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13,714 results

1. Student Engagement in a Brazilian Research University. Research & Occasional Paper Series: CSHE.3.2023

Author

University of California, Berkeley. Center for Studies in Higher Education (CSHE), Carneiro, Ana Maria, and Fior, Camila

Abstract

Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.

Published
2023

2. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01

Author

Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.

Abstract

Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.

Published
2021

3. Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in 'Racial Paradise.' CEPA Working Paper No. 21-04

Author

Stanford Center for Education Policy Analysis (CEPA) and Gagné, Josh

Abstract

Though schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does race-based classroom segregation occur without tracking, and in a supposed "racial paradise," no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated "draws" rather than make race-conscious adjustments.

Published
2021

4. Is School Funding Unequal in Latin America? A Cross-Country Analysis. CEPA Working Paper No. 20-11

Author

Stanford Center for Education Policy Analysis (CEPA), Bertoni, Eleonora, Elacqua, Gregory, Marotta, Luana, Martinez, Matías, Santos, Humberto, and Soares, Sammara

Abstract

Public spending on education has increased significantly in Latin America over the last several decades. Yet, the question remains as to whether greater spending translates into a more equitable distribution of resources. We address this issue by measuring inequality in per-pupil spending between regions of varying socioeconomic status (SES) within five different countries: Brazil, Chile, Colombia, Ecuador, and Peru. The results show that while Brazil's funding gap has narrowed over time, this federal nation has the widest socioeconomic spending divide, due to large inequalities in local revenues between high and low SES regions. School funding in Colombia has become more regressive over time, though its gap is half the size of Brazil's. Meanwhile, the distribution of school funding in Peru has changed, shifting from regressive (benefiting the richest regions) to progressive (benefiting the poorest regions). Education spending in Chile and in Ecuador have instead been consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeting disadvantaged rural areas, the funding formulas in Chile address socioeconomic inequalities beyond the rural-urban gap.

Published
2020

5. Measuring and Explaining Management in Schools: New Approaches Using Public Data. CEP Discussion Paper No. 1656

Author

London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Leaver, Clare, Lemos, Renata, and Scur, Daniela

Abstract

Why do some students learn more in some schools than others? One consideration receiving growing attention is school management. To study this, researchers need to be able to measure school management accurately and cheaply at scale, and also explain any observed relationship between school management and student learning. This paper introduces a new approach to measurement using existing public data, and applies it to build a management index covering 15,000 schools across 65 countries, and another index covering nearly all public schools in Brazil. Both indices show a strong, positive relationship between school management and student learning. The paper then develops a simple model that formalizes the intuition that strong management practices might be driving learning gains via incentive and selection effects among teachers, students and parents. The paper shows that the predictions of this model hold in public data for Latin America, and draws out implications for policy.

Published
2019

6. Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms. Policy Research Working Paper 8752

Author

World Bank, Evans, David K., and Yuan, Fei

Abstract

In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning--if sustained over time--may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. [This paper is a product of the Office of the Chief Economist, Africa Region and the World Development Report 2018 Team.]

Published
2019

7. Entrepreneurial Learning in TVET. Discussion Paper

Author

UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and McCallum, Elin

Abstract

As a result of its direct link to the labour market, technical and vocational education and training (TVET) plays an important role in equipping the modern workforce with in-demand skills. This discussion paper aims to inspire the introduction of entrepreneurial learning in TVET towards a fully mainstreamed approach, whereby entrepreneurial learning is integrated into the role, function and delivery of TVET systems for the benefit of all learners. The paper provides insight into the different approaches to mainstreaming entrepreneurial learning and illustrates the contribution of the key pillars that make up the entrepreneurial learning ecosystem. This is supported by a series of practical examples from TVET systems around the world, illustrating how entrepreneurial learning is being transformed into reality by governments, TVET systems, communities, networks, institutions, teachers, trainers and TVET learners. This paper explores five elements of the entrepreneurial learning ecosystem: (1) Developing policy for entrepreneurial learning; (2) Curricula and pedagogies; (3) Supporting teachers and trainers; (4) Learning modes other than formal curricula; and (5) Career paths and start-ups.

Published
2019

8. Hit and Run? Income Shocks and School Dropouts in Latin America. Policy Research Working Paper 8344

Author

World Bank, Cerutti, Paula, Crivellaro, Elena, Reyes, Germán, and Sousa, Liliana D.

Abstract

How do labor income shocks affect household investment in upper secondary and tertiary schooling? Using longitudinal data from 2005-15 for Argentina, Brazil, and Mexico, this paper explores the effect of a negative household income shock on the enrollment status of youth ages 15 to 25. The findings suggest that negative income shocks significantly increase the likelihood that students in upper secondary and tertiary school exit school in Argentina and Brazil, but not in Mexico. For the three countries, the analysis finds evidence that youth who drop out due to a household income shock have worse employment outcomes than similar youth who exit school without a household income shock. Differences in labor markets and safety net programs likely play an important role in the decision to exit school as well as the employment outcomes of those who exit across these three countries.

Published
2018

9. Bridging the Gap: Mismatch Effects and Catch-Up Dynamics in a Brazilian College Affirmative Action. Working Paper 31403

Author

National Bureau of Economic Research (NBER), Oliveira, Rodrigo, Santos, Alei, and Severnini, Edson R.

