29,077 research outputs found
Blended learning internationalization from the commonwealth: An Australian and Canadian collaborative case study
This case depiction addresses the contentious issue of providing culturally and globally accessible teaching and learning to international students in universities in the Commonwealth nations of Australia and Canada. The chapter describes the university systems and cultures, the barriers to authentic higher education internationalization, and the problems frequently experienced by international students. Two university cases are presented and analysed to depict and detail blended learning approaches (face-toface
combined with e-learning) as exemplars of culturally and globally accessible higher education and thereby ideologically grounded internationalization. Lessons learned are presented at the systems level and as teaching and learning solutions designed to address pedagogical problems frequently experienced by international students in the areas of communication, academic skills, teaching and learning conceptualization, and moving from rote learning to critical thinking. The blended learning solutions are analysed through the lens of critical theory
Behaviors That Eliminate Health Disparities for Racial and Ethnic Minorities: A Narrative Systematic Review
Within the health care provider-health care recipient relationship the communication must be culturally competent to eliminate barriers to equitable health care for all Americans. This assertion has conceptual grounding in Public Law 106-129 (the Health Care Research and Quality Act of 1999) and Public Law 106-525 (the Minority Health and Health Disparities Research and Education Act of 2000). This narrative systematic review examines this assertion by using selection and exclusion criteria to gather interventions, assessments, and testimonies conducted from 2000-2007. Reports that were not eliminated via these criteria were analyzed to determine the effect of specific practices that were undertaken in interventions, assessments, and testimonies. Which practices does research propose as indispensable to efforts to eliminate health disparities for racial and ethnic minority health care recipients? Findings indicate that culturally competent behaviors by providers and recipients promote effective intercultural communication that eliminates health care disparities, and removes obstacles to care
Organizational Learning in Schools Pursuing Social Justice: Fostering Educational Entrepreneurship and Boundary Spanning
The field of socially just educational leadership is focused on promoting improve· ments in the teaching and learning environment as demonstrated by student learning gains, particularly for traditionally marginalized students. The field has identified priorities (i.e., school improvement, democratic community, and social justice) and steps to pursue these priorities (specific strategies school leaders can take and conditions they can foster). Building on this literature, this article exam· ines organizational learning in school communities that claim to be pursuing these priorities. It argues that organizational learning is a lens for socially just educational leaders to link theory with practice and to shift their focus from the knowledge, skills, and dispositions of individuals to the communities of practice within schools. It first describes a theoretical framework for examining organi· zational learning in schools, then analyzes two school settings illustrating orga· nizational learning in educational entrepreneurship and boundary spanning. It concludes with a discussion of the implications this has for the broader field of socially just educational leadership
Infusing Problem-Based Learning (PBL) Into Science Methods Courses Across Virginia
This article outlines the results of a collaborative study of the effects of infusing problem-based learning (PBL) into K-12 science methods courses across four universities in Virginia. Changes in pre-service teachers\u27 attitudes surrounding science teaching were measured before and after completing a science methods course in which they experienced PBL first-hand as participants, and then practiced designing their own PBL units for use in their future classrooms. The results indicate that exposure to PBL enhances pre-service teachers\u27 knowledge of inquiry methods and self-efficacy in teaching science
Misunderstanding corruption and community: comparative cultural politics of corruption regulation in the Pacific
This paper will take as its empirical foundation the author’s experience of corruption and regulation in small Pacific island states. The argument is that notions of corruption and strategies for its regulation suitable for modernized societies, which lack cultural specificity and community engagement, may in fact stimulate corruption relationships in transitional cultures. The other consequence of the imposition of inappropriate definitions and regulation strategies is a profound misunderstanding of communities of dependence. In fact, corruption control can misconstrue and exacerbate economic and political dependence environments, fostering the conditions for corruption which accompany socio-economic development. Two remedies are suggested. First, corruption requires an appreciation which is ‘community-centered’, while at the same time not being neutralized by disconnected cultural relativity. Second, an enterprise theory of corruption in modernized societies and international political/commercial entities may assist in the relevant translation of global anti-corruption policies in a way which advances good governance in traditional communities. This is so when corruption is conceived as dependant on phases of modernization, and the tensions which arise when the interests of societies at different phases intersect. Corporate citizenship and compliance with anti-corrupt business practices by major corporations with a commercial interest in these transitional economies may be more beneficial than deference to uniform international codes of governance
