Engineering Technology Students' Perception towards Promoting Interaction for the Classroom Social Environment

The purpose of this study was to achieve the students' mental meaning and their understanding of the university before entering this environment. Therefore, the phenomenological method was used and through analysis of the information we conducted a series of in-depth interviews with 53 undergraduate students from the University of Tehran from social sciences, engineering, basic sciences, law and political science, literature and the humanities and fine arts. The result of the research is a systematic description of the student's mental meaning toward the Iranian university. Communication with other students and the creation of friendly teams and interactions with the opposite sex, people from other cities and different cultures, and spending time and leisure time with them outside the classroom are some of students' perceptions. Students want to raise their social class and earn credit by entering the large and comprehensive university. Despite so many dissatisfaction regarding the dormitory, the positive mental meaning of student is that living in the dormitory can improve personal skills including individual independency, financial management, social interactions, self-recognition and adaptation. Small number of students have the meaning of gaining skill in the University for Future Occupation.

The purpose of this study was to determine: 1) The difference between the effects of training methods and the gradual striking distance striking distance remains as to the accuracy of hitting the ball Softball. 2) The difference in accuracy influence Softball hitting the ball between the athletes who have a good kinesthetic perception, kinesthetic perception was, and kinesthetic perception less. 3) The effect of interaction between training methods with kinesthetic perception as to the accuracy of hitting the ball Softball. This study used an experimental method with 2x3 factorial design. The results of this study were: 1) There is a significant difference between the gradual striking distance training methods and training methods remain striking distance of the ability to hit a softball with the result of the acquisition value p-value = 0.027 smaller than 0.05. 2) There is a significant difference between athletes who have a kinesthetic perception of good, moderate, lacking the ability to hit a softball with the result of the acquisition value p-value = 0.000, which is smaller than 0.05. 3) There is an interaction between striking distance training methods and kinesthetic perception of the ability to hit a softball with the result of the acquisition value p-value = 0.000, which is smaller than 0.05 The conclusion of this study were: 1) Gradually striking distance training methods have a better effect than the fixed striking distance training methods. 2) Athletes who have less kinesthetic perception has better results than the athletes who have good kinesthetic perception and being. 3) There is an interaction between striking distance training methods and kinesthetic perception of the ability to hit a softball.

Enhancing Humans Trust in Robots through Explanations

In English learning process forces teacher and students mix language, especially when teacher give instructions to students in ice breaking session. Limited vocabulary and limited expression makes students use two language in deliver their opinion. In this study, the writer addressed three research questions; 1) what types of code-mixing are used by the teacher and students in classroom interaction of ice breaking session?; 2) what are the functions of code mixing used the teacher and students in classroom interaction of ice breaking session?; 3) what are teacher’s perspectives on using code mixing in the classroom interaction of ice breaking session?. The purpose of this study was to find out the types, functions and teacher’s perspective in using code mixing in classroom interaction. The result of this study showed that insertion was realized in 51 (30.4%) clauses, alternation was realized in 33 (19.6%) clauses, and congruent lexicalization was realized in 1 (0.6%) clause. Moreover, the writer found that 5 (2.9%) clauses indicated as quotation, for addressee specification those were 12 (7.1%) clauses. Moreover, 20 (11.9%) clauses as repetition, 7 (4.2%) clauses indicated as interjection. Next, message qualification had 1 (0.6%­) clause, and personalization & objectification had 4 (2.4%) clauses. The last function is facility of expression, those had 35 (20.8%) clauses. The perceptions of teacher in using code mixing are helping the students in comprehending the material and easing to catch the topic, enhancing learning such introducing new words, helping students to express themselves better, and helping to avoid misunderstandings .

