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2. TRANSPORT INFRASTRUCTURE AND THE BRAZILIAN PAPER IN THE SOUTH AMERICAN AMAZON, A NECESSARY CONCERT: GOVERN, INTEGRATE, PRESERVE
- Author
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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.
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- 2023
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3. 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'
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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.
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- 2015
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4. Language Instructors on Their Emergency Remote Teaching Pedagogy during the Pandemic
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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
5. 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
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International Association for Development of the Information Society (IADIS), Sánchez, Inmaculada Arnedillo, and Isaías, Pedro
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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
6. Proceedings of the International Association for Development of the Information Society (IADIS) International Conferences on e-Society (ES 2024, 22nd) and Mobile Learning (ML 2024, 20th) (Porto, Portugal, March 9-11, 2024)
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International Association for Development of the Information Society (IADIS), Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, Piet Kommers, Inmaculada Arnedillo Sánchez, Pedro Isaías, and International Association for Development of the Information Society (IADIS)
- Abstract
These proceedings contain the papers and posters of the 22nd International Conference on e-Society (ES 2024) and 20th International Conference on Mobile Learning (ML 2024), organised by the International Association for Development of the Information Society (IADIS) in Porto, Portugal, during March 9-11, 2024. The e-Society 2024 conference aims to address the main issues of concern within the Information Society. This conference covers both the technical as well as the non-technical aspects of the Information Society. The Mobile Learning 2024 Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. These events received 185 submissions from more than 25 countries. In addition to the papers' presentations, the conferences also feature two keynote presentations. [Individual papers are indexed in ERIC.]
- Published
- 2024
7. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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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
8. Disrupting Internationalisation of the Curriculum in Latin America
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Craig Whits, Carla Camargo Cassol, Betty Leask, Marilia Costa Morosini, Cristina Elsner, and Diep Nguyen
- Abstract
Internationalisation of the curriculum (IoC) is typically approached very differently across national, institutional and disciplinary contexts. This paper reports on research on internationalisation of the curriculum in Latin America and discusses its potential to provoke disruptive innovation in higher education internationalisation. Traditionally, approaches to internationalisation of the curriculum in Latin American universities have been focused almost solely on student mobility programs. The research reported in this paper was conducted by a project team from Brazil and Australia in 2021-2022. A qualitative methodology was used. Methods included a tri-lingual literature review of scholarly publications on curriculum internationalisation in English, Portuguese and Spanish and a modified e-Delphi methodology with a panel of experts comprising international higher education scholars and practitioners working in Latin America (and conducted in Spanish, Portuguese and English). The purpose of the research was to identify ways in which existing approaches to internationalising the curriculum in Latin America might be enhanced in order to provide more students with opportunities to develop international perspectives and intercultural knowledge and skills. The research found that there is significant potential to achieve this outcome if the process of internationalising the curriculum is approached as a long-term project involving complex collaborative boundary work.
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- 2024
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9. Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies
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Costa, Rejane P. and Ivenicki, Ana
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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
10. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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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
11. 'American by Paper': Assimilation and Documentation in a Biliterate, Bi-Ethnic Immigrant Community
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Vieira, Kate Elizabeth
- Abstract
Calls from policymakers to assimilate immigrants through English literacy have grown urgent. Yet the 2007 U.S. Census has reported that one in five U.S. residents speaks a language other than English at home. What's more, new immigrants often settle in long-standing immigrant communities in which these non-English languages are the lingua franca. These demographic trends call for a reconceptualization of the problematic relationship of literacy to immigrant assimilation. To whom, precisely, are immigrants assimilating, especially in multi-ethnic communities? And how exactly does literacy, especially biliteracy, shape this process? Through an ethnographic investigation of how two different immigrant groups form biliterate partnerships in the quest for legal immigration papers, this essay examines how literacy and assimilation function in light of the changing writing demands of contemporary immigrant life. (Contains 8 notes.)
