344 research outputs found
Impact of school inspections on improvement of schools—describing assumptions on causal mechanisms in six European countries
School inspection is used by most European education systems as a major instrument for controlling and promoting the quality of schools. Surprisingly, there is little research knowledge about how school inspections drive the improvement of schools and which types of approaches are most effective and cause the least unintended consequences. The study presented in this paper uses interviews with inspection officials and a document analysis to reconstruct the “program theories” (i.e. the assumptions on causal mechanisms, linking school inspections to their intended outcomes of improved teaching and learning) of Inspectorates of Education in six European countries. The results section of the paper starts with a summary of the commonalities and differences of these six national inspection models with respect to standards and thresholds used, to types of feedback and reporting, and to the sanctions, rewards and interventions applied to motivate schools to improve. Next, the intermediate processes through which these inspection models are expected to promote good education (e.g. through actions of stakeholders) are explained. In the concluding section, these assumptions are critically discussed in the light of research knowledge
Civic crowdfunding research: challenges, opportunities, and future agenda
Civic crowdfunding is a sub-type of crowdfunding through which citizens, in collaboration with government, fund projects providing a community service. Although in the early stages of development, civic crowdfunding is a promising area for both research and application due to its potential impact on citizen engagement, as well as its influence on the success of a wide range of civic projects ranging from physical structures to amenities and local services. However, the field remains under-addressed in academic research and underdeveloped in terms of the number of civic projects posted to crowdfunding platforms. Acknowledging these issues, we outline the history of civic crowdfunding and describe the current landscape, focusing on online crowdfunding platforms established specifically for the funding of civic projects (Citizinvestor, ioby, Neighbor.ly, Spacehive). The challenges and the opportunities of civic crowdfunding are examined, and its distinguishing characteristics are outlined, including a consideration of the impact of social media and platform features. We then propose a research agenda to help shape the future of this emergent field
Action research and democracy
This contribution explores the relationship between research and learning democracy. Action research is seen as being compatible with the orientation of educational and social work research towards social justice and democracy. Nevertheless, the history of action research is characterized by a tension between democracy and social engineering. In the social-engineering approach, action research is conceptualized as a process of innovation aimed at a specific Bildungsideal. In a democratic approach action research is seen as research based on cooperation between research and practice. However, the notion of democratic action research as opposed to social engineering action research needs to be theorized. So called democratic action research involving the implementation by the researcher of democracy as a model and as a preset goal, reduces cooperation and participation into instruments to reach this goal, and becomes a type of social engineering in itself. We argue that the relationship between action research and democracy is in the acknowledgment of the political dimension of participation: ‘a democratic relationship in which both sides exercise power and shared control over decision-making as well as interpretation’. This implies an open research design and methodology able to understand democracy as a learning process and an ongoing experiment
Foodways in transition: food plants, diet and local perceptions of change in a Costa Rican Ngäbe community
Background
Indigenous populations are undergoing rapid ethnobiological, nutritional and socioeconomic transitions while being increasingly integrated into modernizing societies. To better understand the dynamics of these transitions, this article aims to characterize the cultural domain of food plants and analyze its relation with current day diets, and the local perceptions of changes given amongst the Ngäbe people of Southern Conte-Burica, Costa Rica, as production of food plants by its residents is hypothesized to be drastically in recession with an decreased local production in the area and new conservation and development paradigms being implemented.
Methods
Extensive freelisting, interviews and workshops were used to collect the data from 72 participants on their knowledge of food plants, their current dietary practices and their perceptions of change in local foodways, while cultural domain analysis, descriptive statistical analyses and development of fundamental explanatory themes were employed to analyze the data.