This paper aims at demonstrating the applicability of video learning in CDIO based project courses and at evaluating to what extent it benefits students. The courses are Machine Elements (PPU210), Product Planning - Needs and Opportunities (PPU085) and Engineering Design and Optimization (PPU190) in the Mechanical Engineering programme at Chalmers University of Technology. The research was carried out by first creating a set of videos for selected topics in three courses. In total, 22 videos were created including topics such as “Benchmarking”, “SWOT”, and “Prototype lab equipment instructions”. The learning outcomes of the video lectures were mapped to the CDIO syllabus. A blended learning environment was developed, i.e. the videos were utilised as additional support alongside existing learning activities. The videos were then used in the courses and the students’ feedbacks collected through a dedicated questionnaire, the regular course evaluation survey, and in student-teacher group meetings during and after the courses. The collected data was analysed to produce inferences about the applicability and utility of the video lectures. The resulting analysis shows the students’ preferences regarding the evaluated video lectures and instructions. The students find videos more appealing compared to traditional lectures. One of the main benefits highlighted is the possibility of watching the videos in parallel to the design-build-test project execution rather having the classroom lecture only. This helps in reinforcing concepts, and results in less dependency on supervisors during the project execution. Videos proved to be suitable for creating a blended learning environment and improved the perceived learning experience for the students. In order to maximize student satisfaction and interaction with the videos, the videos should be short and closely aligned to the other learning activities. The paper also suggests future improvements to be carried out for video-based learning in the courses, and proposes an easy adaptable way for teachers to develop video material.

We present a framework for analysing the interaction between context-based teaching material and teachers, and for evaluating the adequacy of the resulting implementation of context-based pedagogy in chemistry classroom practice. The development of the framework is described, including an account of its theoretical foundations. The framework needs to be sensitive to the problems specific to the implementation of new context-based science education and the professional development of teachers. An effective procedure is described for the collection and analysis of the data with subsequent focus on the designers’ intentions with the context-based teaching materials, the teachers’ perceptions of the materials and the resulting classroom practice. The framework’s use and value are shown in an empirical study. The framework proved to produce reliable and valid insight into the relations between teaching material and the teachers, and in the classroom implementation. Additionally, results on classroom implementation are presented to illustrate the kind of understanding can be expected when this framework is applied in more extensive multi-case studies. Framework for case analysis

This paper reports the results of a study which investigates Taiwanese EFL students' interaction in Readers Theater (RT) activities and their perception of using RT in English learning. Thirty-five junior high school students from one class participated in the study in which RT was implemented for 15 weeks. The instructor observed the students' interaction, videotaped students practicing, and interviewed eight selected students for four times each during the semester. Results show that through RT activities, students developed a more positive outlook on English learning, perceived themselves to improve in pronunciation and reading fluency, and developed better relationship with peers. Two special cases are described to highlight RT's effect on students with poor proficiency and low motivation. With regard to future implementation of RT in junior high school classrooms, the study found that more attention to vocabulary in script, skillful grouping, and appropriate instructor intervention are crucial for successful implementation of RT.

The demand for RF (Radio Frequency) engineers has been increasing recently due to the proliferation of wireless devices and applications in both commercial and defense settings. There is a shortage of both new and experienced engineers in RF engineering. The complete RF engineering curriculums are not generally offered at the undergraduate level because of the higher level of prerequisites required in physics and math to fully understand the fundamental theories governing various aspects of RF engineering. A curriculum in RF engineering for Engineering Technology students is even harder to find. There are three key qualifications that companies look for in entry-level RF engineering positions. They are education, experience, and certification. A well-designed micro-credential program can provide these three qualifications to Engineering Technology students without overwhelming them with the higher math and physics than the degree requires. When designing the micro-credential program for RF engineering in Engineering Technology programs, the practicality and applicability of the course contents must be carefully investigated before integrating them into the course contents. Direct Inputs from the RF industry for practical skills a new hire must have are essential for the program's success. For engineering technology students, investing valuable class time to help them acquire practical skills with the theories tightly associated with the skills is much more effective and beneficial. This is a different approach than the traditional theory-first and verification-through lab activities. One of the most lacking qualifications for an RF engineering position is experience. Having a practical field experience in RF engineering can provide an advantage in the job market. The micro-credential program proposed in this paper not only provides coursework in RF engineering but also real-world experience through applied learning such as internships, co-op programs, or senior capstone projects. The certification can be achieved by the micro-credential program in collaboration with companies in the RF industry that recognize the certification awarded by the program as proof of attaining fundamental skills in RF engineering. This paper presents the micro-credential program that offers education, experience, and certification desired by the RF industry to Engineering Technology students within the boundary of the current degree requirements. The paper also describes in detail how to design the program to prepare and provide the qualifications.