- Published
- 2010
12. Constitutional Atomic Bomb or Paper Tiger? The Institution of Impeachment in the Federative Republic of Brazil
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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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13. Managing Racial Integration in BRICS Higher Education Institutions
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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
14. Students' Perception of an Inquiry-Based Metavisual Activity about Concepts of Chemical Kinetics
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Shimada, Marcella Seika and Locatelli, Solange Wagner
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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
15. Prior Knowledge about Science from Drawings by a Group of Deaf Students
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Araujo Florentino, Carla Patricia, Shimada, Marcella Seika, and Locatelli, Solange Wagner
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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
16. The Natural Sciences Curriculum of Public Network of São Paulo: Conceptions of Teachers Who Teach Natural Sciences in the Early Years of Primary School
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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
17. Use of the Game 'Mathematical Rods' in the Teaching and Learning of Basic Education in Brazil
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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
18. Sustainable Development Policies as Indicators and Pre-Conditions for Sustainability Efforts at Universities: Fact or Fiction?
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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.
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- 2018
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19. Knowledge as Currency: A Comparative Exploration of the Relationship between Education Expenditure and Gross Domestic Product in the European Union and BRICS Countries
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Bulgarian Comparative Education Society (BCES) and Otto, Michelle
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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.
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- 2020
20. Brazil and Colombia Virtual Exchange Project: The Brazilian View
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Martins, Claudia Beatriz and Werner, Maristela
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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.]
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- 2019
21. Open science policies as regarded by the communities of researchers from the basic sciences in the scientific periphery
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Manco, Alejandra
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- 2024
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22. A Economia Política nas Ciências Sociais no Brasil: escopo, trajetória e perfil dos artigos.
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Ianoni, Marcus, Queiroz Guimarães, Alexandre, and Maruf Quintas, Felipe
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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.)
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- 2021
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23. Technology in the Perception of English Teachers in Southern Brazil Schools
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Paula Behenck Machado, Patricia Jantsch Fiuza, and Graziela Fátima Giacomazzo
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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.]
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- 2023
24. Remote Teaching during the COVID-19 Pandemic: Challenges and Potentialities of Using M-Learning in Literacy Classes in Brazil
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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
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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.]
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- 2023
25. Entrenched Disadvantage and the Internationalization of Education: A Review of the Science without Border Program in Brazil
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Barbosa, Rafael Silva, Adefila, Arinola, and Garcia, Maria Lúcia Teixeira
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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.
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- 2022
26. Who Really Selected You? Insights into Faculty Selection Processes in Top-Ranked Higher Education Graduate Programmes
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Tomlinson, George and Freeman, Sydney
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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.
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- 2018
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27. Popular Knowledge as Popular Power: Struggle and Strategy of the Emancipa Popular Education Movement in Brazil
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Joana Salém Vasconcelos, Naiara do Rosário, Tatiane Ribeiro, and Paula Maíra Cordeiro
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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.
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- 2024
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28. Microteaching Networks in Higher Education
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Sonia Santoveña-Casal, Javier Gil-Quintana, and José Javier Hueso-Romero
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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.
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- 2024
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29. Language, Communication, and the Covid-19 Pandemic: Criticality of Multi-Lingual Education
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Papia Sengupta
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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.
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- 2024
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30. The Direct Method in English Language Instruction for Primary School Students in Santarém-PA: An Experience of TESOL Undergraduates
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Alessandro Ripardo da Silva, Nilton Hitotuzi, and Naelson Sarmento Barbosa
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The Direct Method, a pedagogical approach for teaching additional languages through immersion, emphasizes oral interaction and everyday language usage to facilitate language acquisition. This method discourages reliance on translation and minimizes emphasis on grammatical rules. However, a fundamental question arises about the effectiveness of TESOL programmes in non-English dominant countries in equipping prospective teachers to adopt a monolingual approach. This paper explores the results of a case study aimed at understanding the experiences of two TESOL degree candidates from a university in Northern Brazil. They participated in an outreach project employing the Direct Method to teach English to Year 1 students on the outskirts of Santarém-PA. Data, gathered through proficiency assessments, interviews, and video recordings, were analysed using Content Analysis and video analysis principles in qualitative research. The results revealed challenges faced by the participants due to limited pedagogical knowledge but also unveiled adaptive strategies, collaborative work practices, introspection, and an acknowledgment of the importance of integrating elements from students' physical and social contexts into lessons. Despite challenges, the study underscores the beneficial potential and viability of the Direct Method in non-English dominant contexts, advocating for its critical consideration and adaptation within TESOL programmes.
