Dinâmicas comunitárias em deslocados e não deslocados residentes em áreas de exclusão social em Barranquilla (Colômbia)

El sentido de comunidad, la participación y el empoderamiento permiten comprender el proceso de desplazamiento y reasentamiento en el contexto de recepción, así como las consecuencias derivadas de ambos fenómenos. Los objetivos de la investigación son a) evaluar los tres constructos mencionados, b) analizar la sinergia que existe entre estos y c) proponer estrategias para aumentar su capacidad de influencia en los procesos de toma de decisiones. Llevamos a cabo una investigación exploratoria y transversal con población desplazada (n=30) y no desplazada (n=32) en dos localidades de bajos ingresos en Barranquilla (Colombia). Existe retroalimentación positiva entre los procesos evaluados, aunque no se observan diferencias significativas entre el grupo de desplazados y el de no desplazados. La dimensión Pertenencia (sentido de comunidad) es la que mejor explica la varianza del empoderamiento y de la participación en ambos grupos. Presentamos iniciativas para reforzar el sentido de comunidad y facilitar el acceso a los recursos socio-comunitarios en población desplazada.The sense of community, participation and empowerment enable us to understand the process of displacement and resettlement in the context of reception, as well as the consequences of both phenomena. Our objectives are a) to assess the three constructs mentioned above, b) to analyze the synergy existing among them and c) to propose strategies for increasing their capacity to influence the decision-making processes. We carried out a cross-sectional exploratory study with displaced (n=30) and non-displaced (n=32) people in two low-income districts of Barranquilla (Colombia). There is positive feedback between the processes evaluated, although no significant differences are observed between the displaced and the non-displaced groups. The dimension of belonging (sense of community) is the one that best explains the variance of empowerment and participation in both groups. Finally, we present a set of initiatives to reinforce the sense of community and to facilitate access to the community’s social resources for the displaced population.O sentido de comunidade, a participação e o empoderamento permitem compreender o processo de deslocamento e reassentamento no contexto de recepção bem como as consequências derivadas de ambos os fenômenos. Os objetivos desta pesquisa são: a) avaliar os três construtos mencionados; b) analisar a sinergia que existe entre estes e c) propor estratégias para aumentar sua capacidade de influência nos processos de tomada de decisões. Realizamos uma pesquisa exploratória e transversal com população deslocada (n=30) e não deslocada (n=32) em duas localidades de baixa renda em Barranquilla (Colômbia). Existe retroalimentação positiva entre os processos avaliados, embora não se observem diferenças significativas entre o grupo de deslocados e o de não deslocados. A dimensão Pertencimento (sentido de comunidade) é a que melhor explica a variância do empoderamento e da participação em ambos os grupos. Apresentamos iniciativas para reforçar o sentido de comunidade e facilitar o acesso aos recursos sociocomunitários em população deslocada

Investigation of chemistry graduate teaching assistants’ teacher knowledge and teacher identity

Graduate students play an integral role in undergraduate chemistry education at doctoral granting institutions where they routinely serve as instructors of laboratories and supplementary discussion sessions. Simultaneously, graduate teaching assistants (GTAs) balance major research and academic responsibilities. Although GTAs have substantial instructional facetime with large numbers of undergraduate students, little is known about their conceptions of teaching or their identities as teachers. To investigate the knowledge that GTAs have regarding teaching in this unique context, their teaching identities, and how these developed, we conducted 22 interviews with graduate students from several universities at various levels in their graduate school career using a modified Teacher Beliefs Interview. Interviews were analyzed for two overarching teacher learning constructs: teacher knowledge and teacher identity. We characterized chemistry GTAs’ teacher knowledge and identity and determined major influencing factors. We found that chemistry GTAs often identified as a tutor or lab manager, which hindered their self‐investment in developing as teachers. The results presented herein contribute to an understanding of GTAs’ teacher knowledge, teacher identity, and their teaching context, from which training can be designed to best support GTA development.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/1/tea21618_am.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/155950/2/tea21618.pd

Sarason, Seymour B., Programmatic and Behavioral Regularities, pp. 569-589 in Arno A. Bellack and Herbert M. Kliebard, eds., Curriculum and Evaluation . Berkeley, CA: McCutchan, 1977.

Explores the thesis that introducing change requires changing the regularities of the situation; examples are given from several subject areas and their regularities

Barometers of change : individual, educational and social transformation

xvi, 286 p.; 22 cm

Charter schools: another flawed educational reform?

vii, 114 p.; 22 cm