. The study showed, however, that if students understand the challenges of climate change well, they showed to be more prone toward feelings of depression. Teachers can engage with these negative feelings by including such framings as solutions-orientation, community-orientation, or long-term trends. While keeping cognitive learning and engagement at the same level, teachers can increase the positive emotions students have towards the content by designing it constructively. This study provides a way to encourage behavioural change in young people that is easier than transforming the entire global educational system. The insights can also be used for the broader public. Empowering people through information can inspire them to take action for mitigation and adaptation.

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