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- 2024
31. MMALA: Developing and Evaluating a Maturity Model for Adopting Learning Analytics
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Elyda Freitas, Fernando Fonseca, Vinicius Cardoso Garcia, Taciana Pontual Falcao, Elaine Marques, Dragan Gaševic, and Rafael Ferreira Mello
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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.
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- 2024
32. Hierarchical Organization in Concept Maps as a Path to Explain the Elaboration of Knowledge in the History of Science
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Paulo Victor Santos Souza, Marta Máximo-Pereira, and Ariane Baffa Lourenço
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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.
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- 2024
33. Active Learning Methodologies for Teaching Programming in Undergraduate Courses: A Systematic Mapping Study
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Ivanilse Calderon, Williamson Silva, and Eduardo Feitosa
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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.
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- 2024
34. Digital Learning and Higher Education in Brazil: A Multicultural Analysis
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Ana Ivenicki
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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.
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- 2024
35. How Do Authors Choose Keywords for Their Theses and Dissertations in Repositories of University Libraries? An Introspection-Based Enquiry
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Mariangela Spotti Lopes Fujita, Roberta Cristina Dal’Evedove Tartarotti, Paula Regina Dal´Evedove, and Maria Carolina Andrade e Cruz
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Considering the importance of subject retrieval for scientific visibility, and the need to guide authors in self-archiving their papers in institutional repositories of university libraries, this study observed the patterns and strategies used by authors while indexing for keyword assignment. The study examined four categories of analysis: criteria for keyword assignment; use of controlled vocabulary for keyword assignment; understanding of the importance of keywords; and ordering criteria and function of assigned keywords. The study found that, while assigning keywords, authors: consider fundamental concepts for representing significant content of the text; act as domain expert indexers; and are unaware that keyword assignment is an indexing process that requires controlled vocabularies. The research suggests that institutional repositories implement a hybrid information representation and retrieval system to allow for both the representation of more specific subjects of knowledge domains, as well as controlled vocabulary indexing terms.
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- 2024
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36. Collaborative Online International Learning in Physiology: A Case Study
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Jose Ignacio Priego-Quesada, Andresa M. C. Germano, Daniel Schmidt, Alberto Encarnacion-Martínez, Andressa L. Lemos, Carlos Sendra-Perez, Conrado T. Laett, Emmanuel S. da Rocha, Falk Zaumseil, Fran Oficial-Casado, Inaê de Oliveira, Inmaculada Aparicio-Aparicio, Jesús A. Escalona-Navarro, Joaquín Martín Marzano-Felisatti, Marina Gil-Calvo, Ignacio Catalá-Vilaplana, Niclas Masuch, Pedro Pérez-Soriano, Roberto Sanchis-Sanchis, and Felipe P. Carpes
- Abstract
Internationalization in higher education is essential, and although active learning methodologies are increasing and allow students to develop transversal skills, most still have a very local scope. In this context, the Collaborative Online International Learning (COIL) methodology is an interesting approach to benefit the students' development. It consists of an online program that involves creating multicultural teams to develop a specific learning project. Although this methodology is expanding, its use in physiology is still scarce. This paper aims to show an example of applying COIL methodology in physiology topics to enhance higher-education students' innovation and business skills. Our example project developed a sports-assessment service concept focused on physiology and biomechanics assessments. The program involved teams from Brazil, Germany, and Spain, comprising undergraduate and master students. Over 7 weeks, these teams, mentored by professors and researchers, engaged in workshops covering COIL methodology, business model design, executive summary planning, economic analyses, and communication techniques. Key outcomes included learning new concepts, developing soft skills, building confidence in innovative solution proposals, and experiencing diverse cultures. Challenges faced were language barriers, scheduling, task complexity, and logistical issues. This experience confirms the effectiveness of incorporating programs using COIL methodology into educational curriculums. Doing so exposes physiology students to innovation, entrepreneurship, and business creation while strengthening their professional connections and opening up postgraduation opportunities.
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- 2024
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37. Challenges for Pre-Service Physics Teacher Education in a Northeastern Brazilian State in Pandemic Times
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Rodrigues, Micaías A.