Results
Results show a food plants domain composed of 140 species, of which 85 % grow in the area, with a medium level of cultural consensus, and some age-based variation. Although many plants still grow in the area, in many key species a decrease on local production–even abandonment–was found, with much reduced cultivation areas. Yet, the domain appears to be largely theoretical, with little evidence of use; and the diet today is predominantly dependent on foods bought from the store (more than 50 % of basic ingredients), many of which were not salient or not even recognized as ‘food plants’ in freelists exercises. While changes in the importance of food plants were largely deemed a result of changes in cultural preferences for store bought processed food stuffs and changing values associated with farming and being food self-sufficient, Ngäbe were also aware of how changing household livelihood activities, and the subsequent loss of knowledge and use of food plants, were in fact being driven by changes in social and political policies, despite increases in forest cover and biodiversity.
Conclusions
Ngäbe foodways are changing in different and somewhat disconnected ways: knowledge of food plants is varied, reflecting most relevant changes in dietary practices such as lower cultivation areas and greater dependence on food from stores by all families. We attribute dietary shifts to socioeconomic and political changes in recent decades, in particular to a reduction of local production of food, new economic structures and agents related to the State and globalization
Research Diary: A Tool for Scaffolding
Diaries have long been seen as tools for reflection in learning languages, and learning about teaching. Despite this recognition of the importance of narratives in diary writing, little attention has been paid to the role of research diaries in the process of learning about research, and learning how to be a researcher. During the author\u27s own research into the construction of teaching knowledge by pre-service trainees, she became aware that her research diary was scaffolding her own construction of research knowledge. In this article the author discusses the role of a research diary based on a socio-cultural theory of learning. The diary acts as the expert other in the scaffolding of research knowledge by the novice researcher. The discussion of the nature of the scaffolding and the role of diary writing draws on examples from the author\u27s research diary written during her doctoral studies
The gap between educational research and practice: A literature review, symposium, and questionnaire
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Partitioning the effects of habitat loss hunting and climate change on the endangered Chacoan peccary
Aim: Land-use change and overexploitation are major threats to biodiversity, and cli mate change will exert additional pressure in the 21st century. Although there are strong interactions between these threats, our understanding of the synergistic and compensatory effects on threatened species' range geography remains limited. Our aim was to disentangle the impact of habitat loss, hunting and climate change on spe cies, using the example of the endangered Chacoan peccary (Catagonus wagneri). Location: Gran Chaco ecoregion in South America.
Methods: Using a large occurrence database, we integrated a time-calibrated species distribution model with a hunting pressure model to reconstruct changes in the distri bution of suitable peccary habitat between 1985 and 2015. We then used partitioning analysis to attribute the relative contribution of habitat change to land-use conver sion, climate change and varying hunting pressure.
Results: Our results reveal widespread habitat deterioration, with only 11% of the habitat found in 2015 considered suitable and safe. Hunting pressure was the strong est single threat, yet most habitat deterioration (58%) was due to the combined, rather than individual, effects of the three drivers we assessed. Climate change would have led to a compensatory effect, increasing suitable habitat area, yet this effect was ne gated by the strongly negative and interacting threats of land-use change and hunting.
