Pacific Portraits: The People Behind the Scenes at Pacific University (Volume One)

When a dormitory toilet is clogged, who’s the guy charged with fixing it? Who assures that benefits and work-study monies are paid and accounted for on time? And who is tasked with ensuring Luau goes off without a hitch or that students from Saudi Arabia know how to navigate the cultural idiosyncrasies of an American university? Meet the people who work behind the scenes at Pacific University—the community of staff and faculty—as captured by Pacific’s own creative writing and photography students. Their jobs and lives are varied, but their dedication to ensuring a dynamic educational experience in all its varieties is common between them. This book strives to capture and share their stories through the creative efforts of the students their work serves.https://commons.pacificu.edu/beetree/1001/thumbnail.jp

Review of \u3ci\u3eA Call to Action: An Introduction to Education, Philosophy, and Native North America\u3c/i\u3e By Curry Stephenson Malott

In A Call to Action, Curry Stephenson Malott appeals to North American educators to acknowledge their essential role in the ongoing struggle for sustainable and ethical ways of living as humans. Malott joins a rising chorus of scholars who warn about a singular focus on the conflict between Indigenous and Western epistemologies (e.g., Glen Aikenhead\u27s Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching in Research in Science Education, 2001; Ray Barnhardt and A. O. Kawagley\u27s Indigenous Knowledge Systems and Alaska Native Ways of Knowing in Anthropology and Education Quarterly 2005; and Ladislaus Semali and J. L.Kincheloe\u27s editors\u27 introduction to their 1999 What Is Indigenous Knowledge?: Voices from the Academy). He advocates instead for educators to recognize how Indigenous knowledge and Marxist analyses inform one another and together offer a path toward unification and transformation. To begin the process of transformation, Malott calls on educators to reflect on their responsibilities to the land on which they live and teach. In this way, educators may recognize that they are connected to one another and to the land, which may revolutionize their curriculum and pedagogy. In fact, Malott seeks to extend the appeal and reach of critical pedagogy by centering the issue of human relationship to land. Readers encounter some discussion about the role of humans as caretakers of the land and environment and a brief critique of how notions of resource scarcity breed a culture of fear and greed. We also read about a few examples of organic community development organized around natural resources like the Columbia River in the U.S. and the Lacondon Forest in the Mexican state of Chiapas

Knowing and teaching the indigenous other : teachers’ engagement with Aboriginal and Torres Strait Islander cultures

This is the first empirical study of teacher knowledge and classroom practice in Aboriginal and Torres Strait Islander education. It describes the construction of a survey instrument to measure non-Indigenous Australian teachers’ knowledge of Indigenous culture and place, frequency of everyday intercultural exchanges, and attempts to integrate Indigenous knowledge into classroom practice. Many teachers reported low levels of knowledge of Indigenous cultures, and limited encounters outside of school. While the cohort expressed dissatisfaction with pre-service training, exposure to pre- and in-service courses in Indigenous education correlated with higher levels of cultural knowledge and cultural engagement. Teachers with higher levels of cultural engagement were more likely to attempt to integrate Indigenous knowledges in curriculum and pedagogy

La Frontera: Challenges and Opportunities for Improving Education Along the U.S.-Mexico Border

Commissioned by the school board associations of Arizona, California, New Mexico, and Texas, this report elaborates on findings from Voices from La Frontera: A Study of School Districts Along the United States-Mexico Border. This new publication further builds better understanding of how to support the school districts, schools, and students within 100 miles of the United States/Mexico border. Specifically, this repor

Re-Envisioning Research as Social Change: Four Students' Collaborative Journey

This article describes four doctoral students’ process of coming together to support each other’s work. What emerged was a powerful space of learning and a framework on research for social change. The authors hosted a 2-hour reflection session, which was recorded and transcribed. Text of that session appears in this article along with discussion of (a) key principles of the social change framework, (b) the ways the students came to take ownership over their work and to collaborate, and (c) guidance for other researchers working against the isolation and competition that is too common in the academy

Establishing the Psychometric Properties of Constructs in a Community-Based Participatory Research Conceptual Model

En los últimos años se observa una tendencia creciente hacia el desarrollo de prácticas que garanticen un acceso libre al conocimiento científico producido a través del aporte de fondos públicos. Este movimiento conocido como open access está ampliamente desarrollado en algunas disciplinas como la genética y la biología molecular, sin embargo en la antropología biológica su discusión es incipiente. El presente trabajo tiene por objetivo presentar algunas de las ventajas de esta política, tanto para los científicos como para la comunidad en general, y discutir un conjunto de aspectos prácticos que requieren ser considerados para la implementación del libre acceso a los datos (data sharing) en el seno de la antropología biológica. Particularmente, se discute acerca de la forma de obtención, almacenamiento, publicación y posterior uso de datos morfométricos en formato numérico, coordenadas 2 y 3D e imágenes digitales. Finalmente, se delinea una agenda de trabajo a fin de promover la discusión sobre el data sharing en nuestro país.Over the last two decades there has been an increased interest in promoting the open access to scientific databases, predominantly those obtained in the context of the publicly funded science system. The main objective of this contribution is to review the advantages of this policy for the scientists as well as the general public. We point out some issues regarding to data collection, storage and publication, which still remain to be solved in order to implement the policy of data sharing within biological anthropology. Particularly, we focus on traditional and geometric morphometric data, and the new technologies for gathering digital images in 2D and 3D. We finally outline a set of points that need to be addressed in order to promote the discussion about data sharing in Argentina.Instituto de Genética VeterinariaConsejo Nacional de Investigaciones Científicas y Técnica

A formative evaluation of the Stronger Smarter Learning Communities Project. 2011 report.

This report is a formative evaluation of the operations of the DEEWR funded Stronger Smarter Learning Community (SSLC) project from September 2009 to July 2011. It is undertaken by an independent team of researchers from Queensland University of Technology, the University of Newcastle and Harvard University. \ud \ud It reports on findings from: documentary analysis; qualitative case studies of SSLC Hub schools; descriptive, multivariate and multilevel analysis of survey data from school leaders and teachers from SSLC Hub and Affiliate schools and from a control group of non-SSLC schools; and multilevel analysis of school-level data on SSLC Hubs, Affiliates and ACARA like-schools. \ud \ud Key findings from this work are that: \ud • SSLC school leaders and teachers are reporting progress in changing school ethos around issues of: recognition of Indigenous identity, Indigenous leadership, innovative approaches to staffing and school models, Indigenous community engagement and high expectations leadership; \ud • Many Stronger Smarter messages are reportedly having better uptake in schools with high percentages of Indigenous students; \ud • There are no major or consistent patterns of differences between SSLC and non-SSLC schools in teacher and school leader self-reports of curriculum and pedagogy practices; and \ud • There is no evidence to date that SSLC Hubs and Affiliates have increased attendance or increased achievement gains compared to ACARA like-schools. \ud \ud Twenty-one months is relatively early in this school reform project. Hence the major focus of subsequent reports will be on the documentation of comparative longitudinal gains in achievement tests and improved attendance. \ud \ud The 2011 and 2012 research also will model the relationships between change in school ethos/climate, changed Indigenous community relations, improved curriculum/pedagogy, and gains in Indigenous student achievement, attendance and outcomes. The key challenge for SSLC and the Stronger Smarter approach will be whether it can systematically generate change and reform in curriculum and pedagogy practices that can be empirically linked to improved student outcomes