Abstract

Affirmative action in higher education can lead to mismatch, where students admitted through preferential treatment struggle academically due to inadequate preparation before college. Although some students may face initial challenges, by providing access to quality education for talented individuals who might have otherwise been overlooked due to systemic disadvantages, these programs may enable students to bridge the gap and catch up to their peers. In this study, we examine the effects of a quota-type affirmative action policy on gaps in college outcomes between potential beneficiaries and non-beneficiaries. Using comprehensive administrative data from a leading Brazilian university which implemented affirmative action in 2005, we find that compared to their non-quota peers, potential quota beneficiaries are less likely to progress smoothly through college and less likely to graduate, a result that is mostly driven by those who would not be admitted to the university otherwise. Notably, however, most of these differences shrink as the students progress through college, suggesting a catch-up effect between those groups. While potential quota students initially face challenges, resulting in a reduced course load in their early college years, they compensate by taking more credits in later years to ultimately graduate. [Additional funding for this report was provided by the Heinz College at Carnegie Mellon University, the Federal University of Bahia (UFBA), and the World Institute for Development Economics Research (UNU-WIDER).]

Published
2023

10. A Tool to Capture Learning Experiences during COVID-19: The PISA Global Crises Questionnaire Module. OECD Education Working Papers, No. 232

Author

Organisation for Economic Cooperation and Development (OECD) (France), Bertling, Jonas, Rojas, Nathaniel, Alegre, Jan, and Faherty, Katie

Abstract

The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.

Published
2020
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11. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225

Author

Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger

Abstract

The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.

Published
2020
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12. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219

Author

Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.

Abstract

Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.

Published
2020
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13. What Makes a Program Good? Evidence from Short-Cycle Higher Education Programs in Five Developing Countries. Working Paper 30364

Author

National Bureau of Economic Research (NBER), Diaz, Lelys I. Dinarte, Ferreyra, Maria Marta, Urzúa, Sergio S., and Bassi, Marina

Abstract

Short-cycle higher education programs (SCPs) can play a central role in skill development and higher education expansion, yet their quality varies greatly within and among countries. In this paper we explore the relationship between programs' practices and inputs (quality determinants) and student academic and labor market outcomes. We design and conduct a novel survey to collect program-level information on quality determinants and average outcomes for Brazil, Colombia, Dominican Republic, Ecuador, and Peru. Categories of quality determinants include training and curriculum, infrastructure, faculty, link with productive sector, costs and funding, and other practices on student admission and institutional governance. We also collect administrative, student-level data on higher education and formal employment for SCP students in Brazil and Ecuador and match it to survey data. Using machine learning methods, we select the quality determinants that predict outcomes at the program and student levels. Estimates indicate that some quality determinants may favor academic and labor market outcomes while others may hinder them. Two practices predict improvements in all labor market outcomes in Brazil and Ecuador--teaching numerical competencies and providing job market information--and one practice--teaching numerical competencies--additionally predicts improvements in labor market outcomes for all survey countries. Since quality determinants account for 20-40 percent of the explained variation in student-level outcomes, estimates indicate a role for quality determinants to shrink the quality gap among programs. These findings have implications for the design and replication of high-quality SCPs, their regulation, and the development of information systems.

Published
2022

14. Science Teachers' Satisfaction: Evidence from the PISA 2015 Teacher Survey. OECD Education Working Papers, No. 168

Author

Organisation for Economic Cooperation and Development (OECD) (France), Mostafa, Tarek, and Pál, Judit

Abstract

In 2015, for the first time in its history, PISA (the Programme for International Student Assessment) asked teachers to describe the various aspects of their working environment and teaching practices. This paper examines how teacher, student, and school characteristics are related to science teachers' satisfaction in 19 PISA-participating countries and economies. The findings show that the most satisfied science teachers tend to be those who are initially motivated to become teachers. The results also highlight the positive relationship between science teachers' satisfaction and teacher collaboration, good disciplinary climate in science classes, availability of school resources, and the opportunity to participate in professional-development activities.

Published
2018
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15. TRANSPORT INFRASTRUCTURE AND THE BRAZILIAN PAPER IN THE SOUTH AMERICAN AMAZON, A NECESSARY CONCERT: GOVERN, INTEGRATE, PRESERVE

Author

Thais Virga and Bárbara Carvalho Neves

Subjects
south american amazon, regional governance and integration, transports infrastructure, environmental protection, brazil, Social Sciences, International relations, JZ2-6530, Political science (General), JA1-92
Abstract

Having the South American Amazon as our spatial cut, this paper aims to discuss it as a space of physical, environmental and socioeconomic relevance to regional rearticulation, highlighting the issue of transport infrastructure and the importance of Brazil to boost this process in contemporary times. With the end of the Union of South American Nations (Unasur) in 2019, several of its councils were paralyzed and discontinued, such as the Infrastructure and Planning Council (Cosiplan), reflecting the abandonment of efforts built since the beginning of the 21st century. In addition, relations between national preferences and the indispensable search for development, and mechanisms of cooperation and regional integration, which are fundamental instruments to meet such demands, were stressed. In turn, a scenario of discredited institutions made room for greater action by multiple public and private, internal and increasingly international and multinational actors who, in a way disconnected from regional arrangements, directed infrastructure investments focusing on their own interests, resulting in expiation of the the socio-environmental vulnerability in the Amazonian territories. We argue that it is necessary to integrate to preserve and develop. Regional governance and institutionality are central pillars for the resumption of a more resilient South American integration process, aimed at protecting and developing the Amazon, in which Brazil has an important driving role to be exercised and a directive leadership to retrieve.

Published
2023
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16. Co-Teaching/Co-Generative Dialogues in a Teaching Education Program as Room for Agency and New Forms of Participation: 'I Found Jesus in [Writing] the Paper'

Author

El Kadri, Michele Salles and Roth, Wolff-Michael

Abstract

Although the importance of understanding the social and cultural processes mediating pre-service teachers' expansion of the power to act has been increasingly recognized lately, the way the concept of "agency" is portrayed in most of the studies focuses almost exclusively on the subject of activity and therefore, there is insufficient theoretical attention to the reverse side of agency, the experience of being subject to and subjected to conditions. In this paper, the authors exemplify the process of "conscientização" and agential development in the case study of Jefferson, a new teacher engaged in a school teaching education program. The purpose of this paper is to show how new forms of consciousness, expansion of the power to act, and increasing control over conditions simultaneously emerge for teachers in training during praxis and how agency is played out by the relations between being subject to and subjected to conditions. Implications for teaching education programs are discussed.

