title: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection

authors: Saeed, Sharuda

subjects: social studies

abstract: This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

text: Maldivian primary teachers activate and shape their Social Studies pedagogies through reflection This study emerges from a deep-seated concern about the potential erosion of Maldivian cultural heritage and identity, reflected in the diminishing prominence of traditional cultural practices, language, beliefs, which are often threatened by tourism and foreign influences. The research investigates how Maldivian primary teachers perceive and teach social studies, a subject crucial for preserving cultural identity and for promoting sustainable development. As a Maldivian social studies educator, I view social studies education as an empowering force for fostering critical thinking, empathy, and global citizenship among future leaders.   

The research explores how primary teachers activate and shape their social studies pedagogy through reflection, with a focus on Key Stage 1 and 2 levels. Some findings indicate that teachers face challenges due to limited access to specialised professional learning, resulting pedagogical approaches that are often teacher-led and exam focused, rather than being inquiry-based and student-centred. This thesis sheds light on these dynamics and contributes to critical need for educational reform conversations in the Maldives on the quality of social studies education.   

Conducted during the COVID-19 pandemic, this largely qualitative study initially adopted a Participatory Action Research [PAR] methodology and later transitioned to Online Participatory Action Research [OPAR]. Data was collected from ten participants via a Qualtrics questionnaire and online workshops, with four teachers contributing reflective narrative texts and participating in online interviews. Thematic analysis and grounded theory guided the analysis, which uncovered key themes and generating theoretical insights drawn from the firsthand experiences of the participants within the realm of social studies education in the Maldives.  

The findings highlight the crucial role of reflective practice in shaping pedagogy and fostering professional growth. Analysis of teachers’ experiences suggested how reflective practice influences their social studies teaching, helping them adapt to the evolving educational landscape in the Maldives. The study also highlights strategies teachers employ to navigate challenges, and illustrated the practical impact of reflective practice on improving teaching, learning, and ongoing professional development for Maldivian social studies teachers.  

Four key implications arise from this study. First, the study highlights the importance of understanding teachers’ perceptions of social studies within the National Curriculum Framework, and the need for more targeted exploration of its significance. Second, it underscores the need to address challenges in professional learning, with recommending tailored interventions to enhance teachers’ social studies pedagogy being necessary. Third, the research emphasises the role of reflective practice in shaping teaching methods and urges educational institutions, including the Maldives National University, to integrate reflective strategies into teacher training. Finally, the findings advocate for policy initiatives and support structures to create an environment that fosters reflective practices, enhancing social studies education in primary schools.

year: 2024

title: Network of mindfulness and difficulties in regulating emotions in firefighters

authors: Chiang, Hui Ning

abstract: Objectives: Growing evidence supports the role of mindfulness in regulating emotions in the general population. However, the interactive network of mindfulness facets and difficulties in regulating emotions is not well understood, which is specifically important for individuals involved in high-risk professions, such as first responders. The aim of this study was to investigate the interactive relations between mindfulness facets (acting with awareness, non-judging, describing, observing, and non-reacting), ability to regulate emotions and alcohol use in a sample of firefighters, including military veterans. Method: A sample of 685 career firefighters, of whom 154 (22.5%) are military veterans, completed measures of mindfulness and difficulties in regulating emotions. The dataset was subjected to network analysis. Results: The mindfulness facet non-judging was negatively related to emotion-regulation challenges, such as nonaccepting attitudes and lack of clarity, and positively related to deficits in goal-directed behaviour. Acting with awareness was negatively related to goal-directed behaviour deficits and impulsivity. Alcohol use was positively linked to impulsivity and negatively linked to describing. Overall, emotion-regulation difficulties were positively linked together, and positive links were found between most mindfulness facets. Directed network analysis found non-judging and emotion-regulation strategy as primary predictors. Non-judging acted as a protective factor, supporting other mindfulness facets, while emotion-regulation strategy exacerbated emotion-regulation challenges acted as a risk factor. Conclusions: This network analysis demonstrated that acting with awareness and a non-judgmental attitude, facets of mindfulness, are linked to better emotion-regulation and may play protective role against impulsivity and alcohol use.

text: Network of mindfulness and difficulties in regulating emotions in firefighters Objectives: Growing evidence supports the role of mindfulness in regulating emotions in the general population. However, the interactive network of mindfulness facets and difficulties in regulating emotions is not well understood, which is specifically important for individuals involved in high-risk professions, such as first responders. The aim of this study was to investigate the interactive relations between mindfulness facets (acting with awareness, non-judging, describing, observing, and non-reacting), ability to regulate emotions and alcohol use in a sample of firefighters, including military veterans. Method: A sample of 685 career firefighters, of whom 154 (22.5%) are military veterans, completed measures of mindfulness and difficulties in regulating emotions. The dataset was subjected to network analysis. Results: The mindfulness facet non-judging was negatively related to emotion-regulation challenges, such as nonaccepting attitudes and lack of clarity, and positively related to deficits in goal-directed behaviour. Acting with awareness was negatively related to goal-directed behaviour deficits and impulsivity. Alcohol use was positively linked to impulsivity and negatively linked to describing. Overall, emotion-regulation difficulties were positively linked together, and positive links were found between most mindfulness facets. Directed network analysis found non-judging and emotion-regulation strategy as primary predictors. Non-judging acted as a protective factor, supporting other mindfulness facets, while emotion-regulation strategy exacerbated emotion-regulation challenges acted as a risk factor. Conclusions: This network analysis demonstrated that acting with awareness and a non-judgmental attitude, facets of mindfulness, are linked to better emotion-regulation and may play protective role against impulsivity and alcohol use.

year: 2024-05-16

title: Language switching in a digital library: Does it make a difference if the default language is set to Maori?

authors: Keegan, Te Taka Adrian Gregory

abstract: In this paper we investigate the effect of default interface language on usage patterns of the Niupepa digital library (a collection of historic Māori language newspapers), by switching the default interface language between Māori and English in alternate weeks.
Transaction analysis of the Niupepa collection logs indicates that changing default language affects the length of user
sessions and the number of actions within sessions, and that the English language interface was used most frequently.

text: Language switching in a digital library: Does it make a difference if the default language is set to Maori? In this paper we investigate the effect of default interface language on usage patterns of the Niupepa digital library (a collection of historic Māori language newspapers), by switching the default interface language between Māori and English in alternate weeks.
Transaction analysis of the Niupepa collection logs indicates that changing default language affects the length of user
sessions and the number of actions within sessions, and that the English language interface was used most frequently.

year: 2004-01-01