Submissões recentes

  • Politischer Rassismus in der post-homogenen Gesellschaft: Eine postkoloniale Kritik

    Laing, Lorenz Narku (transcript VerlagDEUBielefeld, 2022-09-20)
    Rassismus ist politisch und das Politische ist geprägt von Rassismus. In vielen Teilen der deutschen Gesellschaft stehen sich Befürworter*innen der Homogenität und Vielfaltsbegeisterte unversöhnlich gegenüber. Der Autor analysiert die posthomogene Gesellschaft und zeigt, dass rassistische Politiken zum Kerngeschäft der Verfechter*innen der Homogenität gehören. Seine postkoloniale Kritik untersucht die tieferliegenden Gründe hierfür und liefert zugleich eine kritische Intervention in die (politik-)wissenschaftliche Forschung. Dabei wird deutlich, dass Rassismus weit mehr ist als Diskriminierung und Benachteiligung: Rassismus ist eine politische Ideologie.
  • MOOC Canvas and Instructional Design Manual for Digital Citizenship Courses

    Nicoleta ACOMI; Ovidiu ACOMI; Xenofon CHALATSIS; Anna DALOSI; Daria JARANOWSKA; Arndt SELDERS; Ourania XYLOURI (2022-09-19)
    Young people today inhabit a world that has been transformed by digital technologies, effortlessly enabling connectedness through social media and access to vast quantities of information. Making sense of this hyper-rich information and engaging effectively and responsibly poses a whole set of new challenges for educators as they seek to prepare young people as citizens, exercising their rights and participating effectively in the affairs of the community (COE, 2020). Teaching Digital citizenship is challenging. Nowadays, more than ever online education plays a decisive role in the future of humanity. The methods used for preparing the course materials certainly impact the learner engagement, the level of achievement as well as the lifelong impact of the developed skills. In order to propose educational tools adapted to youth needs, the authors consulted hundreds of references, conducted an online survey among European young people and interviews with youth workers. Creating an efficient and effective digital synchronous classroom requires online teachers to develop exceptional communication skills. Twenty-first-century teachers need all the skills required to develop lesson plans for traditional classroom instruction and they must be able to apply them to digital teaching environments. The challenge occurs while trying to create an efficient and effective digital asynchronous classroom. At this point, the teachers really need Instructional design skills. Instructional design is the creation of learning experiences and materials in a manner that results in the acquisition and application of knowledge and skills. Despite the numerous online courses and scientific articles that are available for developing and improving instructional design skills, very few addressed the teaching methods along with examples, pros and cons. This MOOC Canvas and Instructional Design Manual for Digital Citizenship Courses was created in the Strategic partnership to develop open educational resources for teaching digital citizenship project based on the results of the feedback survey (taking into consideration the youth preferences), the responses of youth workers and trainers to interviews and the vast scientific research literature. The Manual includes ten MOOC Canvases meant to introduce the reader to the online course environment offering an overview of the digital citizenship courses. These canvases were then supplemented by elements of instructional design which help developing stimulating and meaningful learning environments for digital citizenship learners. The MOOC Canvas and Instructional Design Manual for Digital Citizenship Courses represents the starting point for the development of ten online courses to improve the digital citizenship skills of youth: Access and inclusion; Learning and Creativity; Media and Information Literacy; Ethics and Empathy; Health and Wellbeing; e-Presence and Communication; Active Participation; Rights and Responsibilities; Privacy and Security; and Consumer Awareness. These courses are available in English, Romanian, Greek and German in the European Online Training Platform Therefore, this manual investigates the methods of teaching in an online asynchronous classroom, presents the best practices for creating learners engagement, as well as concludes be summarizing the main steps for creating an efficient and effective online course adapted to youth needs. With this manual, even the novice teacher will feel empowered to proceed to online course development.
  • Student perspectives on potential sources of trauma exposure during nursing school.