Published
2015
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17. The Impact of Emerging Technology in Physics over the Past Three Decades

Author

Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia

Abstract

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Published
2024

18. Language Instructors on Their Emergency Remote Teaching Pedagogy during the Pandemic

Author

Hamel, Marie-Josée, Landry, Jill, and Bibeau, Louis-David

Abstract

In this paper, we report on a study that took place during the COVID-19 pandemic and for which we interviewed ten experienced, university level, language instructors about their digital practices as they found themselves teaching in an Emergency Remote Teaching (ERT) mode. The study sought to describe how, through their professional activities and experiences, they developed new and/ or further online competencies and how the ERT context brought them to rethink their pedagogical practices and namely, their Written Corrective Feedback (WCF). Our results show that language instructors' digital competencies are on a dynamic continuum of changes with some who faced challenges, while others sought opportunities or provided solutions during that unprecedented period. An adapted version of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model (Puentedura, 2010) is suggested, which takes into consideration this ERT context. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Published
2022

19. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (13th, Budapest, Hungary, April 10-12, 2017)

Author

International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro

Abstract

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrates developments in the field. Full papers presented in these proceedings include: (1) Design of a Prototype Mobile Application to Make Mathematics Education More Realistic (Dawid B. Jordaan, Dorothy J. Laubscher, and A. Seugnet Blignaut); (2) Tablets and Applications to Tell Mathematics' History in High School (Eduardo Jesus Dias, Carlos Fernando Araujo, Jr., and Marcos Andrei Ota); (3) Assessing the Potential of LevelUp as a Persuasive Technology for South African Learners (Nhlanhla A. Sibanyoni and Patricia M. Alexander); (4) #Gottacatchemall: Exploring Pokemon Go in Search of Learning Enhancement Objects (Annamaria Cacchione, Emma Procter-Legg, and Sobah Abbas Petersen); (5) A Framework for Flipped Learning (Jenny Eppard and Aicha Rochdi); (6) The Technology Acceptance of Mobile Applications in Education (Mark Anthony Camilleri and Adriana Caterina Camilleri); (7) Engaging Children in Diabetes Education through Mobile Games (Nilufar Baghaei, John Casey, David Nandigam, Abdolhossein Sarrafzadeh, and Ralph Maddison); (8) A Mobile Application for User Regulated Self-Assessments (Fotis Lazarinis, Vassilios S. Verykios, and Chris Panagiotakopoulos); and (9) Acceptance of Mobile Learning at SMEs of the Service Sector (Marc Beutner and Frederike Anna Rüscher). Short papers presented include: (1) Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment (Mehwish Raza); (2) D-Move: A Mobile Communication Based Delphi for Digital Natives to Support Embedded Research (Otto Petrovic); (3) Small Private Online Research: A Proposal for a Numerical Methods Course Based on Technology Use and Blended Learning (Francisco Javier Delgado Cepeda); (4) Experimenting with Support of Mobile Touch Devices for Pupils with Special Educational Needs (Vojtech Gybas, Katerina Kostolányová, and Libor Klubal); (5) Mobile Learning in the Theater Arts Classroom (Zihao Li); (6) Nomophobia: Is Smartphone Addiction a Genuine Risk for Mobile Learning? (Neil Davie and Tobias Hilber); (7) Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning (Larysa Shcherbachenko and Samuel Nowakowski); (8) RunJumpCode: An Educational Game for Educating Programming (Matthew Hinds, Nilufar Baghaei, Pedrito Ragon, Jonathon Lambert, Tharindu Rajakaruna, Travers Houghton, and Simon Dacey); (9) Readiness for Mobile Learning: Multidisciplinary Cases from Yaroslavl State University (Vladimir Khryashchev, Natalia Kasatkina, and Dmitry Sokolenko); and (10) The M-Learning Experience of Language Learners in Informal Settings (Emine Sendurur, Esra Efendioglu, Neslihan Yondemir Çaliskan, Nomin Boldbaatar, Emine Kandin, and Sevinç Namazli). Reflection papers presented include: (1) New Model of Mobile Learning for the High School Students Preparing for the Unified State Exam (Airat Khasianov and Irina Shakhova); (2) Re-Ment--Reverse Mentoring as a Way to Deconstruct Gender Related Stereotypes in ICT (Kathrin Permoser); (3) Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning (Alice Schmidt Hanbidge, Amanda Mackenzie, Nicole Sanderson, Kyle Scholz, and Tony Tin); (4) Using Tablet and iTunesU as Individualized Instruction Tools (Libor Klubal, Katerina Kostolányová, and Vojtech Gybas); (5) DuoLibras--An App Used for Teaching-Learning of Libras (Erick Nilson Sodré Filho, Lucas Gomes dos Santos, Aristóteles Esteves Marçal da Silva, Nidyana Rodrigues Miranda de Oliveira e Oliveira, Pedro Kislansky, and Marisete da Silva Andrade); (6) Educators Adopting M-Learning: Is It Sustainable in Higher Education? (Nicole Sanderson and Alice Schmidt Hanbidge); and (7) M-Kinyarwanda: Promoting Autonomous Language Learning through a Robust Mobile Application (Emmanuel Bikorimana, Joachim Rutayisire, Mwana Said Omar, and Yi Sun). Posters include: (1) Design of Mobile E-Books as a Teaching Tool for Diabetes Education (Sophie Huey-Ming Guo); and (2) Reading While Listening on Mobile Devices: An Innovative Approach to Enhance Reading (Aicha Rochdi and Jenny Eppard). The Doctoral Consortium includes: How Can Tablets Be Used for Meaning-Making and Learning (Liv Lofthus). Individual papers include references, and an Author Index is included.

