481 research outputs found
Kazakhstan’s Foreign Policy since Independence: A Small State From Order Taker to Order Maker (1991-2021)
The role of small states in international relations has been thought of as one of deference to great powers. In this view, great powers can create, maintain, and dictate behaviour, while small states must follow their lead. Small states are considered weak, vulnerable, lacking in power, and therefore as “takers”. However, this thesis makes the argument that small states are also able to be “makers”. While small states lack power in material terms, and not all of them even have so-called soft power, they can develop other forms of power that can help them sustain their independence and influence others. Kazakhstan is a crucial case in point. It has adopted a foreign policy that was uncommon during the Cold War. It faced Russia in the North and China in the East and simultaneously developed relations with the West. It has pursued a balanced multi-vector foreign policy, demonstrating the ability to manage and conduct such a policy in an environment of great power politics. Moreover, under such conditions, post-independent Kazakhstan has shown the ability to focus on regional integration and nuclear disarmament, considered an area of great power privilege. A small state like Kazakhstan demonstrates that order-making can be done in a specific issue area and the form of an issue corrector. Besides, post-independence behaviour does not conform to small state theory; rather, it is active and proactive and does not bandwagon or balance with threatening powers, as mainstream International Relations theories suggested. Instead, it shows the pattern of behaviour that reflects post-independent Kazakhstan as a “maker” rather than a “taker”
Understanding The Lived Experiences of Elementary Teachers Who Teach Students With Dyslexia How to Read: A Transcendental Phenomenology
This transcendental phenomenology sought to understand the lived experiences of elementary teachers who teach students with dyslexia how to read. The central question guiding this study was: “What are the lived experiences of elementary teachers who teach students with dyslexia how to read?” Three sub-questions looked more deeply into the phenomenon. The first sub-question asked: “What internal influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” The second sub-question asked: “What external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Finally, the third sub-question asked: “How do internal and external influences shape elementary teachers’ experiences when teaching students with dyslexia how to read?” Bandura’s social cognitive theory (SCT) guided this study, as its model of triadic reciprocal causation provided a framework for understanding the internal and external influences that shaped elementary teachers’ experiences when teaching reading to students with dyslexia. A total of 14 teachers were purposefully selected either from public and private elementary teacher Facebook groups across the United States or snowball sampling. Participants were K-4 classroom teachers, special education teachers, and reading specialists. Data were collected from individual interviews, document analysis, and participant journaling. Moustakas’ (1994) data analysis procedures were used to reveal the essence of participants’ lived experiences of the phenomenon. Thus, the science of reading, barriers to teaching students with dyslexia, and the pandemic and dyslexia strongly shaped elementary teachers’ instruction when teaching students with dyslexia how to read
A critical analysis of the strategies of terminology creation in the context of a multilingual Namibia: the case of ruManyo
This study examines the strategies used to develop terms in the language ruManyo. The study focuses on existing strategies used by language practitioners to construct analogous key-concept terms in ruManyo for application in various fields. The sample was taken through purposive sampling, and the investigation was carried out in Namibia's Kavango East region, in domains such as education, radio, agriculture, law, hospital, bank, and church. The data for this report was collected using a case study, which included document analysis, participant observations and interviews with ruManyo language practitioners. The findings of the study indicate that ruManyo language practitioners lack the skills and information needed to build appropriate terminology solutions for specific domains. Furthermore, it appears that linguistic competence is not guiding word-generation efforts in certain disciplines. The study re-evaluated the evolution of multilingual word-generation techniques, and discovered that specific domains necessitate specific tactics, based on the context in which terms are employed. Based on the findings of this study, the recommendation is to design unambiguous wordinvention strategies for specific domains that are consistent with the terminology development guidelines for indigenous African languages. Due to the deficiencies in African indigenous language terminologies highlighted in this study, the researcher proposes the creation of a manual for ruManyo, detailing each method for application in different domains
Early Career Language Educators Experience Joy and Purpose in the Creation of Multilingual Classroom Ecologies
The goal of this phenomenological study was to intensely analyze and interpret the experiences of a select sample of early career language teachers as they reflected on their languaging interactions with their learners. To answer the research question: How do early career language teachers experience the creation of multilingual classroom ecologies?, four individuals participated by collectively providing 14 interviews, submitting 13 bi-weekly journals, and sharing 17 self-selected semiotic images over a two month time period. Interpretative Phenomenological Analysis (Smith, 1996) was then employed using a double hermeneutic to uncover themes in each case by elucidating descriptions and then cohesively analyzing all sets of data. Findings included that each teacher experienced reported translanguaging moments as joy, purposeful connection, and the analysis of ecological factors. Subsequent major learnings included the following regarding the early career language teacher experience: 1) they felt joy when they were able to use or help students to use multilanguaging, 2) they associated the use of multiple languages as a way of supporting connections with and for students holistically, academically, culturally, and linguistically, and 3) they were both conscious of and conscientious with multiple facets of their ecological experience related to language use. The dissertation concludes with a call for further exploration of the experiences of language educators to forward our shared understandings of translinguistic practices within a multilingual educational context
Research in Global Learning: Methodologies for global citizenship and sustainable development education
Young people around the world are calling ever more urgently on policymakers to address today’s global challenges of sustainability, structural inequality and social justice. So it is little surprise that learning in a global society, understanding sustainable development and being active global citizens are increasingly popular themes for education at all levels. Educational research makes a crucial contribution to knowledge that can address the great questions of our time, with evidence from diverse studies vital if we are to build a clear picture. Research in Global Learning showcases methods and findings from early career researchers who conducted illuminating studies around the globe, specifically in Brazil, China, Ghana, Greece, Israel, Jamaica, Japan, Kazakhstan, Pakistan, Poland, South Korea, Trinidad and Tobago, Turkey, the United States and the United Kingdom.