    Mayer, Kala A; Linehan, Kate J; MacMillan, Natalie K (Providence St. Joseph Health Digital Commons, 2022-09-01)
    Adverse effects of events experienced by nursing students as harmful during nursing school have included moral distress, prolonged grief reactions, secondary traumatic stress, and anxiety and depression during nursing school. Nursing student perceptions of potential sources of trauma exposure also known as potentially traumatic events (PTEs) during nursing school are lacking in the literature. The purpose of this study was to describe nursing students' perceptions of potential sources of trauma exposure during nursing school at one private school of nursing. Four online, synchronous focus groups with undergraduate nursing students were conducted in April 2020. Four themes emerged from analysis of focus group transcripts related to potential sources of trauma exposure: Individual-oriented interpersonal sources, nursing student-oriented interpersonal sources, nursing student-oriented institutional and organizational sources, and individual-oriented community sources. Participants focused on nursing student-oriented, interpersonal, and institutional and organizational potential sources of trauma exposure, while minimizing individual-oriented, community, and macro-level potential sources of student trauma exposure during nursing school. Findings advance discussions of organizational, systems, and community PTEs in nursing education. Trauma-informed educational and healthcare systems that promote the academic and career success of nursing students should be considered in PTE prevention efforts.
  • New Diversities

    Max Planck Institute for the Study of Religious and Ethnic Diversity, 2022-09-22
  • Youth, education, and the challenge of living under socio-economic inequality in a multicultural Millieu in Latin America

    Aparicio, Pablo Christian (Universidade Estadual de Londrina, 2010-09-09)
    Again and again Latin American youth are claimed to be the population sector destined to lead and promote the development of a new society, while often forgetting the objective disponibility of resources and tools, both material and symbolic, to attain such goals. The growing poverty, the increasing social inequality, unemployment and the social marginalization, present to the current generation a new scenery full of restrictions, uncertainties and risks. Here I present a critical analysis on the socio-historical context in which the educational politics for the youth is framed and its relevance for the programs and proposition which are assumed to favor the participation of the youth in a socio-economical development in a multi-cultural environment.
  • Modulo virtual nivel A1 para la enseñanza del kichwa en Educación Superior.

    Umaña Serrato, Jennifer Paola; Guasco Guasco, Jenny Beatriz (Universidad Nacional de Educación, 2021-11-19)
    El TIC (Trabajo de Integración Curricular) pretende ser un aporte dentro del proceso enseñanza-aprendizaje del kichwa como segunda lengua. El trabajo de investigación se fundamentó en el paradigma socio-constructivista con enfoque cualitativo interpretativo dentro del marco de las practicas preprofesionales UNAE. Para la recolección y análisis de datos se realizaron intervenciones en la carrera de Educación Intercultural Bilingüe (UNAE), en los niveles de kichwa I, II y III donde se aplicaron encuestas y prueba de diagnóstico. Así también, el método de la Investigación Acción Participativa (IAP) permitió el diseño de un módulo virtual nivel A1, este módulo consta de cuatro unidades que incluyen actividades interactivas en liveworsheets, kahoot, puzzel y flidgip para facilitar el proceso de enseñanza-aprendizaje del kichwa. La unidad 1 de dicho módulo se implementó mediante el enfoque cooperativo y el enfoque por tareas para el seguimiento de las actividades diseñadas y su mejora, y su evaluación se llevó a cabo mediante el portafolio de lenguas y la aplicación flipgrid. Para la evaluación de las herramientas virtuales se consideró los criterios de RED. En este sentido, los resultados obtenidos permitieron comprender la importancia de contar con un módulo nivel A1 de la lengua kichwa en la formación de los futuros docentes de la carrera Educación Intercultural Bilingüe en la UNAE.
  • Fremdheitserfahrungen und Othering: Ordnungen des "Eigenen" und "Fremden" in interreligiöser Bildung

    Freuding, Janosch (transcript VerlagDEUBielefeld, 2022-09-22)
    Interreligiöse Bildung versteht sich als Beitrag zum friedlichen Zusammenleben der Religionen und Weltanschauungen. Doch auch in interreligiösen Lernvorgängen und Bildungsansätzen sind immer wieder ausgrenzende Mechanismen des Othering, des "Fremdmachens", zu beobachten. Zugleich zeigt sich, dass verschiedene religionspädagogische Ansätze von unterschiedlichen Zugängen zum Thema Fremdheit ausgehen: Während die einen Fremdheitserfahrungen und individuelle religiöse Positionierungen ins Zentrum stellen, versuchen andere, "Fremdheit" zu dekonstruieren. Der Autor zeigt Möglichkeiten auf, diese unterschiedlichen Auffassungen aufeinander zu beziehen und wirkungsvoll gegen Othering-Strukturen in interreligiöser Bildung vorzugehen.
  • Cacrep Accreditation, Ethics, And The Affirmation Of Both Religious And Sexual Identities: A Response To Smith And Okech

