@article {1202,
	title = {INTEGRATION OF MOBILE TECHNOLOGY INTO EVIDENCE-BASED PRACTICES FOR STUDENTS WITH EMOTIONAL AND CONDUCT DISORDERS IN CLASSROOM},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {195-208},
	abstract = {Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States.  However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging practices (EPs).  This integrative review provides a synthesis of the research on the effectiveness of EPs for students with ECD in the K-12 classroom environment.  A total of 11 empirical studies, published from 2008 to 2018, were reviewed. Results suggest that EPs may increase academic engagement for students with ECD during academic situations. Yet, drawing conclusions remains challenging due to limitations in relation to: (a) the unique power of EPs in isolation from some interfering variables, (b) generalizability of documented findings to various settings. Future research studies should ideally further address the areas of limitation toward conclusive claims concerning the effectiveness of EPs for students with ECD.},
	keywords = {conduct disorders, educational setting, emerging practices, emotional disorders, evidence-based practices, mobile technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.195},
	url = {http://oaji.net/articles/2019/457-1556863622.pdf},
	author = {Nora A. Altaweel}
}
@article {1000,
	title = {APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-21},
	abstract = {The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.},
	keywords = {design education, design studio, design thinking, educational setting, problem solving session, students teamwork},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199718},
	author = {Hernan   Casakin and Arjan van Timmeren and Petra Badke-Schaub}
}
