Democracy Camp for Teachers: Cross-Cultural Professional Development for Preparing Educators to Create Social Justice-Minded Citizens

The Civitas Democracy Camp for Teachers provides professional development for educators to collaboratively explore ideals of citizenship and citizenship education in democratic societies. Reported herein are the findings of a study of the camp experience of a cross-cultural group of educators who examined the concept of social justice and ways to teach their students about it. Results of the study indicate that the participants broadened their definitions of social justice, expanded their recognition of the importance of teaching about social justice, and enhanced their understandings of approaches for teaching about social justice. Further, the findings indicate that cross-cultural professional development can have positive effects in altering and expanding educators’ content and pedagogical knowledge of important international issues such as social justice

Alfabetización mediática y co-innovación en la microempresa: primeras evidencias para España

Media literacy and co-innovation in microenterprises: first evidence in Spain.- The inexorable progress of ICT has brought about radical changes in the social and business world. In this context, new pat-terns of communication and participation, especially since the advent of Web 2.0, and the widespread use of smartphones by the whole population, are particularly striking. In this situation, it is essential to establish what kind of personal skills related to the efficient use of media can be useful from a business perspective, and how these media literacy skills can be aligned with other factors, such as innovation, that determine the competitiveness of companies. In this paper, we analyze the media skills of workers and their connections to the innovation processes in microenterprises. With this analytical objective, exploratory fieldwork has been done in a sample of 154 professionals working in Spanish microenterprises

Making the transition from traditional to home schooling: Home school family motivations

This study examined the motivations of families that operate home schools. Four intact, religiously conservative families were interviewed and observed over one year. Findings showed that families were motivated by multiple factors to leave traditional schooling and begin home schooling. Additionally, the motivations to home school influenced the familiesâ instructional practices. Finally, results indicated that the decision to home school was a positive decision for the families, not an outright rejection of traditional schooling. This study reveals the complex motivations to home school and may assist administrators, teachers, and policymakers in traditional schools induct and retain families considering home schooling