    Sells, James N.; Hagedorn, W. Bryce (STARS, 2016-07-01)
    In response to Smith and Okech (), the authors reason that protections for sexual minorities can thrive with protections for religious liberties. The authors (a) acknowledge that the Council for Accreditation of Counseling and Related Educational Programs' accreditation process is designed to ensure that counseling programs of religious or secular institutions meet established standards to prepare counselors to work with all client groups, (b) describe the Ethical Acculturation Model (Handelsman, Gottlieb, & Knapp,), and (c) provide an example of a theological perspective for educators to help students integrate their professional and religious identities.
  • Replication In Massive Open Online Course Research Using The Mooc Replication Framework

    Andres-Bray, Juan Miguel Limjap (ScholarlyCommons, 2021-01-01)
    The purpose of this dissertation was to develop and use a platform that facilitates Massive Open Online Course (MOOC) replication research. Replication and the verification of previously published findings is an essential step in the scientific process. Unfortunately, a replication crisis has long plagued scientific research, affecting even the field of education. As a result, the validity of more and more published findings is coming into question. Research on MOOCs have not been exempt from this. Due to a number of limiting technical barriers, MOOC literature suffers from such issues as contradictory findings between published works and the unconscious skewing of results caused by overfitting to single datasets. The MOOC Replication Framework (MORF) was developed to allow researchers to bypass these technical barriers. Researchers are able to design their own MOOC analyses and have MORF conduct it for them across its massive store of MOOC data. The first study in this dissertation, which describes the work that went into building the platform that would eventually turn into MORF, conducted a feasibility study that aimed to investigate whether the platform was able to perform the tasks it was built for. This was done through the replication of previously published findings within a single dataset. The second study describes the initial architecture of MORF and sought to demonstrate the platform’s scaled feasibility to conduct large-scale replication research. This was done through the execution of a large-scale replication study against data from an entire University’s roster of MOOCs. Finally, the third study highlighted how MORF’s architecture allows for the execution of more than just replication studies. This was done through the execution of a novel research study that sought to analyze the generalizability of predictive models of completion between the countries present in MORF’s expansive dataset—an important issue to address given the massive enrollment numbers of MOOCs from all around the world.
  • Issue in Equity for Culturally and Linguistically Diverse Students with Complex Support Needs: A Comparative Analysis of District-Level Student Data

    Pacheco, Rosalia (UNM Digital Repository, 2022-04-13)
    Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). This quantitative study uncovers issues of educational inequities related to: (a) the identification of these students as English learners; (b) their access to Title III services; and (c) the instructional settings in which they are educated for culturally and linguistically diverse students with Autism (ASD), Developmental Delay (DD), Intellectual Disability (ID), Multiple Disabilities (MD), or Traumatic Brain Injury (TBI). Disaggregated student level data from a large school district in the southwest from the 2018-2019 school year was used for cross-tabulation comparisons using Pearson Chi-squared statistical test for association. Results from this research suggested that parents of children identified with ASD, DD, ID, MD, or TBI were more likely to opt out of Title III services, English learners with a disability were less likely to be re-designated as fluent in English, English learners identified with ASD, ID, and MD were placed in the most segregated special education setting at a higher rate than students with other disabilities. Additional analyses suggested American Indian/Alaskan Native had the highest percentage of students identified with a disability compared to other race/ethnicity groups. Results suggested clear guidance from district documents on policies should be provided to schools so that federal laws and regulations are not misinterpreted by school administration and teachers.
  • Exploring Multicultural Competence Skills of LGBTQ+ Counseling Trainees

