Progress in Education. Volume 67


Roberta V. Nata (Editor)

Series: Progress in Education

BISAC: EDU000000

This edited volume includes ten chapters, each of which provides a unique perspective on specific topics in the field of education. Chapter One constitutes a literature review on how crucial occupational factors affect the way teachers tend to approach and respond to their daily school duties. Chapter Two aims to gain an understanding of special education teachers’ instructional perspectives and their instructional practices when providing comprehension instruction for students with autism spectrum disorder. Chapter Three highlights the evolution of the Portuguese scientific system over recent decades. Chapter Four focuses on the use of music as an educational modality to help children with language and learning problems. Chapter Five presents a technological ecosystem for classroom management that offers electronically mediated classroom support with engaging activities and learning strategies. Chapter Six describes an intervention program that was developed to raise awareness of cyberbullying and help children acquire effective coping strategies. Chapter Seven examines how using e-learning technology with graphical music representations can lead to increased confidence levels in students who have no prior music training. Chapter Eight analyzes student behaviors collected from three different learning management systems used in distance learning. Chapter Nine describes various types of nursing curricula with a special focus on the role of conceptual frameworks in shaping curricula. Finally, Chapter Ten provides an overview of the historical development of pedagogical approaches in nursing education.

Table of Contents


Chapter 1. How do Teachers Approach their School Duties? The Role of Self-Efficacy, Job Satisfaction, Burnout and Economic Crisis
(Thanos Touloupis – Department of Psychology, Aristotle University of Thessaloniki, Thessaloniki, Greece)

Chapter 2. Making It Work: Teaching Reading Comprehension to Students with Autism Spectrum Disorder
(Gina Braun and Marie Tejero Hughes – Department of Education, Rockford University, Rockford, IL, US, et al.)

Chapter 3. Portuguese Scientific System Growth and Public Funding of Higher Education between 1995 and 2020
(Luísa Cerdeira, Belmiro Gil Cabrito and Pedro Ribeiro Mucharreira – Institute of Education, University of Lisbon, Lisbon, Portugal)

Chapter 4. Can Music Help to Correct Children’s Language and Learning Problems?
(Kaija Früchtenicht – Logopädie Zimmermann, JIAS Ganderkesee, Germany)

Chapter 5. Understanding the Correlation between Teacher and Student Behavior in the Classroom and Its Consequent Academic Performance
(Adson Damasceno, Andressa Ferreira, Thiago Gama, Celso Medeiros, Elane Pereira, and Francisco Oliveira – Science and Technology Center, Ceará State University, Fortaleza, CE, Brazil, et al.)

Chapter 6. Intervention Program Addressing Cyberbullying Among School-Age Children: A Single-Group Design
(T. Heiman, D. Olenik-Shemesh and D. Kopel-Ben-Ari – Department of Education and Psychology, The Open University of Israel, Raanana, Israel)

Chapter 7. The Impact of E-Learning Technology on Student’s Self-Perceived Confidence in Music Composition
(Sylvie Studente – Regent’s University London, UK)

Chapter 8. Observations on Student Behaviors in a University Distance Learning Using LMS
(Toshiyasu Kato and Yasushi Kambayashi – Nippon Institute of Technology, Saitama, Japan)

Chapter 9. Conceptual Frameworks in Undergraduate Nursing Curricula
(Rasika Jayasekara – UniSA Clinical and Health Sciences, University of South Australia, Adelaide, Australia)

Chapter 10. Transforming Nursing Education: Behaviourism to Humanism and Evidence-Based Practice
(Rasika Jayasekara – Senior Lecturer in Nursing and Midwifery, UniSA Clinical and Health Sciences, University of South Australia, Adelaide, SA, Australia)


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