IntroductionWorking conditions and social support given from organization have a significant impact on employees for working for a long time. Confidence of employees to their jobs is related to the things that they live. Autonomy of employees in the organization affects the level of social suport perceived by employees (Eisenbergerand etc., 1999: 1026-1040).While the concept of social support had been a defined and measured concept until the 1980s, the concept of organizational support has been a topic of discussion for nearly 70 years (Zagenczyk, 2006: 8). Social support can be defined as a perception that is related to supporting level of behaviors of individuals provided by social networks like school, close-friend, classmates, teacher, father and mother for increasing functions of individuals and/or providing a buffer zone against negative consequences (House & Kahn, 1985: 83, 108; Malecki & Demaray, 2006: 375-395). It is also regarded as social and psyhchological support (Yildirim, 1997: 81-87) that an individual gets from his/her environment. Social support can be said to be indispensable because it helps people to dissolve their problems, helps people to reduce stress, helps people to adopt to environment and make people to feel better psychologically.Social support is the primary determinant of one's own characteristic. A family member can perceive all of other family members as a supporter or an obstacle. The second determinant of the perceived support is the person whom support taken from. The person who provides social support doesn't get as much attention as the person who perceives social support in the literature. However, perceptions of support may reflect the characteristic of the person whom support taken from. The third determinant of the perceived support is interaction between the person who perceives support and the person whom support taken from. This special interaction reflects the special situation between two people (Yalcin, 2004: 45). Perceived social support can be evaluated as perceptions and expectations that can be taken from reliable individulas around him/her when needed.The buffer effect model and the main effect model have been proposed as two basic models about in which situations social support is necessary. The buffer effect model based on idea of providing source from the individuals in the social support network in order to overcome problems when faced stressful events. According to the main affect model, social support sources are effective factors on the protection of individulas' psychological and physical health without considering whether the individual is under stress or not (Krespi, 1993; Cohen & Wills, 1985: 310-357).When evaluated in terms of teachers, social support offers facilities for professional dialogue and cooperation between colleagues and offers solutions to understanding and solving problems at schools. In this cooperation and support process, teachers help and support each other more (Kroger, 1995: 545-551). Teachers are able to cooperate and support each other inside and outside the classroom through formal and informal ways. Systems that provide support for teachers can be classified as group directed by outside consultant, teacher support team and teacher support groups for individual teachers. Informal approach between colleagues may take place during coffee and tea breaks, in the corridor or in any social environment. This informal support is also important in the formation of collaborative environment in the school. The formal approaches for cooperation of colleagues are coaching and mentoring applications (Creese and etc., 1998: 109-114; Berardi & Hall, 2007; Tastan, 2008: 114). Because teaching profession is a quite stressful profession, teachers' perception of professional social support is very important. When teachers face irrelevant and low-motivated students in classrooms and receive low supports for improving their working conditions they may feel lonely. …

This study analyses how six Australian primary teachers draw on mentalizing and empathy to support students. Empathy involves recognising a student’s mental state and responding with care. Participants were surveyed to assess perceptions of classroom environment and relational goals. Observers assessed lessons and filmed classroom practice of empathy interaction for emotional support. A phenomenological approach was used to explore experience. Teachers were highly motivated to connect with students, took a personal interest in students, displayed high levels of social and emotional support, and regulated teaching to meet students’ needs. An Empathy Assessment Instrument is proposed to enhance empathic engagement skills.

