Do teaching practices impact socio-emotional skills?

Korbel, Vaclav; Paulus, Michal

doi:10.1080/09645292.2018.1460320

Cited by 10 publications

(8 citation statements)

References 53 publications

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“…In addition, this approach in the Montessori pedagogy has proven to be suitable for problem-solving in other research as well [120]. In the ordinary primary school environment what still prevails and is preferred by teachers is the transmissive method of teaching based on a frontal organizational format [3], which may lead to the formalism regarded as the most serious didactic problem [121]. Within the Dalton Plan, the aim is to structure the tasks in the way that both individual and group teaching are used.…”

Section: Data Interpretation and Discussionmentioning

confidence: 99%

“…Korbel and Paulus [3] mention that the Czech Republic is still one of the sad places or backward countries where the current teaching is largely based on the frontal transmissive teaching mode. This form of teaching has become a model used mechanically, not taking into account the needs of pupils and thus leading to the passive use of previously learned procedures [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

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Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

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Section: Data Interpretation and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

et al. 2020

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“…Резултати истраживања у коме је проучаван утицај наставне праксе на развој социоемоционалних вештина код ученика (Korbel & Paulus, 2018) су показали да модерна наставна пракса има важан утицај на развој социоемоционалних вештина, а посебно на интринзичку мотивацију и самопоуздање. С обзиром на то да су социјалне емоционалне вештине највише васпитљиве током детињства и адолесценције, јако је битна интервенција у том периоду (Koch, Natshiger, Nelsen, 2015, према: Korbel & Paulus, 2018.…”

Section: програми за подстицање социоемоционалних вештинаunclassified

“…С обзиром на то да су социјалне емоционалне вештине највише васпитљиве током детињства и адолесценције, јако је битна интервенција у том периоду (Koch, Natshiger, Nelsen, 2015, према: Korbel & Paulus, 2018. Модерна наставна пракса које је занована на раду у малим групама, повећаном броју међусобних контаката у раду на задацима, јасно давање повратне информације о показаним резултатима, доводи до веће интринзичке мотивације и већем самопуздању после одређеног времена (Algan, Cohue, Shiefifer, 2013, према: Korbel & Paulus, 2018). Истраживање заступа ширу инклузију модерне наставне праксе на школским часовима.…”

Section: програми за подстицање социоемоционалних вештинаunclassified

The Role of Teachers in the Development of Students` Socioemotional Skills

Zlatić¹,

Luković²

2020

Nauka I Nastava U Vaspitno-Obrazovnom Kontekstu

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Many studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that can influence the development of these skills. The results of various research show that changes in the sense of teaching the teachers their social skills, especially in initial education, but also later, increase the awareness of students’ social skills. Empirical findings indicate the key characteristics of successful socio-emotional skills development programs, emphasizing the necessary specific training and coaching of teachers as part of their initial education and professional development, as well as the need for systematic support during the implementation of programs that affect development of these skills in students. The importance of understanding emotions and social skills in students by teachers is emphasized, as well as the development of teachers’ awareness of ways that can influence the development of socio-emotional skills, how to create a positive atmosphere in the classroom and how to adequately respond to different emotions.

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“…Determine the index of the best strategy based on the back-test statistics calculated from the matrix of back-tested returns 〈 〉 for 4…”

mentioning

confidence: 99%

A Bayesian Approach to Backtest Overfitting

Witzany

2017

SSRN Journal

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Quantitative investment strategies are often selected from a broad class of candidate models estimated and tested on historical data. Standard statistical technique to prevent model overfitting such as out-sample back-testing turns out to be unreliable in the situation when selection is based on results of too many models tested on the holdout sample. There is an ongoing discussion how to estimate the probability of back-test overfitting and adjust the expected performance indicators like Sharpe ratio in order to reflect properly the effect of multiple testing. We propose a consistent Bayesian approach that consistently yields the desired robust estimates based on an MCMC simulation. The approach is tested on a class of technical trading strategies where a seemingly profitable strategy can be selected in the naïve approach.

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Do teaching practices impact socio-emotional skills?

Cited by 10 publications

References 53 publications

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

The Role of Teachers in the Development of Students` Socioemotional Skills

A Bayesian Approach to Backtest Overfitting

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