Class size and academic results, with a focus on children from culturally, linguistically and economically disenfranchised communities

This review of 112 papers from 1979-2014 suggests that smaller class sizes in the first four years of school can have an important and lasting impact on student achievement, especially for children from culturally, linguistically and economically disenfranchised communities. Abstract The question of class size continues to attract the attention of educational policymakers and researchers alike. Australian politicians and their advisers, policy makers and political commentators agree that much of Australia’s increased expenditure on education in the last 30 years has been ‘wasted’ on efforts to reduce class sizes. They conclude that funding is therefore not the problem in Australian education, arguing that extra funding has not led to improved academic results. Many scholars have found serious methodological issues with the existing reviews that make claims for the lack of educational and economic utility in reducing class sizes in schools. Significantly, the research supporting the current policy advice to both state and federal ministers of education is highly selective, and based on limited studies originating from the USA. This comprehensive review of 112 papers from 1979-2014 assesses whether these conclusions about the effect of smaller class sizes still hold. The review draws on a wider range of studies, starting with Australian research, but also includes similar education systems such as England, Canada, New Zealand and non-English speaking countries of Europe. The review assesses the different measures of class size and how they affect the results, and also whether other variables such as teaching methods are taken into account. Findings suggest that smaller class sizes in the first four years of school can have an important and lasting impact on student achievement, especially for children from culturally, linguistically and economically disenfranchised communities. This is particularly true when smaller classes are combined with appropriate teacher pedagogies suited to reduced student numbers. Suggested policy recommendations involve targeted funding for specific lessons and schools, combined with professional development of teachers. These measures may help to address the inequality of schooling and ameliorate the damage done by poverty, violence, inadequate child care and other factors to our children’s learning outcomes

Productive pedagogies : is it an intelligible language for preservice teachers?

Australian teacher educators and teachers have become increasingly familiar with the notion of ‘Productive Pedagogies’, itself the product of longitudinal research on school reform recently undertaken in Queensland, Australia (Lingard et al., 2001a, , 2001b) . One of its strengths has been its efficacy for in-service teachers to use as a language to talk about their pedagogical work and hence a way of reclaiming some of the ground on what constitutes good teaching. In part, this can be attributed to the numerous observations of teachers’ classroom practice that informed the construction of Productive Pedagogies (PPs). That is, many teachers understand these as naming what ‘good’ teachers have always done. In this paper the value of PPs as a metalanguage for developing pre-service teachers’ knowledge and understanding of teaching is examined; whether PPs is a language that is intelligible for pre-service teachers without access to this prior teacher knowledge or whether its elements and dimensions merely constitute an isolated vocabulary. A case study of four pre-service teachers provides the context for this exploration and its empirical data. Drawing on their fieldwork observations of teaching practice, voiced in the language of PPs, the paper argues that PPs language is indeed useful in the development of pre-service teachers’ understanding of teaching, particularly in assisting them to name evidence of teachers’ recognition of and engagement with difference

Knowledge Management Obstacles in Australia

This paper presents a discussion of field research by survey of the range of obstacles to the effective implementation of knowledge management strategies in the Australian corporate environment. The paper provides background to the current study, refers to results and to further research possibilities. Previous research in the UK, in Europe, in Australasia and the USA has presented consistent findings of the obstacles to knowledge management implementation strategies. This Australian study reveals external obstacles to knowledge management that have not been found or discussed previously. These obstacles.are outside the immediate control of the organisation itself, in that they are externally derived.