Examining Play Among Young Children in Single-age and Multi-age Preschool Classroom Settings by Mia Song Youhne Dr. Nancy Sileo, Examination Committee Chair Associate Professor of Special Education University of Nevada, Las Vegas Advocates for multi-age classrooms claim multi-age groupings benefit children (Brynes, Shuster, & Jones, 1994). Currently, there is a lack of research examining play among students in multi-age classrooms. If indeed there is a positive benefit of play among children, research is needed to examine these behaviors among and between young children in single-age and multi-age classrooms. The purpose of this study was to determine if young children benefit from increased play opportunities. This qualitative study utilized observations, interviews, and questionnaires to gather data from teachers, parents, and children regarding play interactions in both single-age and multi-age classrooms. The intent of this study was to provide a rationale for why multi-age programs should be developed or continued. Participants in this study included teachers and parents who completed questionnaires and children who participated in video taped observations and interviews. This study took place in a fully inclusive early childhood center. Observations of the play engagements of children were video taped in both the indoor and outdoor sandbox settings. During the five weeks of video taping, 281 play segments were recorded resulting in 1549 occurrences of play. Based on the play observations, it appeared that young children in multi-age classrooms engaged in more than one type of play more frequently than young children in single-age classrooms. Further, young children in multi-age classrooms initiated play more frequently. However, typically developing young children in multi-age classrooms did not initiate play with young children with disabilities more frequently than typically developing young children in single-age classrooms. The interviews with children indicated that young children were aware of their own play interactions. Based on the data collected from the questionnaires of teachers and parents, it appeared these two groups had similar views of the value of play and believed it to be developmentally appropriate and a critical learning process. Professionals in the field of early childhood education should consider the results of this study when designing, developing, and implementing single and multi-age programs for young children with and without disabilities. Moreover, professionals should consider the impact of play on the development of young children when designing curricula.

Population ageing is a worldwide phenomenon. Promoting healthy ageing is now firmly in the policy agenda of many countries.This thesis aimed to explore healthy ageing conceptualisations among older Malays in Malaysia. The thesis addresses two broad questions: What factors are important in conceptualising healthy ageing from the perspective of older Malays and how are the factors being expressed? What are the barriers to and facilitators of healthy ageing in the community studied? This thesis comprises two consecutive studies. Study 1 involves focus group interviews to explore healthy ageing conceptualisations and facilitators of and barriers to the healthy ageing experience in older Malays. To further explore these issues, Study 2 examines six case studies, selected from Study 1 on the basis of a quantitative screening tool that identified participants as healthy and unhealthy agers. Study 2 focussed on the role of spirituality in healthy ageing. The cases were used to construct individual perspectives of healthy ageing using data from a structured interview and open ended qualitative responses, focus group interviews (Study 1), observation and reflections of the interaction with the participants throughout the study period. Eight focus groups consisted of 38 older Malays aged 60 to 95 years participated in Study 1. In Study 2, six cases were selected via maximal variation sampling. Six interconnected themes captured the healthy ageing concepts in Study 1. Firstly, spirituality was the driving force followed by peace of mind as the ultimate aim for healthy ageing. Physical health and function, family relationships, financial independence, and living environment greatly affected the lives of older Malays in this study. The six themes were used as a framework to address facilitators of and barriers to healthy ageing in Study 2, in particular the role of spirituality in healthy ageing. The older individuals have their own perception of their healthy ageing status and healthy ageing was seen as a process in balancing the facilitators and barriers to it. In Study 2, the sprirituality was mainly experienced as connectedness to God (intrinsic spirituality) and as mutual responsibility in their relationship with others (extrinsic spirituality). The role of spirituality was not limited as a facilitator for healthy ageing; unfulfilled intrinsic and/or extrinsic spirituality can be barriers to healthy ageing. More importantly, Study 2 identified the need to listen to the perspectives of older people to address healthy ageing in a bio-psycho-social-spiritual framework. Based on the thesis findings a model of healthy ageing was developed: the Dynamic Adaptation, Prioritisation and Transcendent Acceptance (aDAPTA) model. Older people used the processes outlined in the model in balancing the barriers and facilitators to achieving healthy ageing. In conclusion, the different cultural values explored in this thesis provided an avenue to expand healthy ageing concepts and make them relevant to the local context in Malaysia. Healthy ageing should not be restricted to a biomedical or a psychological model, the lay multidimensional bio-psycho-social-spiritual approach should be considered, particularly in addressing the needs and the adaptation experiences of older people in the local community.

