Developing and Supporting Faculty Training for Online Social Work Education: The Columbia University School of Social Work Online Pedagogy Institute     

Johanna Creswell Báez  Matthea Marquart  Rebecca Yae-Eun Chung  Delia Ryan  Kristin Garay 《Journal of Teaching in Social Work》2019,39(4-5):505-518

ABSTRACT

With the growth of online and distance education in social work, faculty training and support need to be provided to ensure high-quality online social work education. A model for training social work educators in online teaching is outlined that focuses on pedagogy, technology, and social work values. Columbia University School of Social Work’s Online Campus provides a five-week Institute on Pedagogy and Technology for Online Courses for prospective social work instructors. The Institute provides a faculty training model that can be adopted in other social work programs, and seeks to model best practices in online education.  相似文献   

Introduction: Intercultural Studies within Central States     

Ahmet Atay  Alberto González 《Communication Studies》2018,69(4):337-340

The study of intercultural communication (IC) has a long history in the Central States Communication Association (CSCA). Some of the earliest work in IC has come from universities in the CSCA region, such as Indiana University (William Starosta) and University of Minnesota (Vernon Jensen and Rosita Albert). Since the inception of the Intercultural Communication Interest Group within CSCA in the early 1990s, IC scholars have contributed immensely to the discipline by studying different aspects of the relationship between communication and culture. Several active IC scholars present their recollections of the development of IC research in this issue.  相似文献   

Levels of Preservation for Cultural Heritage within an Open-air Museum     

Andrea Bernath  Iulia Teodorescu  Morten Ryhl-Svendsen  Elena Badea  Lucreţia Miu  Márta Guttmann 《文物保护研究》2018,63(5):323-325

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Financing innovation: A bibliometric analysis of the field     

Ana Milena Padilla-Ospina  Javier Enrique Medina-Vásquez  Jorge Alberto Rivera-Godoy 《Journal of Business & Finance Librarianship》2018,23(1):63-102

This article presents a bibliometric analysis of the financing of innovation during the period 2001–2016. Among the most prominent journals in the field are Research Policy, Technovation and Small Business Economics; among the most influential authors are Petersen, Hall, Himmelberg, Lerner and Brown; and the most connected documents are those by Hall (2002) and Brown, Fazzari, and Petersen (2009). The field is fragmented and uses a variety of financial theoretical models. Salient topics in the field are financial constraints, funding sources (internal and external), capital structure, venture capital and financing of technology companies.  相似文献   

Who benefits from school-based management in Mexico?     

Fernando Reimers  Sergio Cárdenas 《Prospects》2007,37(1):37-56

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Seeking a ‘critical mass’: middle-class parents’ collective engagement in city public schooling     

Linn Posey-Maddox  Shelley McDonough Kimelberg  Maia Cucchiara 《British Journal of Sociology of Education》2016,37(7):905-927

A growing body of literature has begun to explore the individual identities, motivations, and school choices of middle-class, typically white, parents who choose to reside in socioeconomically and racially mixed central city neighborhoods. Drawing on qualitative research in three US cities, we argue that a focus on middle-class parents’ collective engagement in schooling is particularly important in under-resourced urban contexts. In these environments, we show, middle-class parents’ use of social networks often extends beyond basic information-sharing about school quality to encompass a range of activities undertaken with other families ‘like them’ who have also chosen to enroll their children in an urban public school. We find that, in some instances, middle-class parents’ collective actions can benefit an entire class or school. Yet in other instances, their activation of social capital can contribute to processes of social reproduction in urban schooling by excluding or marginalizing low-income students and their families.  相似文献   

Word identification and reading disorders in the Spanish language     

Jiménez González JE  Hernández Valle I 《Journal of learning disabilities》2000,33(1):44-60

In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not show severe difficulties in the use of the phonological route, as in the English language. A sample of 118 participants was selected and organized into three different groups: 40 with RD, 38 normal readers matched in age with the former, and 40 younger normal readers at the same reading level as those with RD. Two experiments were conducted to investigate the effects of lexicality, word frequency, word length, and positional frequency of syllables on lexical decision making and word-naming performance. While the participants were performing the naming task, we recorded what they read to subsequently analyze the form as well as the frequency of naming errors. The present study provides evidence for a deficit in phonological processing in a transparent orthography, particularly in nonword reading, because there were differences between the reading-level-matched groups.  相似文献   

Disadvantaged Identities: Conflict and Education from Disability,Culture and Social Class     

Ignacio Calderón-Almendros  Cristóbal Ruiz-Román 《Educational Philosophy and Theory》2016,48(9):946-958

This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these students have to deal with when constructing their identity. It also examines the challenge that education has to face to turn those conflicts into opportunities that will help to build life projects with which they can freely identify. For this reason, from a critical perspective, the school’s role in constructing identity will be analysed, as will the way in which it affects children and adolescents from minority groups. In the same way, we will study and put forward some different channels aimed at providing more equal educational attention to those identities that are depreciated in neoliberal society.  相似文献   

Textbooks of doubt: using systemic functional analysis to explore the framing of climate change in middle-school science textbooks     

Diego Román  K.C. Busch 《Environmental Education Research》2016,22(8):1158-1180

Middle school students are learning about climate change in large part through textbooks used in their classes. Therefore, it is crucial to understand how the language employed in these materials frames this topic. To this end, we used systemic functional analysis to study the language of the chapters related to climate change in four sixth grade science textbooks adopted in the state of California. The linguistic variables investigated were: types of nominal groups; processes; circumstances; and the modality system. Our findings showed that these textbooks framed climate change as uncertain in the scientific community – both about whether it is occurring as well as about its human-causation. The implications for science education are discussed in relation to how the current political and public discourses of climate change, rather than the scientific discourse, is influencing how textbooks discuss this topic.  相似文献   

Gender discourse about an ethic of care: nursery schoolteachers' perspectives     

Ma del Carmen Rodríguez  J. Vicente Peña  Carmen Ma Fernández  Ma Paulina Viñuela 《Gender and education》2006,18(2):183-197

In this paper we will show some of the results of research which took place in the Principality of Asturias (Spain). Its purpose was finding out the gender discourses used by nursery teachers. Although we will not provide an exhaustive list of all the conclusions reached so far, we will put forward one of the aspects which has been developed throughout the investigation; that is, we will discuss some of our observations and hypotheses on the differences observed by the teachers in boys and girls' caring and supporting behaviours. In order to do so, we focus on the type of discourse related to the ethic of care. We consider it a tool which allows teachers to build a type of narrative in which boys and girls are presented as opposites, relational and different from one another.  相似文献