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Recent work in science education has emphasized the importance of the conceptual, social, and epistemic dimensions in science learning. But what about the material dimension--the actual physical materials that students use? The way their characteristics and affordances limit or determine instruction has thus far not been as thoroughly explored. Despite the vast body of work that exists on science and engineering practices, there are relatively few examples of how physical science materials are linked to and can support engagement with such practices for sensemaking. In this paper, we propose a framework for analyzing the design of these physical materials and the activities associated with them that can serve as lenses for educators and researchers to consider when planning and reflecting on classroom instruction. To validate our framework, we apply it to analyze activities developed and implemented by teachers during a four-year research-practice partnership project conducted in a city in Brazil, and investigate potential connections between the design of physical materials and students' epistemic agency. We conclude with recommendations for the development of physical resources in labs and makerspaces for science learning.

Purpose: This paper aims to conceptualize the role of leadership in organizational learning processes in multinational companies (MNCs). The authors present a model describing how managers in an MNC facilitated transitions between sub-processes of organizational learning at several organizational levels. Design/methodology/approach: The authors collected data from the plants of a global process company in Norway, Brazil and China. Observation, in-depth interviews and archival material enabled one to reconstruct the organizational learning process over a period of 30 years as the company developed its own tailor-made improvement programme. Findings: Based on the data, the authors describe the role of leadership in linking the sub-processes of organizational learning as orchestration, sponsoring and persistence. Orchestration included creating faith and optimism and designing the organization to allow close cooperation between operators and managers in the sub-process of experimenting. This eased transferring and institutionalizing in the global organization. Sponsoring included structural changes to support transferring and the demonstration of dedication to improvement programme values. These factors were important for institutionalizing. Persistence involved the continuous focus on adjustment of the improvement programme, which then facilitated further experimenting. Originality/value: Firstly, this study suggests that activities and decisions in one sub-process have important implications for the following sub-processes. Secondly, this study indicates that leaders' role in facilitating the transitions between sub-processes extend beyond their individual traits and behaviour, which previous research had focused on, and includes decisions concerning organizational structure and culture that help link social and organizational learning.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

A growing number of doctoral students work during their Ph.D., which is commonly associated with higher risks of dropout. This paper investigates whether the sector of employment (public or private) is also a predictor of student outcomes in Ph.D. programs. Using a dataset on doctorate students in Brazil, the association of employment with the likelihood of graduation and dropout is estimated using a logistic regression and an event history analysis. The results indicate that students employed exclusively in the public sector during the program are approximately 80% more likely to graduate than those working only for private organizations.

The Second Half Program (SHP) is an educational sports program running in Brazil. It began in 2003 and was one of the Olympic educational proposals described in the Rio 2016 Olympics bid. Using sport as a tool, the SHP aims to deliver moral education and to promote citizenship in order to counteract "social exclusion" and "social vulnerability". Our analysis of official SHP documents and interviews with key actors in several SHPs reveals that the SHP illustrates the view that merely participating in sport will instill moral and Olympic values. Thus, although it represents a clear advance in government sports education policies, both its organizational methods and the lack of a clear pedagogy seem to limit the scope of the SHP to sports teaching. It thus fails to reach the broader scope that should be approached in an Olympic educational program. (Contains 5 notes.)

This paper provides an overview of the research presented over the past five years at national scientific events in discussion groups on Philosophy of Mathematics Education. From reading the papers presented in the annals of these events we conducted a categorization of the research according to paper question and theoretical framework. At the end, we highlight the existence of four major themes that run through all the research.

A despeito da profusão de estudos sobre capacidade tecnológica em nível de empresas ao longo dos últimos 30 anos, há escassez de estudos sobre similaridades e diferenças entre empresas do mesmo setor industrial, em termos de acumulação de capacidades tecnológicas e suas implicações para o aprimoramento de indicadores de performance técnico-econômica ao longo de diferentes regimes industriais, especialmente no contexto de países de industrialização recente, como é o caso do Brasil. Baseando-se em evidências de primeira mão colhidas à base de extensivos trabalhos de campo, este artigo examina essas questões em três grandes empresas de celulose e papel no Brasil (1970-2004). O estudo encontrou: (1) Diferenças inter e intraempresariais em termos da maneira e velocidade de acumulação de capacidades para funções tecnológicas específicas ao longo dos diferentes períodos; (2) Tais diferenças refletiram-se, com diferentes graus de intensidade, no aprimoramento dos indicadores de performance técnico-econômica; (3) As empresas responderam positivamente às mudanças para uma economia aberta partir dos anos 1990; (4) Porém, os aprimoramentos em seus indicadores de performance técnico-econômica não derivaram das mudanças do regime industrial per se, mas, principalmente, dos seus esforços internos para acumulação tecnológica.Despite the profusion of studies of firm-level technological capabilities studies, over the past 30 years, there is a scarcity of analyses on similarities and differences across firms, of the same industrial sector, in terms of types and levels, direction and rate of accumulation of technological capabilities and their implications for the improvement of techno-economic performance across different industrial regimes, especially in the context of late-industrializing countries, as it is the case of Brazil. Based on first-hand qualitative and quantitative empirical evidence, collected on the basis of extensive fieldwork, this article examines these issues in three large pulp and paper companies in Brazil (1970-2004). The results show that: (1) Inter and intra-firm differences across the companies in terms of the manner and speed of accumulation of capabilities for specific technical functions over different time periods; (2) Such differences were reflected on these firms' techno-economic performance improvement during the examined periods; (3) These companies responded positively to the changes into an open and outward-looking industrial regime, implemented from 1990s in Brazil; (4) However, the improvements to these firms' techno-economic performance were not derived from trade-openness per se, but, mainly, from their efforts on technological accumulation.