The studies in this volume investigate four important themes: the relationship between policy and practice; opportunities and constraints in the education system and for the role of teachers; challenges for higher education; and the perspectives of young people and students. Flexibility of approach is crucial for successful educational research in varied environments, and is on show throughout this book. Depending on context, authors used case study, quantitative and qualitative research, participatory action research, longitudinal studies and analysis of textbooks through critical discourse analysis to demonstrate how learning about global learning and sustainability can inspire learners and contribute to quality education
Capacious Feminism: Intimacy and Otherness in Mina Loy\u27s Poetry
This dissertation explores Loy’s interest in the “woman’s cause” to interrogate how the poet was recaptured as an early feminist figure by the academy. After Virginia Kouidis “rediscovered” Loy’s work in the 1980s, the poet has been consistently drafted as a central feminist figure despite her lack of commitment to organized feminist movements of her time. This retrospective lens offers a catachrestic view of Loy’s feminism. I use “catachresis” to refer to the slightly inaccurate use of “feminism,” tinted by current perceptions of the term, but also to hint at Loy’s capacious feminine poetics. While the rise of feminist theories in modernist studies has deplored the period’s rejection of the female Other, Loy’s poems define women’s identity through the liberating dialogue with otherness. I draw on Judith Butler’s theory of gender performativity and textual studies to engage with how Loy’s conception of the page as the space of feminine intimacy and otherness cements her as a multifaceted woman modernist and a model for contemporary modernist studies. I open my analysis with Loy’s contentious “Feminist Manifesto” to understand the framework the poet associates with feminism. I discuss the manifesto as an aesthetic document that seemingly only performs vague demands for political and social reforms but rhetorically asserts women’s marginal status as the ideal artistic identity. Her resistance to traditional reading patterns and gender topoi disturbs the poetic fabric and predicates textual creation on alienation. This leads me to the question of Loy’s publication history and editing practices: the field of Loy’s studies is mostly developed by women yet Loy’s voice has been consistently mediated by men. This dissertation scrutinizes Loy’s archives to propose editing techniques that foster Loy’s feminist resistance. The last chapter takes stock of the modernist anxieties with gender Loy seems to use to draw parallels between Loy’s feminist intentions and that of instapoets. Such a comparison sheds light on the situated nature of Loy’s feminism and her engagement with modernist notions of authorship
Strategies adopted by immigrant parents in language and education integration of children: The case of nigerians in Lisbon, Portugal
Available statistics show that in Europe, 1.92 million immigrants were admitted to EU member
states in 2022, of which 14.6% were children. Studies have also found that the level of language
and educational integration of immigrant children to a great extent tends to be influenced by
the level of parents’ active involvement in such schools of their children. This study focused
on exploring the strategies adopted by Nigerian immigrant parents in the language and
educational integration of children in Lisbon, Portugal. Guided by the theory of social capital
and ecological systems theory, qualitative data were collected using in-depth interviews with
eight Nigerian immigrant parents who were purposively selected. The study found that parents
adopted strategies such as constant school visitation, monitoring, buying additional educational
materials and setting family rules in the language and educational integration of children. The
study found that despite the existence of language support for children and parents in
Portuguese schools, challenges such as lack of English proficiency among Portuguese teachers,
and long waiting times in Portuguese language class registration have continued to militate
against utilising the support programmes. To address these challenges and to improve language
support for parents and children, the study recommends measures such as employing teachers
who are proficient in Portuguese and English, Prioritising parents of school-age children in
language courses and grouping Portuguese language classes according to the educational
qualification of learners