Published
2017

20. An Overview of Brazilian Companies on the Adoption of Industry 4.0 Practices

Author

Eliseo, Maria Amelia, Silveira, Ismar Frango, Martins, Valéria Farinazzo, de la Higuera Amato, Cibelle Albuquerque, Cunha, Daniela Vieira, Junior, Leonildo Carnevalli, Cristiano, Gabriel Batista, Chuang, Felipe, Tanikawa, Fabio, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Agredo-Delgado, Vanessa, editor, Ruiz, Pablo H., editor, and Correa-Madrigal, Omar, editor

Published
2022
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21. Using Time Series and New Information Technologies for Forecasting Sugarcane Production Indicators

Author

Pissinato, Bruno, de Freitas Vian, Carlos Eduardo, Bobrovskaya, Tatiana, Caetano da Silva, Caroline, Guimarães Pereira, Alex, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Jordan, Vladimir, editor, Tarasov, Ilya, editor, and Faerman, Vladimir, editor

Published
2022
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22. Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (12th, Vilamoura, Algarve, Portugal, April 9-11, 2016)

Author

International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro

Abstract

These proceedings contain the papers of the 12th International Conference on Mobile Learning 2016, which was organized by the International Association for Development of the Information Society, in Vilamoura, Algarve, Portugal, April 9-11, 2016. The Mobile Learning 2016 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Full papers presented in these proceedings include: (1) Mobile Devices and Spatial Enactments of Learning: iPads in Lower Secondary Schools (Bente Meyer); (2) NetEnquiry--A Competitive Mobile Learning Approach for the Banking Sector (Marc Beutner, Matthias Teine, Marcel Gebbe and Lara Melissa Fortmann); (3) M-Learning Challenges in Teaching Crosscutting Themes in the Education of Young People and Adults (Marcos Andrei Ota and Carlos Fernando de Araujo Jr); (4) Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom (Anna Helena Silveira Sonego, Leticia Rocha Machado, Cristina Alba Wildt Torrezzan and Patricia Alejandra Behar); (5) Experiencing a Mobile Game and its Impact on Teachers' Attitudes towards Mobile Learning (Hagit Meishar-Tal and Miky Ronen); (6) Exploring Mobile Affordances in the Digital Classroom (David Parsons, Herbert Thomas and Jocelyn Wishart); (7) Design, Development and Evaluation of a Field Learning Video Blog (Otto Petrovic); (8) Development and Evaluation of a Classroom Interaction System (Bingyi Cao, Margarita Esponda-Argüero and Raúl Rojas); (9) Visual Environment for Designing Interactive Learning Scenarios with Augmented Reality (José Miguel Mota, Iván Ruiz-Rube, Juan Manuel Dodero and Mauro Figueiredo); and (10) The Development of an Interactive Mathematics App for Mobile Learning (Mauro Figueiredo, Beata Godejord and José Rodrigues). Short papers presented include: (1) Conceptualizing an M-Learning System for Seniors (Matthias Teine and Marc Beutner); (2) Sensimotor Distractions when Learning with Mobile Phones on-the Move (Soledad Castellano and Inmaculada Arnedillo-Sánchez); (3) Personal Biometric Information from Wearable Technology Tracked and Followed Using an Eportfolio: A Case Study of eHealth literacy Development with Emerging Technology in Hong King Higher Education (Michele Notari, Tanja Sobko and Daniel Churchill); (4) An Initial Evaluation of Tablet Devices & What Are the Next Steps? (Tracey McKillen); (5) Information Literacy on the Go! Adding Mobile to an Age Old Challenge (Alice Schmidt Hanbidge, Nicole Sanderson and Tony Tin); (6) The Use of Digital Tools by Independent Music Teachers (Rena Upitis, Philip C. Abrami and Karen Boese); (7) Development of a Math Input Interface with Flick Operation for Mobile Devices (Yasuyuki Nakamura and Takahiro Nakahara); (8) Smartwatches as a Learning Tool: A Survey of Student Attitudes (Neil Davie and Tobias Hilber); and (9) The Adoption of Mobile Learning in a Traditional Training Environment: The C95-Challenge Project Experience (Nadia Catenazzi, Lorenzo Sommaruga, Kylene De Angelis and Giulio Gabbianelli). Reflection papers include the following; (1) Leadership for Nursing Work-Based Mobile Learning (Dorothy Fahlman); (2) Reflections on Ways forward for Addressing Ethical Concerns in Mobile Learning Research (Jocelyn Wishart); and (3) Mobile Learning: Extreme Outcomes of Everywhere, Anytime (Giuseppe Cosimo De Simone). Posters include: (1) Student Response Behavior to Six Types of Caller/Sender When Smartphones Receive a Call or Text Message during University Lectures (Kunihiro Chida, Yuuki Kato and Shogo Kato); and (2) Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy (Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita). Doctoral Consortium papers include: (1) Forms of the Materials Shared between a Teacher and a Pupil (Libor Klubal and Katerina Kostolányová); and (2) Mobile Touch Screen Devices as Compensation for the Teaching Materials at a Special Primary School (Vojtech Gybas and Katerina Kostolányová). Individual papers provide references, and an Author Index is provided.

Published
2016

23. Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies

Author

Costa, Rejane P. and Ivenicki, Ana

Abstract

The aim of the study is to examine how multiculturalism and peace studies have been viewed in Brazilian and North American literature as gleaned both from Brazilian research studies and articles presented at Peace Education Special Interest Group (SIG) in American Education Research Association (AERA), within the scope of 2010-2014, which concludes that multiculturalism and peace studies may offer groundbreaking venues to promote education provision to every one, civilian and military students together with reforms in higher education. [For the complete Volume 14, Number 1 proceedings, see ED568088.]

