Design of a Learning Development Program to Support First-Year Undergraduate Medical Students in the Transition to a PBL Curriculum.

While the evaluation of learning development interventions needs to be considered carefully and included at the curriculum design stage, there is limited literature on the actual design of interventions, especially on how these designs evolve and improve over time. This paper describes the evolution of a learning development program intended to support first-year medical students adjusting to a problem-based learning curriculum. We used a design-based research approach, articulating our theoretical grounding and incorporating students' voices to develop an "optimal" intervention for the specific challenges in our context. We describe lessons learned around four aspects: students' growth and development, teachers' professional growth and development, program design principles, and the emergent components of a learning development program. Overall, our students describe the Learning Success Program as adding value by enabling the adoption of a repertoire of skills and strategies for learning management. Additionally, the incremental nature of design-based research allowed for the development of a context-specific program that considers students' voices through needs assessment and feedback on the program offerings. It has also provided an opportunity for the professional development of teachers through feedback from classroom practice, reflection, and the literature. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01790-3.

Investigating Latent Interactions between Students' Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors.

Affective and cognitive factors play significant roles in influencing students' learning performance. However, limited studies exist that examine the latent interactions between these factors and students' learning performance. This study applied a meta-analytic approach to examine the relationships between affective and cognitive factors and students' learning performance through the selected publications. We identified 18 affective and cognitive influencing factors related to student learning achievement/performance. It was found that academic performance was significantly impacted by learning scores, future aspirations and goals, peer support for learning, and family support for learning. A moderate impact was observed for cognitive benefits, skill development, self-regulation, values, knowledge, character, self-belief, attitudes and beliefs, affective benefits, motivation, optimism, and behavioral engagement. A weak influence was observed for control and relevance of schoolwork and self-efficacy. The discussion and limitations of this study have also been provided in the last sections.

Training and Profile of Special Olympics Portugal Coaches: Influence of Formal and Non-Formal Learning.

Since coaches play an important role in the development of athletes, the process and mechanisms used by Special Olympics Portugal to develop coaches' skills are worthy of research. In this context, the study aims to identify the training paths and profiles of the Special Olympics Portugal coach. It also aims to analyze the relationship between formal and non-formal learning in the profile and training of this type of coach. The research is descriptive and transversal regarding Special Olympics Portugal coaches, with the participation of 50 subjects. Two questionnaires were used, the Coaches' Training Profile Questionnaire to determine the training routes, and the Coaches' Orientation Questionnaire. The results show that the Special Olympics Portugal coaches have an academic background and a somewhat critical profile. It is imperative to build formal and non-formal learning contexts that focus on the theme of adapted sports, in order to allow the training of more qualified coaches, who are consequently more effective in their interventions with this type of athlete.

Developing a Community-Based Research Project Proposal to Build Public Health Educator Capacity: A Graduate Student Perspective.

This article is the author's first-person perspective of completing an Applied Practice Experience (APE) at an accredited public health program. Graduate-level public health students in the United States are mandated by the Council on Education for Public Health to complete this supervised field experience to apply knowledge and concepts to real-world public health practice. For his APE, the author worked with a faculty advisor and two community groups to facilitate and submit a community-based participatory research grant proposal. This article discusses the author's experiences before, during, and after the APE. The author outlines challenges and success of working on this applied project. The article concludes with implications for public health education specialists regarding experiential learning and applied practice experiences for graduate students.

A orientação psicopedagógica à mãe e articulações com a aprendizagem de seu filho: enfoque sobre mitos, estilos cognitivo-afetivos e contribuições da arteterapia / The psychopedagogic orientation to the mother and links with the learning of her son: focus on myths, cognitive-affective styles and art therapy contributions

O presente trabalho tem como objetivo elucidar a importância da orientação psicopedagógica às mães, tendo em vista as diferenças e semelhanças entre estilos cognitivo-afetivos e mitos maternos que dificultam ou facilitam os vínculos entre pais e filhos. O foco da pesquisa realizada e analisada na monografia de conclusão do curso de Psicopedagogia (PUC- Barueri) diz respeito, principalmente, à orientação psicopedagógica à mãe, desenvolvida no estágio supervisionado clínico da PUC (Barueri: 2011-2012), estabelecendo relações com as características do filho que recebeu também as orientações psicopedagógicas paralelas. Os fundamentos teóricos baseiam-se nos estudos sobre mitos familiares e pesquisas psicopedagógicas sobre estilos cognitivo-afetivos, ampliados da teoria de Carl Jung. A pesquisa, caracterizada como estudo de caso, apresenta os recursos derivados das contribuições da arteterapia e do lúdico, as análises qualitativas desenvolvidas no estágio supervisionado da PUC e as investigações teóricas para a monografia de conclusão de curso de formação em psicopedagogia.(AU)