    Perez, Jacob (UNF Digital Commons, 2022-01-01)
    While counselors develop multicultural competence through counselor education, training, and supervision, the practice and demonstration of multicultural competence remains nebulous and lacks thorough prescription of specific counseling skills. The present study was conducted to explore and concretize the skills used by LGBTQ+ counseling trainees to demonstrate multicultural competence for understanding the client worldview and the counseling relationship. Data was gathered with twelve LGBTQ+ counseling trainees from CACREP-accredited master’s-level clinical mental health counseling programs through semi-structured interviews using a relational-cultural theoretical framework. Seven domains encompassed the 37 skill categories that emerged from phenomenological data analysis. The domains included (a) counselor authenticity facilitates healing, (b) openness and curiosity for culture to enter the client’s worldview, (c) roles in the counseling relationship promote the client as the author, (d) therapeutic alliance enables change, (e) intersections of counselor and client identities invite deeper work, (f) addressing systems and power dynamics strengthens the counseling relationship, and (g) counselor self-reflection fosters relational impact. The study suggests that LGBTQ+ counseling trainees prioritize skills that affirm multicultural identities through authenticity and empower clients through accountability. Implications for counselor education and practice expand current knowledge of counseling skills in master’s-level trainees and promote encouragement of skill development in multicultural counseling courses.
  • The Upstream Sources of Bias: Investigating Theory, Design, and Methods Shaping Adaptive Learning Systems

    Karumbaiah, Shamya Chodumada (ScholarlyCommons, 2022-01-01)
    Adaptive systems in education need to ensure population validity to meet the needs of all students for an equitable outcome. Recent research highlights how these systems encode societal biases leading to discriminatory behaviors towards specific student subpopulations. However, the focus has mostly been on investigating bias in predictive modeling, particularly its downstream stages like model development and evaluation. My dissertation work hypothesizes that the upstream sources (i.e., theory, design, training data collection method) in the development of adaptive systems also contribute to the bias in these systems, highlighting the need for a nuanced approach to conducting fairness research. By empirically analyzing student data previously collected from various virtual learning environments, I investigate demographic disparities in three cases representative of the aspects that shape technological advancements in education: 1) non-conformance of data to a widely-accepted theoretical model of emotion, 2) differing implications of technology design on student outcomes, and 3) varying effectiveness of methodological improvements in annotated data collection. In doing so, I challenge implicit assumptions of generalizability in theory, design, and methods and provide an evidence-based commentary on future research and design practices in adaptive and artificially intelligent educational systems surrounding how we consider diversity in our investigations.
  • ‘The Dark Past Has Taught Us...The Hope that the Present Has Brought Us:’ How Race and Religion Inform Theology Instruction at Jesuit High Schools

    DeLeon, Loren Adam (ScholarlyCommons, 2021-01-01)
    Catholic schools in urban areas have historically served disenfranchised communities in the United States to teach and support the faith. The cultures of ethnic white Eastern European immigrants were easily expressed in the religious educational environment because the priests and nuns who taught in these Catholic schools were usually of the same ethnic heritage; e.g. Polish priests and nuns taught Polish Catholic students, Irish priests and nuns taught Irish Catholic students. When the Catholic Church began to respond to the needs outside of Eastern European immigrants, e.g. Latinx, Asians, African Americans, and native Americans, in urban settings, the nuns, the priests, and teachers remained predominantly white, while the ethnic and racial demographic of the students changed. As these white Eastern European populations fled to the suburbs, Catholic schools in urban areas have increasingly taught African American students, some of whom are Catholic, but many of them are not. I am interested in exploring how Catholic, Jesuit high schools meet the needs of African American students, with a special interest in examining the intersection of race and religion. Using Black Catholic Theology and Critical Pedagogy, the purpose of this study is to investigate the way race and religion influence the practice of teachers at Catholic, Jesuit high schools that serve minority students. What has really been understudied and under-theorized is the experience of teachers in urban, Catholic schools were the student demographic is predominantly African American. The focus of this dissertation will be high school Theology teachers who work in a setting where race and religion always play a constitutive role in Catholic education and the role teacher's play in their understanding and experience of race and religion influencing student learning.
  • From 9/11 to covid-19: the state surveillance from the perspective of the intercultural information ethics