Published
2016

24. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1

Author

Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina

Abstract

Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]

Published
2016

25. Constitutional Atomic Bomb or Paper Tiger? The Institution of Impeachment in the Federative Republic of Brazil

Author

Monika Sawicka

Subjects
Brazil, impeachment, constitutional tort, Fernando Collor, Rousseff, Law, Political science
Abstract

Over the course of less than a quarter of a century, two Brazilian Heads of State – Fernando Collor in 1992 and Dilma Rousseff in 2016 – have been removed from office by impeachment. There has been much controversy surrounding both proceedings, particularly the latter. The article seeks to discuss briefly the history of the proceeding of impeachment in Brazil and its significance for the country’s political life after 1988. Through an analysis of the impeachment cases of President Fernando Collor and President Dilma Rousseff, and overview of the literature on impeachment in Latin America, the paper will address the similarities and differences present in both cases in which a Brazilian Head of State was removed from office. The last part of the article will further discuss the disputes among Brazilian jurists triggered by differing evaluations of this legal measure and, in particular, the more recent case of its implementation in Brazil.

Published
2022
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26. Managing Racial Integration in BRICS Higher Education Institutions

Author

Naidoo, Shantha and Shaikhnag, Noorullah

Abstract

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

Published
2022

28. Students' Perception of an Inquiry-Based Metavisual Activity about Concepts of Chemical Kinetics

Author

Shimada, Marcella Seika and Locatelli, Solange Wagner

Abstract

Students' perceptions of an activity involving visualization are important in assessing their learning of the task. In view of this, this study was developed with undergraduate students from different courses at a public Brazilian university. The research objective was to determine how three students, who are majoring in different courses (chemistry graduation and engineering), perceive their participation in an inquiry-based metavisual activity (IBMA). For this, the students were interviewed and data were categorized according to similarities and differences in the reports. The findings indicate that the IBMA was able to facilitate the reconstruction of concepts with an emphasis at the submicro level, for the students that were majoring in chemistry. The engineering student reported a partial construction of concepts. The student's learning may have been compromised due to the smaller repertoire that he had in chemistry and on models at the submicro level. [For the full proceedings, see ED629086.]

Published
2023

29. Prior Knowledge about Science from Drawings by a Group of Deaf Students

Author

Araujo Florentino, Carla Patricia, Shimada, Marcella Seika, and Locatelli, Solange Wagner

Abstract

The construction of a concept can be developed from the students' prior knowledge. Regarding deaf students, it is considered their conceptions conceived through vision. Given this, the present research was conducted with a group of deaf students in the 7th year of elementary school with the aim of verifying what ideas these students had about science. The research was carried out with a qualitative approach, using action research. For data collection, an activity was proposed with the elaboration of drawings, carried out in three stages: (1) initial conversation and elaboration of the drawings; (2) explanation of the drawings (in Libras); (3) closure of the activity. Drawings were prepared, speeches (in Libras) transcribed and notes from the logbook were used for analysis. The analyzed data revealed three categories in which students conceived decontextualized views, also demonstrating a distance from science and applications in everyday life. In relation to the visuality of the deaf student, the difficulty was evidenced in selecting and interpreting the various information that was conveyed around them. [For the full proceedings, see ED629086.]

Published
2023

30. The Natural Sciences Curriculum of Public Network of São Paulo: Conceptions of Teachers Who Teach Natural Sciences in the Early Years of Primary School

Author

Paz, Giovanni Scataglia Botelho and Locatelli, Solange Wagner

Abstract

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. [For the full proceedings, see ED629086.]

Published
2023

32. Use of the Game 'Mathematical Rods' in the Teaching and Learning of Basic Education in Brazil

Author

Pialarissi, Elisiê, De Oliveira Prado, Danielle Gonçalves, Da Silva, Gustavo Avelino, and De Godoi, Milena Maria

Abstract

As imperceptible as it is, mathematics is fundamental and is present on several occasions in our daily lives, but among 65 countries Brazil still ranks 53rd in education. The lack of investment in primary education has affected students learning since the early years. From this perspective, this paper proposed to verify teaching/learning in mathematics discipline for elementary school students through playful games, a fun method that can be used at various times and aims to review and fix the content in a practical way and interactive. For this, a game named "Mathematical rods" was elaborated a renewal of the hobby "Cat rods". The operations present in the game are simple, focused on basic mathematics and can still be adapted depending on the level of knowledge of the students. The game was applied to three groups of six 9th grade students of the State College Professor Izidoro Luiz Ceravolo, located in the city of Apucarana, Paraná in Brazil. Therefore, in addition to dynamic and creative, we conclude that this educational interpretation is easy and accessible, a tool that can be used in any public institution, contributing to the learning process of students. [For the complete proceedings, see ED631021.]

Published
2022

33. Technology in the Perception of English Teachers in Southern Brazil Schools

Author

Paula Behenck Machado, Patricia Jantsch Fiuza, and Graziela Fátima Giacomazzo

Abstract

Due to the advance of technologies and the increase of their use around the world, it shows a need to include them in education, as tools that could help the current teaching methods. Taking into account that most English classes in Brazilian public schools have been happening in the same way for many years, and considering the importance of learning a foreign language in this new technological world scenario, the objective of this study, that is part of a Master Degree dissertation, is to understand the perception of Brazilian English teachers in relation to the use of games and digital technologies, in the practice of face to face and remote language teaching classes, in different educational environments. Based on the participation of English teachers in the research stages, it is possible to explore their experiences and points of view, directly related to the English teaching and the use of technologies and digital games. This research collected information through a focus group research method. In this way, it was possible to verify that teachers, together with technologies and digital games, are very important in the classroom and those are extremely important tools to be used in teaching, including English. It was also noticed that keeping learning and qualifications are very important for the updating and practice of teaching. In addition, it was possible to conclude that, through the planning of activities, visualizing the right moment to insert digital games and technologies in their classes, teachers have support tools in these, which will help to engage and motivate students in learning a new language. [For the full proceedings, see ED639391.]

