Emergency online school learning during COVID-19 lockdown: A qualitative study of adolescents’ experiences in Italy

The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.

The Bases to Meet the Global Enterprise Challenge in University Students From Mexico

It is necessary for university students to be trained with real cases so that they experience experiential learning, where they have a concrete experience and learn from it. Integrating training, education, and soft skills to arm them with the necessary tools to develop an entrepreneurial intention is done by training multidisciplinary work using business models adapted to teaching entrepreneurship as part of the global enterprise challenge, thus avoiding drifting talent trained in universities, which does not find a stimulus to knowledge to achieve the development of their venture. Providing it from schoolwork can lead to potential businesses through the association of different university careers to generate and enhance multidisciplinary professional student-student relationships.

Emotional Peer Support Interventions for Students With SEND: A Systematic Review

Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support.

On the Relation between School Alienation and Social School Climate

In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associated with students’ state of alienation from learning, from teachers, and from classmates, applying a cross-sectional research design. Participants included 543 Grade 7 students from the Swiss canton of Bern who took part in the binational research project “School Alienation in Switzerland and Luxembourg (SASAL, 2015-2019)”. Results of correlation and multiple regression analyses revealed that the student-teacher and student-student relationships were associated with alienation from school.

Associations Between Student Behavior, Teacher Practice Delivery and Teacher Student Relationships: An Integrative Data Analytic Approach

This study used integrative data analysis (IDA) to examine student teacher relationship profiles within student problem behavior, teacher delivered practices, and teacher-student relationships, and the influence of profiles on distal outcomes in early childhood and early elementary classrooms with students with or at risk for EBD. Typically, samples from these two age groups are considered separately, however, we use IDA procedures such as data harmonization to identify measures from three separate federally funded studies spanning ages (3-8) to examine these phenomena across these developmental ranges. Using an exploratory approach to latent profile analysis (LPA) and including Conflict, Closeness, Teacher Delivery of Practices, Social Skills, and Problem Behavior scores as indicators, we found significant evidence for the existence of four student teacher relationship profiles among our sample of 196 student-teacher dyads observed across three different datasets. These dyads roughly corresponded to what we describe as four different teacher-student interaction profiles: 1) Responsive, 2) Unresponsive, 3) Difficult, and 4) Challenging. Nearly 80 percent of dyads fell into profiles 1 or 3, with the remaining dyads split between profiles 2 and 4. Further, we found that profile membership did predict significant differences on most of the same measures observed at Time 2, in the Spring. Findings from the present study provide evidence that teacher student relationships in early childhood and elementary school classrooms are multifaceted and that transactional processes inherent in these relationships influence some outcomes at the end of the school year.

Education Through Wikipedia

Wikipedia belongs to education in various ways. One gains knowledge by reading Wikipedia, the other obtains profound knowledge by contributing to Wikipedia. It is the reason why educators in many countries include Wikipedia editing into their curriculum. The article is dedicated to the ecosystem of education through Wikipedia and other Wiki projects which were created by the author, developed by Wikimedia Armenia and settled in Armenia. For seven years Wikimedia Armenia has been implementing Wikipedia Educational projects in different rural regions of Armenia and hopefully will continue its development. The system offers permanent creative learning for teachers, as well as deep and interdisciplinary education on their future field of engagement with students. It revolutionarily changes the attitude of teachers and students towards education. It facilitates the teacher and student relationships. It also changes students' interrelation from contest to cooperation. It shifts the attention of educational players from marks to topics’ perception. Of course, the most valuable advantage of this approach is that teachers improve their knowledge continuously and students, even not the smart ones gain comprehensive knowledge. This ecosystem is constantly improved based on statistical surveys. The components of the ecosystem were honored as the coolest Wikimedia projects and registered as trademarks: Wikicamp, Wikiclub. In the current article the full overview of education through wiki projects is given. The detailed description and innovative solutions on the challenges of today’s education will be introduced in the upcoming articles of the publication issue.

Investigating the Impact of Teacher-Student Relationships on the Formation of Would-be Teachers’ Professional Qualities

Актуальность исследования обусловлена, с одной стороны, высокими требованиями к готовности студентов к будущей деятельности, в частности к коммуникативной компетентности, изложенными в государственных стандартах высшего образования, с другой — влиянием взаимодействия преподавателя и обучающихся на формирование профессионально значимых качеств будущего профессионала и недостаточной изученностью этой проблемы. В статье представлены результаты изучения факторов продуктивного субъектного взаимодействия преподавателя и студентов и психолого-педагогических условий, оказывающих влияние на формирование профессионально значимых качеств будущего педагога. Для исследования влияния характера взаимодействия преподавателя и студентов на формирование личности будущего педагога были использованы теоретические методы, проективная методика «Незаконченные предложения» и авторская анкета, позволившие выявить значимые факторы взаимодействия преподавателя и студентов и получить достоверный, репрезентативный эмпирический материал. Исследование осуществлялось на основе сопоставления теоретической модели продуктивного субъектного взаимодействия и реальной экспериментальной модели, представление о которой было получено в процессе опроса студентов и преподавателей. Выявление критериев и показателей, психолого-педагогических условий продуктивного субъектного взаимодействия преподавателя и студентов, положительно влияющего на формирование профессионально значимых качеств будущего педагога, составляет теоретическую значимость, а возможность использования авторских опросников, позволяющих отслеживать влияние факторов взаимодействия преподавателя и студента на профессиональное развитие будущего педагога в практической деятельности преподавателей вуза, — практическую ценность исследования. The relevance of the research is accounted for by high requirements for would-be teachers’ professional readiness and communicative skills. It is also accounted for by the fact that the impact of teacher-student relationships on the formation of would-be teachers’ professional qualities is largely underinvestigated. The article presents the results of a research aimed at the investigation of teacher-student cooperation in the learning environment and at the investigation of psychological and pedagogical conditions that influence the formation of professional qualities in novice teachers. To uncover the factors that significantly influence teacher-student relationships and to acquire reliable and detailed empirical data pertaining to the way teacher-student relationships influence the formation of professional qualities in novice teachers,the author employs theoretical methods, a project methods called “Unfinished utterances”, and author-developed questionnaires. The researcher compares a theoretical model of efficient teacher-student cooperation and an experimental model created on the basis of questionnaire data analysis. The theoretical significance of the research consists in the fact that the author singles out criteria and factors pertaining to efficient teacher-student communication as a means of developing professional qualities in novice teachers. The practical value of the research consists in the fact that the questionnaires created by the author can be used to assess novice teachers’ professional readiness.