Culture, Wasta and perceptions of performance appraisal in Saudi Arabia
This article explores the relationship between Arabic culture and employees’ perceptions of performance appraisal in a Saudi Arabian company named SACO. Using an interpretive and qualitative methodological framework, the article suggests that Western models of performance appraisal rooted in rationality and objectivity conflict with aspects of Saudi Arabian culture. Specifically, the personal relations implicated in the social practice of Wasta. However, the article also shows how SACO employees are beginning to reject Saudi Arabian cultural norms and adopt alternative values which are linked to notions of organisational justice and individual egalitarianism. These values are compatible with Western models of performance appraisal
Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms
Defining and Detecting Toxicity on Social Media: Context and Knowledge are Key
As the role of online platforms has become increasingly prominent for communication, toxic behaviors, such as cyberbullying and harassment, have been rampant in the last decade. On the other hand, online toxicity is multi-dimensional and sensitive in nature, which makes its detection challenging. As the impact of exposure to online toxicity can lead to serious implications for individuals and communities, reliable models and algorithms are required for detecting and understanding such communications. In this paper We define toxicity to provide a foundation drawing social theories. Then, we provide an approach that identifies multiple dimensions of toxicity and incorporates explicit knowledge in a statistical learning algorithm to resolve ambiguity across such dimensions
International Advisees\u27 Perspectives on the Advising Relationship in Counseling Psychology Doctoral Programs
Ten international students in U.S.-based counseling psychology doctoral programs were interviewed regarding their experiences as doctoral students, especially their advising relationship. Data were analyzed using consensual qualitative research (CQR). Participants reported more challenges than benefits of being international students, and more often described their doctoral programs as not culturally receptive than receptive to international students. Despite this assessment of the overall doctoral program, they described their own advising relationships as predominantly positive. Many international students discussed with their advisor their difficulties adjusting to a new environment and being away from home, and identified unique personal and professional needs as international students. Participants recommended that international students openly communicate with and seek a good relationship with their advisors, and also recommended that advisors of international students seek to understand and attend to international students\u27 culture and the challenges of being an international student. Implications for training and research are addressed
Games for a new climate: experiencing the complexity of future risks
This repository item contains a single issue of the Pardee Center Task Force Reports, a publication series that began publishing in 2009 by the Boston University Frederick S. Pardee Center for the Study of the Longer-Range Future.This report is a product of the Pardee Center Task Force on Games for a New Climate, which met at Pardee House at Boston University in March 2012. The 12-member Task Force was convened on behalf of the Pardee Center by Visiting Research Fellow Pablo Suarez in collaboration with the Red Cross/Red Crescent Climate Centre to “explore the potential of participatory, game-based processes for accelerating learning, fostering dialogue, and promoting action through real-world decisions affecting the longer-range future, with an emphasis on humanitarian and development work, particularly involving climate risk management.”
Compiled and edited by Janot Mendler de Suarez, Pablo Suarez and Carina Bachofen, the report includes contributions from all of the Task Force members and provides a detailed exploration of the current and potential ways in which games can be used to help a variety of stakeholders – including subsistence farmers, humanitarian workers, scientists, policymakers, and donors – to both understand and experience the difficulty and risks involved related to decision-making in a complex and uncertain future. The dozen Task Force experts who contributed to the report represent academic institutions, humanitarian organization, other non-governmental organizations, and game design firms with backgrounds ranging from climate modeling and anthropology to community-level disaster management and national and global policymaking as well as game design.Red Cross/Red Crescent Climate Centr
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