Published
2023

34. Remote Teaching during the COVID-19 Pandemic: Challenges and Potentialities of Using M-Learning in Literacy Classes in Brazil

Author

Emely Crystina da Silva Viana, Hélio José Santos Maia, Danielle Alves de Oliveira Tabosa, Daniel Alves da Silva, Fábio Lúcio Lopes de Mendonça, and Rafael Timóteo de Sousa Júnior

Abstract

The research presents the objective of analyzing the challenges and potentialities of teaching with the use of m-learning, in literacy classes during remote teaching caused by the COVID-19 pandemic, based on learning results regarding the appropriation of the writing system alphabetical. In view of the constant social and educational changes caused by the COVID-19 pandemic, in which social isolation became a security measure imposed to reduce the circulation of the virus, they led to the reconfiguration of educational spaces and the adoption of strategies for the continuation of formal education, as an alternative, emergency remote teaching was adopted. Remote teaching has driven changes in education, such as the use of mobile and wireless technologies, cell phones, tablets and notebooks, m-learning, to facilitate the teaching-learning process. A bibliometric review was carried out in order to study and explore the phenomenon with the identification of relevant scientific publications, which were obtained by applying quality and approach evaluation criteria, which showed scientific interest in m-learning and remote teaching. This is a qualitative research on the challenges and potential of using mobile learning with Brazilian children in literacy classes and is configured as an ethnographic case study. The locus of the research were two classes of the 1st year of Elementary School in a public school of the State Department of Education of the Federal District - SEEDF, Brazil, Brasília, Federal District, with a temporal cut of the 1st semester of 2021, having as research subjects 26 children of approximately 6 and 7 years old. The results indicate that despite the challenges faced, the data presented reveal that activities mediated by educational tools such as Google Classroom, Google Meet and the use of student interaction platforms such as the use of digital games and presentation of videos, music and stories interactive activities, among many other factors, demonstrates the potential of m-learning, with the appropriate interventions and pedagogical mediations, however, it is worth noting that access to the online teaching-learning process is still worrying, due to the difficulty of students accessing the internet and the lack of technological devices to monitor the educational proposals, such as computers or smartphones, and the formative weaknesses in relation to the use of TDIC's, therefore, teaching mediated by m-learning, can be considered as a modality of high potential, among other factors, if it is accessible to all. [For the full proceedings, see ED639391.]

Published
2023

35. Popular Knowledge as Popular Power: Struggle and Strategy of the Emancipa Popular Education Movement in Brazil

Author

Joana Salém Vasconcelos, Naiara do Rosário, Tatiane Ribeiro, and Paula Maíra Cordeiro

Abstract

This paper is a written dialogue among four activists from the Emancipa Popular Education Movement in Brazil, following the principles of Freirean pedagogy as a "circle of culture." It delves into how "popular knowledge can be experienced as popular power," narrating the history, struggles, and strategies employed by the Emancipa movement in their pursuit of democratizing Brazilian universities. The discussion is set within the context of Latin American structural inequalities and the issue of educational exclusion in Brazil. It emphasizes the vital role of contesting culture and knowledge as part of the movement's fight against social injustices perpetuated by peripheral capitalism, including racist violence and gender oppression. The paper adopts emancipatory pedagogy as the method to empower and mobilize grassroots efforts in this transformative endeavour.

Published
2024
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36. Microteaching Networks in Higher Education

Author

Sonia Santoveña-Casal, Javier Gil-Quintana, and José Javier Hueso-Romero

Abstract

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Published
2024
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37. Language, Communication, and the Covid-19 Pandemic: Criticality of Multi-Lingual Education

Author

Papia Sengupta

Abstract

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Published
2024
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38. Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: Fact or Fiction?

Author

Leal Filho, Walter, Brandli, Luciana Londero, Becker, Deisi, Skanavis, Constantina, Kounani, Aristea, Sardi, Chrysoula, Papaioannidou, Dimitra, Paço, Arminda, Azeiteiro, Ulisses, de Sousa, Luiza Olim, Raath, Schalk, Pretorius, Rudi Wessel, Shiel, Christine, Vargas, Valeria, Trencher, Gregory, and Marans, Robert W.

Abstract

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

Published
2018
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39. A Economia Política nas Ciências Sociais no Brasil: escopo, trajetória e perfil dos artigos.

Author

Ianoni, Marcus, Queiroz Guimarães, Alexandre, and Maruf Quintas, Felipe

Subjects
POLITICAL economic analysis, ECONOMICS, SOCIAL sciences, INTERNATIONAL relations, ECONOMISTS
Abstract

Copyright of Revista de Sociologia e Política is the property of Revista de Sociologia e Politica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2021
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40. Knowledge as Currency: A Comparative Exploration of the Relationship between Education Expenditure and Gross Domestic Product in the European Union and BRICS Countries

Author

Bulgarian Comparative Education Society (BCES) and Otto, Michelle

Abstract

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

Published
2020

41. Brazil and Colombia Virtual Exchange Project: The Brazilian View

Author

Martins, Claudia Beatriz and Werner, Maristela

Abstract

The objective of this paper is to report the preliminary results of a telecollaborative project between a Brazilian university (UTFPR) and a Colombian university (Universidad de Pamplona) that both offer a Licentiate degree in English. The project had two purposes: a pedagogical one to show student-teachers how they can develop their communication skills in English in a collaborative way by sharing information with other student-teachers from a different culture, and a technological one to put future teachers in contact with some technological tools. The paper is divided into three parts: (1) a brief description of the context and the participants; (2) the project itself -- the first steps, the objectives, and the tasks; and (3) the Brazilian view of the whole process/project as well as the students' feedback. [For the complete proceedings, see ED600837.]