Main Conclusions: Our study reveals the central role of overexploitation, which is often neglected in biogeographic assessments, and suggests that addressing overex ploitation has huge potential for increasing species' adaptive capacity in the face of climate and land-use change. More generally, we highlight the importance of jointly assessing extinction drivers to understand how species might fare in the 21st century. Here, we provide a simple and transferable framework to determine the separate and joint effects of three main drivers of biodiversity loss.Fil: Torres, Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Diversidad y Ecología Animal ; Argentina.Fil: Kuemmerle, Tobias. Humboldt-University Berlin. Integrative Research Institute for Transformations in Human Environment Systems. Geography Department; AlemaniaFil: Baumann, Matthias. Humboldt-University. Geography Department; Alemania.Fil: Romero Muñoz, Alfredo. Humboldt University. Geography Departament; Alemania. University of British Columbia. Institute for Resources, Environment and Sustainability (IRES); Canada. Helmholtz Centre for Environmental Research. Department Computational Landscape Ecology; Alemania. Transformations of Human-Environment Systems (IRI THESys). Integrative Research Institute; AlemaniaFil: Altrichter, Mariana. IUCN SSC Peccary Specialist Group; Suiza. Prescott College. Environmental Studies; Estados UnidosFil: Boaglio, Gabriel Ivan. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba. Instituto de Diversidad y Ecología Animal; Argentina. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas Físicas y Naturales. Instituto de Diversidad y Ecología Animal; ArgentinaFil: Cabral, Hugo. Universidade Estadual Paulista. Programa de Pós-Graduação em Biologia Animal; Brasil. Instituto de Investigación Biológica del Paraguay; ParaguayFil: Camino, Micaela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro de Ecología del Litoral. Laboratorio de Biología de la Conservación; ArgentinaFil: Campos Kraver, Juan M. University of Florida. College of Veterinary Medicine & Department of Wildlife Ecology and Conservation. Department of Large Animal Clinical Sciences; Estados UnidosFil: Giordano, Anthony. Society for the Preservation of Endangered Carnivores and their International Ecological Study (S.P.E.C.I.E.S); Estados Unidos. University of Los Angeles. Institute of the Environment and Sustainability. Center for Tropical Research; Estados UnidosFil: Cartes, José L. Guyra Paraguay, Parque del Río; ParaguayFil: Cuéllar, Rosa L. Fundación para la Conservación del Bosque Chiquitano; BoliviaFil: Decarre, Julieta. Instituto Nacional de Tecnología Agropecuaria (INTA). Instituto de Recursos Biológicos; ArgentinaFil: Gallegos, Marcelo. Provincia de Salta. Secretaría de Ambiente; ArgentinaFil: Lizárraga, Leónidas. Administración De Parques Nacionales. Dirección Regional Noroeste. Salta; Argentina.Fil: Maffei, Leonardo. Biósfera Consultores Ambientales, Lima, Perú.Fil: Neris, Nora N. Secretaria del Ambiente; ParaguayFil: Quiroga, Verónica. Universidad Nacional de Córdoba. Inst. de Diversidad y Ecología Animal (IDEA – CONICET), Centro de Zoología Aplicada; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Saldivar, Silvia. ITAIPU Binacional. Dirección de Coordinación. División de Áreas Protegidas; ParaguayFil: Tamburini, Daniela Maria. Universidad Nacional de Córdoba. Facultad de Ciencias Exactas, Físicas y Naturales. Centro de Ecología y Recursos Naturales Renovables; Argentin
Review of Large Carnivore Conservation: Integrating Science and Policy in the North American West
The management and conservation of large carnivores is of worldwide concern and is as much about human values, interactions, and governance as carnivore biology. Susan Clark and Murray Rutherford continue their work on coexisting with large carnivores ( Clark et al. 2005 ) with a new edited volume Large Carnivore Conservation: Integrating Science and Policy in the North American West . Large Carnivore Conservation that expands on the same themes as their previous work with case studies from Arizona to the Yukon. While focusing on the North American West, Clark and Rutherford hope to provide a holistic approach to carnivore management in general
Aquaponics as an educational tool
This chapter provides an overview of possible strategies for implementing aquaponics in curricula at different levels of education, illustrated by case studies from different countries. Aquaponics can promote scientific literacy and provide a useful tool for teaching the natural sciences at all levels, from primary through to tertiary education. An aquaponics classroom model system can provide multiple ways of enriching classes in Science, Technology, Engineering and Mathematics (STEM), and the day-to-day maintenance of an aquaponics can also enable experiential learning. Aquaponics can thus become an enjoyable and effective way for learners to study STEM content, and can also be used for teaching subjects such as business and economics, and for addressing issues like sustainable development, environmental science, agriculture, food systems, and health. Using learner and teacher evaluations of the use of aquaponics at different educational levels, we attempt to answer the question of whether aquaponics fulfils its promise as an educational tool
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