This study aims to elucidate the importance of psychopedagogical guidance to mothers, considering the differences and similarities between cognitive-affective styles and maternal myths that hinder or facilitate the bonds between parents and children. The focus of the research performed and analyzed in the thesis from the Psychopedagogy postgraduate course (PUC-Barueri) relates primarily to the mother psychopedagogical guidance, developed in the clinical supervised internship at PUC (Barueri: 2011-2012), establishing relationships with the characteristics of the son who also received psychopedagogical parallel orientations. The theoretical foundations are based on studies of family myths and psychopedagogical research on cognitive-affective styles, extended from the theory of Carl Jung. The research characterized as a case study shows resources from the contribution of art therapy and the ludic as well as qualitative analyzes carried out in the supervised internship at PUC and in the theoretical investigations to the thesis from the Psychopedagogy postgraduate course.(AU)

A intervenção da tutoria no desenvolvimento da aprendizagem: ajudando a prevenir o fracasso escolar / xxx

O presente artigo refere-se ao estudo de caso, que subsidiou uma pesquisa qualitativa de conteúdos, mediada pelas linguagens verbal e expressões simbólicas dos desenhos, com análises fundamentadas nos estudos da Psicopedagogia e da teoria analítica. A escola, objeto do estudo da presente pesquisa, é uma instituição particular da zona sul de São Paulo. Os sujeitos participantes da pesquisa são alunos do Ensino Fundamental II e Ensino Médio, pais e funcionários da escola. O critério para escolha dos participantes foi o de que todos deveriam estar ligados diretamente às ações da tutoria. O objetivo da pesquisa foi avaliar a tutoria, segundo um olhar psicopedagógico, ampliando as condições de aprendizagem e do ensino, em relação á escuta e ao acompanhamento escolar, diante das dificuldades de aprendizagem dos alunos. Tais intervenções, seguindo a percepção junguiana, utilizam a função materna, acolhendo e incentivando, a função paterna impondo regras e limites, e o respeito ao estilo cognitivo do indivíduo que é como cada um aprende. O resultado satisfatório da intervenção da tutoria foi comprovado, através dos dados coletados nos conselhos de classe com os resultados obtidos no desempenho escolar dos alunos no final do ano letivo.(AU)

This article presents a case study that provided a qualitative research of contents. The school, object of the study, is a private institution in São Paulo, South Area. The participants were Elementary and High School students, parents and school employees. To take part of this program, the participants had do be directly involved in the teacher counselor actions. The purpose of the research was to show that some teacher counselor interventions, like listen watch, guide are pedagogical practices that benefit the learning development, helping to prevent learning failure. Such interventions use the maternal function, protecting and motivating, the paternal function, establishing rules and limits, as well as respect to the individual’s cognitive style - the way each one learns. Students’ positive results of teacher counselor intervention could be verified in the school year, during the teachers’ council.(AU)

Investigando a ação pedagógica da educação física na educação infantil / Investigating physical education pedagogical practice in children education / Investigando la accionpedagogica de la educacion fisica en la educacion infantil

O presente estudo investigou as práticas pedagógicas da educação física desenvolvidas nas Escolas de Educação Infantil. Objetivou estudar a organização pedagógica da educação física e a compreensão das professoras de educação infantil sobre a educação física como prática pedagógica. De corte qualitativo, o estudo se caracteriza como um estudo de casos. O estudo permitiu compreender sobre o significado da educação física, os fundamentos teóricos e a organização pedagógica da educação física na escola, bem como a relação da educação física com a prática educativa que as professoras desenvolvem

The present study investigated the Physical Education pedagogical practices developed in Children's Educational Schools. It aimed at studying the pedagogical organization of the Physical Education Program, as well as the understanding of the teachers of it as a pedagogical practice. The analysis is based on a qualitative case study that allowed the understanding of the meaning of Physical Education, its theoretical support, pedagogical organizations in the schools, as well as the interrelation between Physical Education and the teachers' educational practice

El presente estudio investigó las prácticas pedagógicas de la educación física desarrolladas en las Escuelas de Educación Infantil. Tuvo como objetivo estudiar la organización pedagógica de la educación física y la comprensión de las profesoras de educación infantil acerca de la educación física como práctica pedagógica. De corte cualitativo, el estudio se caracteriza como un estudio de casos. El estudio permitió comprender sobre el significado de la educación física, los fundamentos teóricos y la organización pedagógica de la educación física en la escuela, así como la relación de la educación física con la práctica educativa que las profesoras desarrollan