This thesis focuses on how a group of linguistically and culturally diverse individuals in an employment preparation class for immigrants to Canada use communicative strategies and resources to build common ground, that is, how they use language to form a socially cohesive group that foregrounds shared knowledge, shared relational identity, in-group membership and shared attitudes and feelings. The thesis draws from a 12-week ethnographically informed study using participant observation with audio recording and semi-structured interviews as the main methods of data collection. It builds on the combined insights drawn from the well established discipline of interethnic communication and the relatively new but growing field of research on English as a lingua franca. While the former illuminates factors that make intercultural communication problematic, the latter sheds light on what makes it work despite cultural differences and linguistic limitations. In analysing the data, which consists primarily of transcriptions from audio recordings of spoken classroom interactions, the thesis draws analytic inspiration from scholarship situated in discourse analysis, interactional sociolinguistics and applied linguistics. It borrows concepts from the Communities of Practice framework to understand how individuals from highly diverse backgrounds develop shared ways of talking/behaving and negotiate interactional norms. The thesis contributes to academic knowledge in several ways. It challenges common assumptions about iscommunication in intercultural contexts. It shows miscommunication episodes as potentially productive sites for negotiating meaning and restructuring social relations. It argues that the notion of ‘national’ culture, which has fallen into disfavour amongst scholars, should not simply be dismissed because ananalysis of the data collected suggests that it can serve as a multifaceted interactional resource for speakers alongside other identity categories. An important contribution of this thesis to the field of intercultural communication lies in its careful attention to what participants actually do in interaction over an extended period of time rather than starting from any a priori assumptions.

Second language (L2) classroom discourse (CD) refers to the interactional practices employed in teaching language in instructed learning contexts. Since language is both the medium and the content, the teacher plays a central role in the L2 classroom context (Walsh, 2006). Specifically, the teacher uses language to provide comprehensible input, model appropriate pragmatic competence, and effectively facilitate student participation. In his book, Olcay Sert claims it is possible to understand the pedagogical and epistemic phenomena of L2 classroom interaction by applying micro-analytic research methods; therefore, he sets out to familiarize readers with Conversation Analysis (CA) and show its usefulness in studying L2 classroom discourse. This is done by first providing an overview of the framework, followed by utilizing it to analyze his data set of 16 hours of video-recordings from two English language classrooms in Luxembourg.

OF THESIS SEARCHING FOR ANSWERS WHEN GIRLS DON’T PERFORM WELL: EVALUATING CLASSROOM DISCOURSE AND MICROCULTURE IN A SIXTH GRADE SCIENCE CLASSROOM This action research project examines the role classroom culture and discourse can play on student learning, with a focus on female students. A sixth grade science classroom was evaluated through analysis of two videotaped astronomy lessons. The classroom environment utilized qualitative methods to examine teacher and student interactions, student and student interactions, and classroom environment. The research project began in response to a previous research project which found that after completing an astronomy unit male students not only out preformed female students, but female students lost gains in several area. Findings suggested that there may be a connection between the classroom discourse and microculture and the girls’ low performance.