Towards a cultural approach to stylistics

El presente trabajo discute los diferentes enfoques de la estilística -aquí considerada como interface entre el estudio literario y el lingüístico- al presentar los posibles beneficios de una estilística contextualizada en la enseñanza de literatura. A partir del presupuesto de que la estilística es un concepto problemático y escurridizo, se señala cómo los diferentes abordajes lingüísticos al texto literario se han desplazado de los universales y observaciones microlinguísticas al estudio del contexto y su influencia sobre la forma en que las personas se comportan, hablan y se comunican. El principal objetivo de este trabajo es argumentar que la estilística puede situarse confortablemente entre la lingüística y la literatura, contribuye a la comprensión del texto como práctica cultural, y funciona como puente entre los estudios culturales, literarios y lingüísticos. Para fundamentar este argumento se discuten algunas de las diferentes visiones para las cuales se ha visto la estilística. El trabajo concluye ofreciendo un modelo teórico que puede ayudar a describir una pedagogía estilística contextualizada.This paper discusses the different approaches to stylistics, here regarded as the cutting edge in literary-linguistic enquiry, and presents the possible benefits of a contextualized stylistics to the teaching of literature. Starting from the assumption that stylistics is a very troubled and slippery concept, it points out how the different linguistic approaches to the literary text have moved from universals and microlinguistic observations to the study of context and its influence in the way people behave, speak and communicate. The main objective of this paper is to argue that stylistics can sit very comfortably between language and literature, contribute to the understanding of the text as cultural praxis, and thus work as a bridge between cultural, literary and linguistic studies. To support this argument, some of the different lights under which stylistics has been seen are discussed. The paper concludes by offering a theoretical model which may help describe a contextualized pedagogical stylistics.Cet article discute différentes approches de la stylistique, vue ici comme le plus haut stade de la recherche en linguistique littéraire, et présente les avantages possibles de la linguistique contextualisée pour l’enseignement de la littérature. Partant de la supposition que la stylistique est un concept problé- matique de difficile appréhension, il montre à quel point les différentes approches linguistiques du texte littéraire sont passées des observations générales et microlinguistiques à l’étude du contexte et de ses influences sur la façon dont les gens se comportent, parlent et communiquent. Le premier objectif de cet article est d’affirmer que la linguistique peut se trouver bien à l’aise entre le langage et la littérature, contribuer à la compréhension du texte comme une praxis culturelle, et par là fonctionner comme un pont entre les études culturelles, littéraires et linguistiques. Pour soutenir cet argument nous discutons quelques aspects sous lesquels la linguistique a été en général vue. L’article propose, en conclusion, un modèle théorique qui peut aider à décrire la stylistique pédagogique contextualisée

Challenges of Translation: How Far Does Style Interfere with Responses from Different Cultures?

In this paper we carry out a stylistic comparison between the original in English and three translations (in Portuguese, in Ukrainian and in Russian) line by line, and compare the analysis with the reactions of 500 participants divided into 5 groups: Brazilians reading the original version; Brazilians reading the translation into Portuguese; Ukrainians reading the original version; Ukrainians reading the translation into Ukrainian; and Ukrainians reading the translation into Russian. We also compare the stylistic analysis of the authors of this paper to those of three expert readers in each language in order to validate the study. The results indicate that each translation does indeed create a singular context that affects the readers’ responses. In terms of methodology, this paper contributes by offering empirical data to individual and collective reactions. We demonstrate that the wording in which the poems are rendered affects the way readers perceive verbal artistry – for better or for worse. The implication for translation studies is the conclusion that translators should privilege effect over word-by-word renderings when performing their task. In terms of literature teaching, this paper indicates that teachers should be very careful when opting for translated texts

Geodesign in Pampulha cultural and heritage urban area: Visualization tools to orchestrate urban growth and dynamic transformations

This paper discusses the role of visualization in Geodesign methodology consideringits applications in the case study of the region of Pampulha in Belo Horizonte,Minas Gerais, Brazil. In order to consider the opinion of the participants, their effortswere recorded in different steps of the process, at different stages of Geodesign iterations,and different possibilities of visualization were tested. The methodology of Geodesignwas applied in different applications and with different tools. The goal was to determinewhether different techniques and tools used in the process of Geodesign contributed toimproved understanding of data and problem context, and to derive guidelines for improvedGeodesign techniques and tools

KM Facing Simultaneous Obstacles and Strategic Benefits Realization: A Continuing Conundrum