Despite rising interests in the manifestations of second language (L2) interactional competence (IC) in online language learning activities (e.g., Balaman & Sert, 2017a, 2017b), participants' interactional practices for managing epistemic stances in online searches remains largely unexplored. This paper examines how an intermediate-level learner of English jointly managed epistemics with a tutor in a text-and-voice teleconference session designed as a conversation-for-learning. The analysis focuses on web search sequences occasioned by emergent epistemic asymmetries in the ongoing talk, and how the participants leveraged resources to negotiate knowledge positions and display affiliation during online searches. Findings reveal that epistemic stance management is a prominent aspect of the IC involved in online search sequences. For example, during an online search, the tutee demonstrates his IC by citing and attributing responsibility to the source in response to epistemic primacy challenges. In the process, he also utilised affiliative resources such as laughter and a term of endearment to delicately manage disaffiliation. By focusing on the management of epistemic stances during online searches, this study informs the use of online searches in L2 learning activities to foster opportunities to perform stance-taking practices as part of the learner's IC.

This paper seeks to investigate how, in the face of the COVID-19 pandemic, the work proposals directed by the government unfolded in the pedagogical practices of basic education teachers in Paraná/Brazil in emergency remote teaching. For that, the case study was used as a method, with a quantitative and qualitative analysis of the data. The qualitative analysis of the regulations took place through descending hierarchical classification (CHD), word cloud generator and similitude analysis, as well as through the descriptive analysis of the data from the application of a questionnaire to 78 basic education teachers. The results showed a gap between the main regulations issued by the federal and state public authorities that affect basic education in Paraná in the emergency period due to COVID-19 and the teaching practice of teachers, as well as the problems faced in the pedagogical/administrative support that these teachers received. Finally, the information presented in this study proved to be significant to understand the complexity of the educational problems that were intensified and others that emerged, due to remote teaching.

This paper analyses evidence of innovation in the joint work of a company, a university and government in creating a professional Master's degree program in Biotechnology and Innovation Management at the Centro Universitário de Sete Lagoas, Minas Gerais, Brazil. It presents a new perspective by combining two fields of knowledge: biotechnology and innovation management. The conceptual scheme of Triple Helix spaces is still not well analyzed from an empirical viewpoint. This paper identifies the development of knowledge, consensus and innovation spaces through an examination of this professional Master's course. A qualitative approach was used for the conducting of 20 semi-structured interviews with representatives of the Triple Helix: two directors of Embrapa, a Brazilian agriculture and livestock research company; the President of FAPEMIG, the Minas Gerais Research Support Foundation; nine teachers; and eight students. In addition, data were analyzed from the databases of CAPES (Coordination for the Improvement of Higher Education Personnel). The results show that the proximity between the knowledge areas of biotechnology and innovation management strengthened this new program, created only 7 years ago, which has already impacted socio-economic regional development.

Brazilian journals play an important role in the local scientific scene. Despite its importance, Brazilian scientific production in Physics and Science education needs further articulation regarding the profile and impact of manuscripts. Therefore, our main goal in this paper is to monitor the trends in the Brazilian journals from 2013 to 2019 using scientometric tools. We analysed 3557 papers from 13 Brazilian electronic journals focused on science education and/or physics education, through impact and bibliometric metrics. The journals clustered into four very different groups regarding impact, and the individual time path could be drawn. In addition, an asymmetry could be identified in Brazilian publications, given the concentration of papers in "RBEF."

This paper discusses how the construction of citizenship and citizen identities takes place among young students in Porto Alegre, Brazil. Considering that education is responsible for fostering the sense of citizenship, this research asked 209 students from a public high school to write letters to a future Brazilian president and to answer an online survey on politics, democracy, and citizenship. Using the Thematic Analysis method, this paper investigates the content of these letters and the answers regarding presidential activities. The responses to both exercises express generic notions and unsuitable speeches regarding politics as well as a feeling of disbelief. It is argued that school education does not develop citizens who can perform their civic roles in society and that such detachment of the students may be a consequence of their incredulity toward politics, resulting in a narrow understanding of the matter.

An overview of accomplishments from the United Nations Conference on Environment and Development (UNCED); the "Earth Summit," held June 3-14, 1992 in Rio de Janerio, Brazil. Examines outcomes of the UNCED process in four central areas: new institutions, national reporting measures, financial mechanisms, and heightened public and nongovernmental organizations participation. (34 references) (MCO)

Describes documents produced at the United Nations Conference and the Global Forum: The Rio Declaration, a statement of broad principles to guide national conduct on environmental protection and development; treaties on climate change and biodiversity; forest principles statement; and Agenda 21, a presentation of work plans for sustainable development. Products of the nongovernmental organizations meetings are also discussed. (MCO)

The debate around standardized assessments became a global agenda imposed by multilateral organizations. These tests, in the neoliberal context, impose an impoverishment of the curriculum and also strong control over the teaching work. On the other hand, it also causes resistance from social movements. This paper addresses this process of disputes for hegemony in the context of early childhood education in Brazil within the last few years. This research analyses the protagonism of the Inter-Forum Movement of Early Childhood Education in Brazil (MIEIB) in the context of the Workers' Party administrations (Lula and Dilma). During this period, the movement had an amicable relationship with the federal administrations, which opened discussions about different ways to evaluate educational quality, based on the discourse of the right to education. Currently, this democratic dialogue no longer exists and the relations between the movement and the federal administration has become antagonistic, as the Bolsonaro administration wishes extend tests to early childhood education.