Published
2019

42. MMALA: Developing and Evaluating a Maturity Model for Adopting Learning Analytics

Author

Elyda Freitas, Fernando Fonseca, Vinicius Cardoso Garcia, Taciana Pontual Falcao, Elaine Marques, Dragan Gaševic, and Rafael Ferreira Mello

Abstract

Learning analytics (LA) adoption is a challenging task for higher education institutions (HEIs) since it involves different aspects of the academic environment, such as information technology infrastructure, human resource management, ethics, and pedagogical issues. Therefore, it is necessary to provide institutions with supporting instruments to deal with these challenges. Although there has been much research on factors that are associated with the adoption of LA in HEIs, there has been much less research on specific models that can be used to guide actual adoption. In this sense, we developed MMALA, a Maturity Model for Adopting Learning Analytics. It is a guide that describes the necessary practices for taking the first steps in this area and enables institutions to reach higher levels of maturity in LA use, culminating in an organized and systematic adoption. In this paper, we describe the development process of MMALA, focusing on the model evaluation, which used both the questionnaire and the expert opinion method. MMALA can also give institutions an overview of their current situation regarding LA adoption. In this sense, we present the results of the maturity evaluation of three Brazilian HEIs using MMALA.

Published
2024

43. Hierarchical Organization in Concept Maps as a Path to Explain the Elaboration of Knowledge in the History of Science

Author

Paulo Victor Santos Souza, Marta Máximo-Pereira, and Ariane Baffa Lourenço

Abstract

An alternative to insert history of science (HS) in teacher formation programs is the use of concept maps (CM), which may be very useful to represent the historical elaboration dimension of science concepts, laws, and principles. This paper presents the results of a study that identifies the conceptions of pre-service physics teachers about the relationships between CM hierarchical organization and knowledge elaboration in HS. In the first stage of the research, the content analysis methodology was used to analyze and categorize the students' answers to questions concerning the relationships between CM hierarchical organization and HS. In the second stage, the answers of a different group of pre-service teachers were analyzed concerning the level of agreement with the categories previously elaborated. The students associated CM hierarchical organization with knowledge improvement, elucidation of the importance level of the concepts, and the relationships between more general and more specific contents. We point out that the use of CM in HS subjects may contribute to the pre-service teachers associating HS concepts not in a chronological way, but in hierarchical order, from the most general to the most specific ones.

Published
2024

44. Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study

Author

Ivanilse Calderon, Williamson Silva, and Eduardo Feitosa

Abstract

Teaching programming is a complex process requiring learning to develop different skills. To minimize the challenges faced in the classroom, instructors have been adopting active methodologies in teaching computer programming. This article presents a Systematic Mapping Study (SMS) to identify and categorize the types of methodologies that instructors have adopted for teaching programming. We evaluated 3,850 papers published from 2000 to 2022. The results provide an overview and comprehensive view of active learning methodologies employed in teaching programming, technologies, programming languages, and the metrics used to observe student learning in this context. In the results, we identified thirty-seven different ALMs adopted by instructors. We realized that seventeen publications describe teaching approaches that combine more than one ALM, and the most reported methodologies in the studies are Flipped Classroom and Gamification-Based Learning. In addition, we are proposing an educational and collaborative tool called CollabProg, which summarizes the primary active learning methodologies identified in this SMS. CollabProg will assist instructors in selecting appropriate ALMs that align with their pedagogical requirements and teaching programming context.

Published
2024

45. Digital Learning and Higher Education in Brazil: A Multicultural Analysis

Author

Ana Ivenicki

Abstract

The present paper discusses higher education and the role of digital learning in the Brazilian context. Using a social justice, multicultural perspective, it argues that effective digital learning in higher education is likely to happen when digital curricular contents have been embedded with inclusionary strategies that foster plural students' critical thinking and empowerment. To develop the argument, it firstly discusses the multicultural nature of Brazilian society and the relevance of conceptualizing digital learning and multicultural perspectives in education. It then highlights the higher education system and structure in Brazil, discussing how remote digital learning has been taking place in that system. It also depicts how digital learning in higher education has been conceived in Brazilian educational policies, both before, and as a result of the COVID-19 pandemic.

Published
2024

46. Entrenched Disadvantage and the Internationalization of Education: A Review of the Science without Border Program in Brazil

Author

Barbosa, Rafael Silva, Adefila, Arinola, and Garcia, Maria Lúcia Teixeira

Abstract

Brazil has focused on internationalization of the higher education sector, in response to trends across the globe. The main program for promoting internationalization was the Science without Borders program. The paper analyses Brazilian international mobility from a regional perspective, particularly reviewing how inequality affected access to fellowships. The Northeast Region, which historically records higher poverty indicators than the South and Southeast regions, showed average growth statistically equal to the Southeast Region. By comparing access to scholarships and fellowships between the two largest regions of Brazil, this paper sought to analyze any structural change between the Southeast region and the Northeast. The Science without Borders (Ciência sem Fronteira, in Portuguese) program has achieved considerable results. In the first four years of the program, completed student exchange programs increased by 1,620% (i.e., 2011-2014). Despite this, the structure of unequal regional access remained. Using the hypothesis test methodology T for means with different variances, it was possible to evaluate at a significance level of 95%. The two largest regions in Brazil maintained the unequal profile of access to the program. The conclusion is that the growth in the offer of scholarships for internationalization between 2010 and 2019 has not changed the unequal regional profile of access to public education services in Brazil.