Educating Spanish speaking immigrant children: a case study to investigate the experience of Spanish multilingual learners enrolled in one urban school in Boston
This single case study explores education of multilingual learners (MLs) from Hispanic backgrounds in an urban inner city school. Using a single case study to answer the research questions was ideal because it allowed the researcher to investigate the school through an objective lens (Gomm, Hammersley, Martyn, & Foster, 2000). The main purpose of the study is to investigate the systems in place in a public school that prevent those students to reach their potential. Several factors have influenced this enlarging academic and achievement gap. Even though, Hispanic community making-up to 16.7% of the entire U.S. population and being the largest and fastest-growing minority group, reported by the U.S. Bureau of Labor Statistics (2011). Educating Hispanic children continues being a challenge. (Liu, C.-Y. A., & Liu, W.-H, 2012). However, with a growing number of Hispanic students in the US schools, it is imperative to improve their education and minimize those barriers. Using a single case study, this qualitative research focused on a single school in Boston where students Hispanic MLs students represents more than 50% of the schools’ population. The researcher visited classrooms and interviewed teachers to collect qualitative data. This information was later coded in themes to find trends and patterns affecting education of MLs. The researcher found that despite existence of several positive systems in place in the classrooms, such as knowledgeable teachers delivering sounds lessons, and strong systems to address family engagement, other factors are preventing students’ success. In effect, the results concluded existence of several opportunities to improve MLs education including changing language programs models and adding resources to be intentional in addressing MLs linguistic and academic needs
Screening for developmental delay and social-emotional learning among children in India
Hina Sheel investigated the use of parental report to screen children aged 4 - 8 years for developmental delay and social-emotional learning in India. She found that the measures were useful in detecting problems in both community and clinical samples. Therefore, low-cost screening can identify children requiring early intervention services
Teaching Programme for 1st of Bachillerato: English
Trabajo de Fin de Máster del Máster en Profesor de EducaciĂłn Secundaria Obligatoria y Bachillerato, FormaciĂłn Profesional y Enseñanza de Idiomas, curso 2022-2023[ES] Esta programaciĂłn didáctica dirigida a alumnos de 1Âş de Bachillerato en InvestigaciĂłn y Excelencia en Idiomas (BIE) con un nivel B2.2 examinará la enseñanza del InglĂ©s partiendo de enfoques metodolĂłgicos como CLT, DBA y CLIL dentro del contexto de la pedagogĂa crĂtica. Producciones culturales como cine o literatura se emplearán como temas generativos para fomentar la alfabetizaciĂłn crĂtica e introducir temas acadĂ©micos segĂşn corresponde a los principios de CLIL. TambiĂ©n se incorporarán los ODS con el fin de tratar los desafĂos propios del siglo XXI. En primer lugar, se analizará la pedagogĂa crĂtica, CLT, DBA y CLIL, seguido de una secciĂłn sobre los roles del profesor y alumno y atenciĂłn a la diversidad. A continuaciĂłn, se explicarán los contenidos, evaluaciĂłn y las unidades didácticas propuestas en esta programaciĂłn, finalizando con un adendum sobre la efectividad de esta propuesta y conclusiones. Esta programaciĂłn didáctica se ajustará a lo establecido en la Ley Orgánica 3/2020 y el Decreto 40/2022 de Castilla y LeĂłn.[EN] This teaching programme designed for students from 1st of Bachillerato en InvestigaciĂłn y Excelencia en Idiomas (BIE) with a B2.2 level will examine English teaching through methodological approaches such as CLT, DBA, and CLIL within the context of critical pedagogy. Cultural productions such as cinema or literature will be employed as generative themes in order to engage with critical literacy and introduce academic topics as per CLIL's tenets. SDGs will be also incorporated as to deal with 21st -century challenges. Firstly, critical pedagogy, CLT, DBA, and DBA will be analysed, followed by a section on teacher-student roles and attention to diversity. Furthermore, contents, assessment, and teaching units proposed in this teaching programme will be explained, finishing with an addendum on the efficacy of this proposal and conclusions. This teaching programme will follow Ley Orgánica 3/2020 and Castile and Leon's Decreto 40/202
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