English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

A growing number of teachers in Europe regularly take their dogs with them into the classroom. Limited research points at positive socio-emotional effects of this practice. In this study the effects of a schooldog-teacher-team on socioemotional experiences in school, depression and emotion regulation strategies were investigated in a classroom of third-graders (male  n  = 12, female  n  = 13), which had a schooldog present for 1 day per week in comparison with a control class (male  n  = 11, female  n  = 10). In contrast to the control class, the dog-class students reported a stronger improvement with regard to  positive attitude toward school  (repeated measures ANOVA;  F  = 10.769,  df  = 1,  p  = 0.002) and  positive emotions related to learning  ( F  = 4.479,  df  = 1,  p  = 0.042) over the course of the year. Since a prerequisite of all kinds of effective learning is a positive attitude and mood toward school and learning, the presence of a schooldog-teacher team thus has the potential to support learning.

Socio-emotional correlates of a schooldog-teacher-team in the classroom