How we Think

Ordinary Magic: Resilience Processes in Development

Book Review: Qualitative Research Design: An Interactive Approach (2nd ed.):

Results NOW: How We Can Achieve Unprecedented Improvements in Teaching and Learning

Understanding and Promoting Transformative Learning: A Guide for Educators of Adults

Synchronous and asynchronous communication provide a resource in terms of curriculum, planning and implementation of lessons as well as a source of kinship of like-minded teachers who find in each other sympathetic and empathetic sounding boards. Interviews with four administrators and 22 members of the Trinidadian teachers’ Facebook site A Teacher’s Voice (ATV) revealed that the site is used by its 4,895 members as an informal professional development tool and allows for the nourishing of teachers’ personal development. According to these interviewees, ATV helps to develop teachers professionally through the provision of information on: (a) curriculum; (b) teaching methodologies; (c) instructional technology; (d) general teacher concerns (e) ethical concerns; and (f) topical issues globally and locally. ATV, according to the participants, also promotes personal development through: (a) mentoring; (b) social support and collaboration; (c) celebrations; (d) shared humor; and (e) prayer.

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Facebook as an Informal Teacher Professional Development Tool

Teachers who possess high levels of psychological capital and collective self-esteem are better able to cope with the spate of school violence, student/student bullying, and other current issues confronting the education system globally, regionally, and nationally. A teacher psychological capital high in hope, optimism, self-efficacy, resilience, and collective self-esteem translates into educators who possess a more positive outlook and can impart and influence how their students perceive themselves. No known research exists in the Trinidadian context linking both psychological capital and collective self-esteem. This study expands the body of research in these two areas, locally, by reporting the findings of a psychological questionnaire and the Collective Self-Esteem Survey (CSES, Luhtanen & Crocker, 1992). RESULTS indicated that Trinidadian female participants were optimistic, hopeful, and resilient, filled with self-efficacy, and contained high levels of collective self-esteem. Language: en

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An Exploration of the Relationship between Teachers’ Psychological Capital and Their Collective Self-Esteem

An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013. Additionally, interviews via email and telephone with 42 of the 83 student-teachers on their perceptions of the importance of action research on their instructional practice are examined. The narrative review of student-teachers’ archival action research proposals was thematically coded to reflect challenges confronting primary school, special needs, and early childhood educators in Trinidad. Interviews from 42 of the 83 participants yielded the following four themes: (a) andragogy/empowerment; (b) student satisfaction; (c) the promotion of a culture of reflective praxis; and (d) transformative learning.

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From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research.

This research aims to determine the enhancement of students ' achievement and motivation after action, to know the difference in achievement and motivation to learn in the subjects of the youth through the cooperative learning model of the jigsaw type, describing the constraints of teachers in using the kind of unified learning model in Class 3 A Madrasah mu'allimin Muhammadiyah Yogyakarta. This research is a collaborative class of action research. The subject of the study was a Grade 3 student of A Madrasah Tsanawiyah mu'allimin Muhammadiyah Yogyakarta 2021/2022, with as many as 31 students. This research focuses on the achievement and motivation to learn the Kemuhammadiyahan after implementing a cooperative learning model. Data collection techniques using observation, documentation, and tests. The data analysis techniques in this study used quantitative and qualitative descriptive. Based on the research achievements and motivation in learning, Kemuhammadiyahan, through the application of a jigsaw type cooperative learning model, experienced a significant increase. Thus the jigsaw type cooperative learning model can be applied to Kemuhammadiyahan subjects.

Implementation of the Jigsaw Type Cooperative Learning Model on Improving Achievement and Learning Motivation of Muhammadiyah in Mu'allimin Madrasah Muhammadiyah Yogyakarta

Abstract Sexual obsessions are common in adolescents with obsessive compulsive disorder (OCD), but how to address these obsessions in a developmentally sensitive manner remains under-explored. This report presents the case of an adolescent who experienced unwanted sexual imagery, undergoing conventional exposure and response prevention, which was subsequently augmented with imagery-based techniques. This approach was associated with remission in symptoms of OCD and marked improvements in symptoms of anxiety and depression. The imagery-based approach was well received and valued as key to treatment success by the adolescent. This raises the tantalising possibility that working directly with images can fuel treatment innovation in tackling sexual (and non-sexual) obsessions in youth OCD. Key learning aims (1) Sexual obsessions are common in adolescent obsessive compulsive disorder (OCD). (2) Little guidance is available on how to conduct exposure and response prevention sensitively for sexual obsessions in adolescent OCD. (3) Imagery-based techniques can be used effectively for reducing sexual obsessions. (4) Imagery-based techniques delivered by videoconferencing can be acceptable for young people.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/1F042C6BE9B8F8A1700AB0A43B0FF92A/S1754470X22000058a.pdf/div-class-title-boosting-exposure-and-response-prevention-with-imagery-based-techniques-a-case-study-tackling-sexual-obsessions-in-an-adolescent-div.pdf

Charmaine S Bissessar

Papers

Facebook as an Informal Teacher Professional Development Tool

An Exploration of the Relationship between Teachers’ Psychological Capital and Their Collective Self-Esteem

From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research.

Implementation of the Jigsaw Type Cooperative Learning Model on Improving Achievement and Learning Motivation of Muhammadiyah in Mu'allimin Madrasah Muhammadiyah Yogyakarta

Boosting exposure and response prevention with imagery-based techniques: a case study tackling sexual obsessions in an adolescent