This research identifies and establishes the most common and persistent obstacles faced by organisations in the development and implementation of knowledge management (KM) strategies, and strategic benefits that are realised. This study discloses a conundrum in the pattern in the maturity level of the KM initiative and simultaneous obstacles faced by the organisation at these maturity levels. This paper provides a background to the study, analysis of survey results, discussion and conclusion. Survey responses indicate both major themes and those that are lesser reported. The most common and ubiquitous challenge an organisation faces in the present time is the widespread lack of understanding of what KM is. Of only slightly lesser importance to that are obstacles within the organisational culture to effective implementation of KM, ‘commitment to cause’ and absence of formalised knowledge processes are major themes. Discussion further sheds light on the strategic benefits realised and attributed to KM. This research study findings may guide in examining theory and practice in the preparation and implementation of knowledge management initiatives

An Interdisciplinary and Empirical View of Literary Education: Using Original and Translated Poetry in the Classroom

Historically, literary research has prioritized hermeneutic interpretations over empirical approaches. Despite a few efforts to examine real readers’ emotional responses (e.g., Fialho, Miall, and Zyngier 2012; Zhang and Lauer 2015; Hakemulder et al. 2016; Miall and Chard 2016), investigations in the area of literary education have privileged theoretical discussions rather than looking at student-readers’ reactions. The chapter argues that, besides examining students’ reactions, cultural differences also come into play when reading in a foreign language, so they must be taken into account. Based on empirical evidence derived from a large-scale project involving three national groups – Brazil, Ukraine and the US – and four languages – English, Portuguese, Russian and Ukrainian (Chesnokova et al. 2009; Chesnokova et al. 2017), in this chapter we report briefly the results of how 995 participants (all university students of the Humanities from both private and public sectors in urban areas) responded to poems by Poe in the source text or in translation into their native languages. The participants from Kiev and Rio de Janeiro learned English as a foreign language. The North American respondents were undergraduate students from Portland, Oregon, majoring in English, History and the Humanities. We argue that the differences that surged in these studies cannot be overlooked especially when decisions are taken on what language the texts used in the classroom will be made available to the students. From a pedagogical perspective, this chapter aims at casting light on the intercultural implications involved when reading literary texts in original and translated versions and offers active learning strategies that may promote collaborative interactions in courses where literary interpretations are considered. It is true that when properly contextualized and discussed, texts from different countries, even when translated, may help students become more sensitized to cultural differences. In this paper, we present empirical data that enable us to state that, instead of following a traditional hermeneutic approach or discussing facts that a wide variety of texts may offer, the perception of how language works in translated texts may promote insights from other peoples and other world views

Long-term research assessing in the humanities: a case study

It is common practice in academic research projects to present final assessment by means of reporting and evaluating results. More often than not, these reports tend to focus on the quantity and quality of the knowledge acquired, and very little (if any) attention is given to the impact the research may have had on the researchers themselves. In an institutional setting where students participate in research, this may be a missing link in the educational chain. The case study described here tried to fill this gap by showing the changes effected by a project investigating literature and language from a multicultural perspective. More than stimulating research by students in different countries, it aimed at helping them become autonomous researchers using empirical methods. We argue that instead of lectures and seminars, the educational quality of the humanities will be greatly enhanced if we turn to our students doing research themselves. We counter the argument that students are not able to do so with reference to a ten-year project we were engaged in, together with our students, between our three universities. We describe the methods along which our students cooperated with each other in conceptualizing, carrying out and reporting on their research. Feedback from 53 participants indicates that not only did the project motivate them to pursue further academic degrees, but the skills they acquired considerably influenced their future in many different fields. Though the design of this study does not allow us to determine any causality in the effects of the program, we argue that the results are nevertheless highly suggestive of the program’s both motivational and intellectual success

The REDES project: A follow-up after 10 years

The presentation assesses the final outcome of the international REDES (Research and Development in Empirical Studies) project. Founded in 2002, for about a decade it functioned to promote the investigation of culture, literature, language and media from a multicultural perspective. More than stimulating research by (especially) beginning students, it aimed at helping them become autonomous researchers by way of using empirical methods. Our aim is to see how participants benefited from this experience after over a decade. To this end, 53 REDES participants from three regional groups (Brazil, Germany and Ukraine) answered a questionnaire about how they saw the project in terms of its effect over their lives and careers. The results from the data analysis indicate that not only many participants felt motivated to pursue further degrees and develop other research projects, but they acquired many skills which have been considerably influencing their careers in different fields of action