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Pandemic has changed the way education has taken place in Brazil, which has occurred remotely. The classes have been taught in the public network especially through lives or WhatsApp. In this paper, the way in which the training activities of the supervised internship and the Pedagogical Residency in the teaching of Physics in schools took place will be addressed. As a result, the abundant use of new information and communication technologies was verified. Resources and methodologies such as digital platforms, simulators, gamification, among others, were used by pre-service teachers during supervised internship and/or Pedagogical Residency activities. With this, pre-service teachers were able to immerse themselves in the current school reality, better understanding how teaching has occurred in this period and to propose activities that could help to improve the quality of teaching offered in basic education schools and in the recycling of in-service teachers, as well as in the motivation of students, too. [For the full proceedings, see ED620289.]
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- 2021
38. International Students Mobility -- Ten Years of Experience at the Faculty of Medicine of the University of Coimbra (2009-2019)
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Dourado, Marília, Dourado, Nicole, and Ribeiro, Cláudia
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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.]
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- 2021
39. Teaching Inequality in Brazil: A Study Abroad Exploration of Race, Class, Gender, Sexuality, and Geography
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Brito, Edvan P. and Barnum, Anthony J.
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This paper presents and analyzes a case study of a five-week study abroad course called "Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography." The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become "student-teachers" in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.
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- 2022
40. Reporting an Experiment Live-Streaming Classes in a Distance Learning Course
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da Silva, Ketia Kellen Araújo, Machado, Leticia Rocha, Ribeiro, Ana Carolina Ribeiro, da Silva, Jozelina Silva, and Behar, Patricia Alejandra
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This paper aims to identify limitations and opportunities for using live streaming for distance learning classes in a course offered at a Brazilian public university. The number of videos on social networks in different fields and about various topics increases each year. Real-time classes are also increasingly being used in distance learning courses. Live streaming through YouTube enables an interactive experience because it allows for images, videos, music, and screenshots to be used during the broadcast. This enhances the experience and interaction between the spectator and presenter and enables real-time discussions. A distance learning course was offered in the first semester of 2019 (between May and July) to foster discussions about pedagogical architectures for the construction of digital competences in Distance Learning (DL). During the course, six classes were live-streamed and broadcast via YouTube. There was one class per week, lasting an average of 40 minutes each and covering distinct topics. This is a qualitative case study with 14 subjects between the ages of 35 and 64. They were primarily female and mainly their mobile devices to watch the classes. Different types of data collection instruments were applied including an online questionnaire and YouTube video platform metrics. The students reported that the classes were essential for interaction and helped to answer their questions due to real-time feedback, which qualifies the teaching and learning processes. The metrics from the YouTube platform revealed that the videos were watched mainly in Brazil and the United States, with over 1,500 views so far, 10% of which had live interactions through chat. This example shows both the range and engagement of students with the live streamed classes as well as the possibilities for interaction. Therefore, live-streamed classes are important for DL courses and should be integrated in planning in order to contribute to the distance learning process. [For full proceedings, see ED621941.]
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- 2020
41. Homeschooling in the BRICS Members States: A Comparative Study
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Bulgarian Comparative Education Society (BCES), de Beer, Louw, Vos, Deon, and Myburgh, Jeannine
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Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.
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- 2020
42. Go the Distance or Keep Your Distance? Challenges for the Emergency Remote Education in a Brazilian State University
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Avelar, Maira and Watarai, Felipe
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In this paper, we discuss the impacts of the pandemic generated by COVID-19 on Brazilian Higher Education, specifically at a State University of Bahia, Brazil. To do so, we present a brief contextualization of the progress of the pandemic in Brazil, in the state of Bahia and in the region where the University is located. We also present the laws and regulations elaborated by different governmental bodies, especially the Ministry of Education, for the continuation of classes, in face-to-face undergraduate courses, by remote means. Despite the initial emphasis of these regulations on the use of Digital Information and Communication Technologies, later there was a flexibility regarding the means for offering the remote classes. As for the case of the University discussed here, the continuation of undergraduate courses' classes interrupted by the pandemic, via the Emergency Remote Education, was approved on July 9th. We focus specifically on the outline of the student digital inclusion program, which provides scholarships for the acquisition of equipment, internet services and transportation. The results show that the resources allocated to this plan are insufficient, given the socioeconomic low-profile of the students. In addition, many of them live in locations with insufficient or no internet available, as well as are working and/or taking care of people full-time during the pandemic. Thus, the guarantee of access of students to the Emergency Remote Education, as well as the quality of this Education, may not be ensured through this plan. [For "NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3," see ED616185.]