    Bezerra, Arthur Coelho (Universidade Estadual de Londrina, 2020-12-26)
    Introduction: this article focuses on the practices of surveillance and monitoring of personal information carried out by the two main world economic powers (United States and China), at two critical moments in recent history: the attack on the World Trade Center towers, on September 11, 2001, and the coronavirus disease (COVID-19) pandemic in 2020. Objective: demonstrate that, in such periods, personal information surveillance actions tend to be reinforced by governments, from different cultural backgrounds, without facing great resistance from the populations that are frightened by the prospect of death. Methodology: the research is based on two case studies to verify possible similarities between the US state surveillance actions, carried out after September 11, 2001, and the state surveillance actions carried out by China during the COVID-19 pandemic. Results: it is possible to affirm that, although the motivations declared are different (referring to national security, in 2001, and public health, in 2020), both phenomena (terrorist action and pandemic) serve as a justification for the increase in surveillance actions in the aforementioned world powers, which use public fear to increase control over their citizens. Conclusions: State surveillance, whether in so-called democratic or authoritarian countries, operates from a dialectical perspective of protection and control, being necessary to establish limits to the use of personal data by governments and the defense of the privacy of individuals.
  • Aprendizaje significativo y competencias interculturales en la modalidad virtual

    Hernández, Ledys; Guasgua Flores, Ana; Santana Monteros, Karina (Universidad Nacional de Educación, 2022-08-11)
    El presente artículo expone algunos aportes del aprendizaje significativo, para el desarrollo de competencias interculturales en la Educación Intercultural Bilingüe, dentro de la modalidad virtual de enseñanza. En el cantón Otavalo, mayoritariamente de nacionalidad kichwa, el aislamiento y la falta de accesibilidad internáutica, durante la pandemia, resultó ser un agravante que afectó la enseñanza de la lengua kichwa. Como soporte pedagógico para tratar esta problemática, se originó una comunidad virtual de aprendizaje, a través de la que se impartieron talleres de aprendizaje significativo, para promover el diálogo intercultural en clases de kichwa.
 La metodología utilizada corresponde a la investigación-acción educativa, la que se desarrolló mediante grupos focales y diarios de campo. Los participantes fueron sesenta y cinco docentes kichwa hablantes, de la Educación General Básica. Los resultados más significativos remiten a la experiencia de una comunidad virtual de aprendizaje que favoreció el intercambio democrático y horizontal de experiencias educativas y sensibilizó a los profesores con las diversas realidades sociocomunitarias en las que viven los estudiantes. Las conclusiones plantean la necesidad de ampliar esta experiencia, involucrando a otros miembros de las comunidades, para generar un diálogo intercultural más enriquecedor en el espacio educativo.
  • Competencias interculturales: un estudio de caso en la Unidad Educativa Intercultural Bilingüe Comunitaria “Suscal”

    Pérez Morales, Patricia; Fernández Sanango, Byron Cornelio (Universidad Nacional de Educación del Ecuador, 2020-09-10)
    La presente investigación diseña, implementa y evalúa algunas estrategias didácticas, con un enfoque intercultural, para el desarrollo de competencias interculturales en estudiantes del sexto y séptimo grado de Educación General Básica Media, en la Unidad Educativa Comunitaria Intercultural Bilingüe “Suscal”, como una alternativa para comprender y mitigar las tensiones culturales entre el grupo indígena kichwa y el mestizo. Responde a la necesidad de atenuar el rechazo, representado con ciertas actitudes negativas de las nuevas generaciones en el centro escolar. Del mismo modo, considera la importancia de las instituciones interculturales bilingües en la formación de un individuo apegado hacia sus raíces, así como en la necesidad de egresar ciudadanos acordes a las demandas contemporáneas, caracterizadas por la diversidad cultural y la globalización. 
 Para ello, esta investigación tiene enfoque cualitativo, en donde se obtiene información mediante el método etnográfico educativo, siendo de carácter descriptivointerpretativo, de la realidad educativa y de las diferentes fases de la investigación. Por ello, para la recolección de datos implicó la utilización de la observación participante, la entrevista semiestructurada y el grupo focal. Los resultados de la propuesta de investigación fueron: a) La deconstrucción de estereotipos que circulan dentro del escenario áulico; b) Favorecer espacios para el reconocimiento de la diversidad cultural y el desarrollo de la empatía hacia otras realidades culturales; c) Establecer el desarrollo de las competencias en relación los principios andinos dentro de planificaciones de unidad didáctica.
  • Shareholder Primacy and the Moral Obligation of Directors