Published
2022

47. Who Really Selected You? Insights into Faculty Selection Processes in Top-Ranked Higher Education Graduate Programmes

Author

Tomlinson, George and Freeman, Sydney

Abstract

Over the past decade, the number of advertised tenure-track faculty positions in higher education institutions in the United States and abroad has steadily declined while the competition for these positions has become fierce. This situation has caused some scholars to seek perspectives into the factors that influence the tenure-track faculty selection process. This study investigates the elements that impact higher education graduate programme faculty searches. A total of 39 programme coordinators, department heads and deans who had previously participated in higher education programme searches were surveyed to explore their experiences and perceptions regarding the selection process. The findings indicate that the search committee's faculty votes within the higher education hiring programme are more influential in selection decisions than the votes of either a programme chair or dean. Additionally, participants identified a candidate's academic accomplishments, interview performance and presentation skills as the determining characteristics influencing their selection. These findings provide useful information to tenure-track job seekers who seek faculty positions at higher education graduate programmes in the United States and around the world.

Published
2018
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48. Characteristics and treatment of Brazilian pulp and paper mill effluents: a review

Author

Márcio Daniel Nicodemos Ramos, Angélica Santos Rangel, Karina Siqueira Azevedo, Maria Gabriela Batista Melo, Maria Caroline Oliveira, Camila Miwa Uchida Watanabe, Fernanda Ferreira Pereira, Cláudio Mudadu Silva, and André Aguiar

Subjects
Paper, Phenols, Industrial Waste, General Medicine, Management, Monitoring, Policy and Law, Pollution, Waste Disposal, Fluid, Brazil, Water Pollutants, Chemical, General Environmental Science, Environmental Monitoring
Abstract

Pulp and paper industries are very important for developing the Brazilian economy. During production processes, many effluents are generated with high polluting potential. The objective of this study is to conduct an extensive literature review on the characteristics of effluents and treatment forms adopted by Brazilian mills in this industrial sector. Most consulted studies address raw (without treatment) and secondary (after biological treatment) effluents, considering their main characteristics like pH, chemical and biochemical oxygen demands (COD and BOD, respectively), color, solids, organochlorines, toxicity, estrogenic activity, and phenols. Raw effluents differ considerably in composition, depending on the type of paper produced, the pulping process employed, and other steps, like pulp bleaching. Raw effluent characteristics indicate that this effluent cannot be directly disposed of into water bodies, because it does not comply with federal and state disposal standards. Secondary effluents normally comply with Brazilian legislations, although some studies have reported COD and total phenol concentrations higher than disposal standards, suggesting that additional treatments are necessary. Treated effluent reuse was verified in some Brazilian mills, while its disposal in eucalyptus plantations has been considered a promising alternative for irrigation purposes.

Published
2022

49. Leveraging Market-Creating Innovations to Solve Brazil's Education Paradox

Author

Clayton Christensen Institute for Disruptive Innovation, Ojomo, Efosa, and Fohtung, Jacob

Abstract

Brazil spends more money, and a higher percentage of its Gross Domestic Product (GDP), on education than other Latin American countries. However, many of the outcomes of the country's education system are worse than its peer countries. We call this mismatch Brazil's Education Paradox. One of the primary reasons for Brazil's Education Paradox is the country's decentralized education system. Municipal, state, and federal governments handle different parts of the education system with little to no coordination among them. Although the Brazilian government is aware of this and working hard to rectify the situation, much of the government's efforts are hampered by political, social, and economic setbacks. For instance, since 2013, the government has been working on enacting a law that would create a National Education System to improve coordination among the different levels of education. But the government's plans are still mired in heated debates and disagreements. Thankfully, market-creating innovations can play a significant role in helping Brazil improve its education system. These innovations are unique for their ability to transform complicated and expensive products into simple and affordable ones--thereby making the products accessible to more people in society. Education-focused market-creating innovations are spreading across Brazil and improving learning outcomes despite the government's inability to rapidly solve its Education Paradox. This paper highlights the work that four market-creating innovators--Mind Lab, eduK, Descomplica, and Árvore Educação--are doing to improve learning outcomes in Brazil. In addition to working to create a national education system in Brazil, the government should invest in market-creating innovations that have the potential to create significant impact on the economy. By doing so, Brazil can, once and for all, solve its Education Paradox. [This paper was funded in part by Mind Lab Group.]

Published
2022

50. International Students Mobility -- Ten Years of Experience at the Faculty of Medicine of the University of Coimbra (2009-2019)

Author

Dourado, Marília, Dourado, Nicole, and Ribeiro, Cláudia

Abstract

Since 1987, Faculty of Medicine of the University of Coimbra (FMUC) has been engaged in mobility programs, making efforts to encourage and support the internationalization of its students. Mobility programs are designed to strengthen the dimension and quality of the Higher Education, to encourage transnational cooperation between Universities, to improve transparency and academic recognition of studies and qualifications. The objective of this paper is to present a report on the evolution of mobility of the FMUC undergraduate students in the period between 2009 and 2019. A descriptive report was carried out. During this last decade, the FMUC has dealt with mobility applications from 1,500 incoming and 1,350 outgoing students to attend both classes and clinical traineeships as part of their Master's Degrees in Medicine. In the academic year 2015-2016 there was an increase in the number of applications, coinciding with the introduction of clinical internships in hospitals. The top countries where the FMUC sent students (538); and from where it received students (978) were, Italy, Spain and Brazil. In Portugal, the FMUC is one of the main medical schools with the largest number of students attending mobility programs, which has contributed to fostering the internationalization of undergraduate medical students' training. [For the full proceedings, see ED626585.]

Published
2021