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- 2020
43. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
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- 2022
44. Comparative Analysis of Chemistry Teaching in City Center and Suburban Public Schools in Brazil: How School Reputation and Social Profile Influence Chemistry Teaching and High School Students' Performance in Science
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dos Santos Barbosa da Silva, Matheus and Kasseboehmer, Ana Cláudia
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In this paper, we present our study into how teaching practices in chemistry are socially stratified under the center-suburban divide in a medium-sized city, located in the State of São Paulo, Brazil. The paper mainly draws upon the Bourdieusian-inspired concepts of institutional habitus and symbolic capital to examine how institutional discourses and norms are embodied and implemented by chemistry teachers in their pedagogical practices, and the way in which this affects the distribution of chemistry knowledge in the classroom. This study is a comparative ethnographic-based investigation which employs multiple qualitative methods to investigate chemistry classes in two public schools in Brazil. The schools were selected based on their achievements in large-scale assessment tests and socioeconomic composition. Based on the results obtained from the analysis of four months of observational data of chemistry classes, school routines, 12 focus groups composed of high school students, and four semi-structured interviews conducted with teachers and staff, we argue that chemistry teaching is partially influenced by two interrelated dimensions of the school's institutional habitus--the schools' reputation and their students' social profile. Students in different schools tend to have unequal opportunities for learning and identification with chemistry. For instance, in the suburban school, students are seen as having learning deficiencies and are given deficit explanations on scientific concepts during classes, while the students from the school in the city center are taught under a pervasive culture centered around academic achievements, intense competition and individuality. The aforementioned factors largely shape chemistry teaching in the two public schools investigated. We conclude by presenting our final considerations on how educational institutions play an influential role in shaping chemistry teaching practices.
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- 2023
- Full Text
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45. TOURQUAL scale: psychometric properties and internal structure validation
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Mondo, Tiago Savi, Medeiros, Sandro, Sthapit, Erose, Freitas, Lara Brunelle Almeida, and Björk, Peter
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- 2024
- Full Text
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46. Adoption of competence management practices by industries in an emerging country: an analysis via fuzzy TOPSIS
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Santos, João Vyctor Brás dos, Sigahi, Tiago F.A.C., Rampasso, Izabela Simon, Moraes, Gustavo Hermínio Salati Marcondes de, Ávila, Lucas Veiga, Leal Filho, Walter, and Anholon, Rosley
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- 2024
- Full Text
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47. Economic freedom and foreign direct investment in Brazil: an empirical analysis of determinants and policy implications
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Upadhyaya, Kamal and Barreto de Góes, Bruno
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- 2024
- Full Text
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48. A Decolonising Approach to Genre Cinema Studies
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Shamash, Sarah
- Abstract
This paper examines the pedagogical and decolonial possibilities of teaching genre cinema through non-Western perspectives. As a sessional instructor teaching across multiple institutions in Vancouver, Canada, I elaborate on how I have taught genre cinema as a decolonial and pedagogical project. Through course design that recognises the way that the evolution of film theory in general, and genre theory in particular, has been encoded in Euro-Western-centrism and analysis, my teaching practice brings into conversation other knowledges and approaches to film-making and film studies that have often been excluded from film studies pedagogy. My pedagogical project is to decolonise film studies, including genre theory, as exemplified in such courses as: Re-Visioning Genre Theory, a fourth-year course at Emily Carr University of Art and Design; Genre Cinema: From Classical Hollywood to Global Contemporary, a third-year course at the University of British Columbia; and Refiguring Futurisms, a fourth-year film seminar at the University of British Columbia. Some of the questions explored in my research and teaching practice consider how genre cinema is adopted and subverted in contemporary non-Western films. In this paper, I use Latin American decolonial theory to focus on Brazilian cinema as an exemplar of non-Western and decolonial approaches to genre theory.
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- 2022
49. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
- Abstract
The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
50. Proceedings of International Conference on Education in Mathematics, Science and Technology (ICEMST) (Antalya, Turkey, March 24-27, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Dankers, Paul, Koc, Mustafa, and Ciddi, Mustafa Lutfi
- Abstract
"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
- Published
- 2022
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