    Loewenstein, Mark J.; Geyer, Jay (Colorado Law Scholarly Commons, 2021-01-01)
    One of the most written-about and important topics in corporate law is the fiduciary obligations of corporate directors. Increasingly, critics of American capitalism have urged that corporations, and implicitly, corporate directors, act in a more socially responsible fashion and thus eschew the notion that shareholder primacy is the exclusive guide to a director’s fiduciary duty. Under this view, directors must consider the effect of their actions on “stakeholders” other than shareholders and be guided by morality—doing the right thing—when making business judgments. When directors move away from shareholder primacy, however, decision-making becomes more difficult and problematic. This article analyzes the arguments that underpin a rejection of shareholder primacy, alternatives to shareholder primacy, and the utility of morality as a guide for directors making business judgments.
  • Nonstandard work week and work schedules influence on motivation and productivity, work culture and attitudes among front line workers in Nantucket, MA during the COVID-19 pandemic

    Falloon, Donna; Danilina, Katsiaryna (Institutional Repository of LCC International University, 2022-08-09)
    The study explores the influence of nonstandard work week on front-line workers’ motivation, productivity, work culture and attitudes in Nantucket, MA during COVID-19 pandemic. The main research questions of the study are whether nonstandard work week and schedules had any influence on front-line workers’ motivation, productivity, work culture and attitudes in Nantucket, MA during COVID-19 pandemic. The sample population was chosen from year-round residents of Nantucket who were employed on the island any time between April 2020 through April 2022. The data was collected using a mixed method and questionnaires distributed using the ‘Facebook’ social medial network. Of the 305 participants, 226 agreed that they have nonstandard work schedule (74 percent), 224 agreed or somewhat agreed that nonstandard work schedule did not decrease their motivation to go to work (74 percent), 184 agreed or somewhat agreed that nonstandard work schedule did not decreased their productivity, 176 agreed or somewhat agreed that their work culture became more stressful and competitive (59 percent), and 188 disagreed with the fact that nonstandard work schedules changed their work attitudes in a negative way (62 percent) during COVID-19 pandemic. While most front-line employees were stressed because of potential exposure to COVID-19, losing their job, not being able to provide for their families, eventually they learnt how to accommodate nonstandard work hours, work alongside CDC imposed regulations, keep good morale, work as a team, be creative, and help each other. Managers dedicated extra time to personal meetings with employees, provided them with support and incentives, became their friends and companions rather than bosses.
  • Integrated Surface Water and Groundwater Analysis

    MDPI Books, 2022-09-16
    Comprehensive understanding of surface water and groundwater interaction is essential for effective water resources management. Groundwater and surface water are closely connected components that constantly interact with each other within the Earth’s hydrologic cycle. Many studies utilized observations to explain the surface water and groundwater interactions by carefully analyzing the behavior of surface water features (streams, lakes, reservoirs, wetlands, and estuaries) and the related aquifer environments. However, unlike visible surface water, groundwater, an invisible water resource, is not easy to measure or quantify directly. Nevertheless, demand for groundwater that is highly resilient to climate change is growing rapidly. Furthermore, groundwater is the prime source for drinking water supply and irrigation, and hence critical to global food security. Groundwater needs to be managed wisely, protected, and especially sustainably used. However, this task has become a challenge to many hydrologic systems in arid to even humid regions because of added stress caused by changing environment, climate, land use, population growth, etc. In this issue, the editors present contributions on various research areas such as the integrated surface water and groundwater analysis, sustainable management of groundwater, and the interaction between surface water and groundwater. Methodologies, strategies, case studies as well as quantitative techniques for dealing with combined surface water and groundwater management are of interest for this issue.

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