Critical Chinese as an Additional Language education in Australia: A journey to voices,courage and hope     

Wen Xu  Jorge Knijnik 《British Educational Research Journal》2021,47(6):1635-1651

This article addresses key topics of Chinese as an Additional Language (CAL) education and classroom pedagogical practices. It reports on a 3-year ethnographic study within Australian schools to discuss dialogic pedagogical practices and students’ aspirations. Based on Freire’s conceptualisation of conscientização and banking education, the purpose of this article is therefore to unpack a journey to voices, courage and hope of a cohort of socially, linguistically and economically disadvantaged students in Western Sydney, one of the most culturally diverse regions in the country. Their experiences, responses, dreams and understanding of CAL education in multicultural Australia were thus captured. Our data shows that critical CAL education might point to some avenues for the educational equity agenda. By arguing that emancipatory and critical practices could enhance students to achieve consciousness and collective self-transformation, we aim to make a contribution to the literature on CAL and languages education, which all too often isolates from broader issues in educational theory. The article also adds to the limited research that engages with CAL classroom data. Our critical approach to CAL education illuminates the intersections between language and social inclusion. Considering the worldwide growing upheaval and scepticism around CAL education, we call for writing inclusive languages education and related pedagogical practices into the social inclusion agenda in Australia and internationally, for the teaching and learning of all additional languages.  相似文献   

Towards Covid-19 Literacy     

Archila  Pablo Antonio  Danies  Giovanna  Molina  Jorge  Truscott de Mejía  Anne-Marie  Restrepo  Silvia 《Science & Education》2021,30(4):785-808

Covid-19 literacy, induced by the coronavirus disease (2019), is characterized as the understanding of Covid-19 as well as informed decisions based upon this understanding. This type of literacy is closely related to health literacy, scientific literacy, and scientific media literacy. It may be obvious to say that Covid-19 literacy is a key factor for governments to effectively manage the Covid-19 transition. However, lack of literature exists about Covid-19 literacy among university students. Therefore, the current study aimed to determine the Covid-19 literacy level among 4168 students from a Colombian university. The data were derived from students’ responses to a 25–item anonymous online self-reporting questionnaire. We found that 21–25-year age group, graduate students,?students enrolled prior to 2015, and medical students had a significantly higher mean score. Moreover, the Internet (86.8%) was the most popular source of information from which participants gained most information regarding Covid-19. Furthermore, 58.5% of the participants considered health workers as a source that can provide accurate information. Most importantly, the findings reveal the students’ knowledge about (1) the role of an eventual process of vaccination, (2) the test currently used as diagnostic for Covid-19, and (3) the fatality rate, three aspects of Covid-19 literacy that deserve more attention. The findings provide a useful basis for the formulation of policies and concrete actions in improving Covid-19 literacy.

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Factor Structure and Construct Validity of the Counselor Skills Personal Development Rating Form     

Edil Torres‐Rivera  Michael P. Wilbur  Cleborne D. Maddux  Marlowe H. Smaby  Loan T. Phan  Janice Roberts‐Wilbur 《Counselor Education & Supervision》2002,41(4):268-278

The authors completed an exploratory factor analysis of the scores of 248 counselors‐in‐training on the Counselor Skills Personal Development Rating Form (CSPD‐RF; M. B. Wilbur, 1991). Participants' counseling program was accredited by the Council for Accreditation of Counseling and Related Educational Programs at a midsize western university. The authors of the CSPD‐RF hypothesized that the CSPD‐RF measured 2 factors: (a) personal development and (b) skills development. Factor analysis yielded 4 factors (Emotional Sensitivity, Basic Listening Skills, Multicultural Skills, and Influencing Skills), accounting for 58.4% of the total variance, thus providing some support for the construct validity of the CSPD‐RF.  相似文献   

Teacher salaries in Latin America: A review     

George Psacharopoulos  Jorge Valenzuela  Mary Arends 《Economics of Education Review》1996,15(4):401-406

In this paper we use data from household surveys of 12 Latin American countries to assess how teacher salaries compare to workers in other occupations. The results show great variability from one country to another, ranging from an apparent underpayment of teachers in Bolivia by 35% relative to the control group, and a respective overpayment of 65% in Colombia. However, when statistical controls are introduced for the differential education, hours worked and gender composition between teachers and the comparison group, much of the earnings differential between the two groups disappears. On the basis of this finding, we cannot support the position that teachers are either overpaid or underpaid.  相似文献   

The effects of relaxation and biofeedback on attention to task and impulsivity among male hyperactive children     

Edelwina Rivera  Michael M. Omizo 《International Journal of Disability, Development & Education》1980,27(1):41-51

This study examined the effects of relaxation training and biofeedback on attention to task and on impulsivity as measured by the Matching Familiar Figures Test (MFFT) among 36 hyperactive male children. Subjects who were identified through teacher ratings on the abbreviated Conners’ Behavior Rating Scale were randomly assigned to treatment and control groups. The experimental treatment consisted of three sessions (each session consisting of 2 phases) of relaxation training and biofeedback. There were no significant differences on all pretest measures (baseline electromyographic readings, pretest error on attention task, and pretest latency). However, differences on all these measures became statistically significant (p < .01) with the treatment group improving attention to task scores and decreasing impulsivity scores. When all pretest data, posttest error, student's age and teacher's rating were controlled for, analysis of covariance results confirmed the significant differences between both groups. It was concluded that relaxation training and biofeedback warrants inclusion in programs designed for hyperactive male children.  相似文献   

Teacher collegiality and electronic communication: A study of the collaborative uses of email by secondary school teachers in Uruguay     

Jorge Grünberg  Alejandro Armellini 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):597-606

Teacher collegiality has been consistently highlighted in recent years as a crucial factor in the success of processes of educational change and professional development. Consequently, there is considerable interest both from researchers and practitioners, in investigating strategies capable of supporting interactions and collaborations between teachers. Research, mostly carried out in industry, suggests that computer‐mediated communication (CMC) technologies may support collegiality in a diversity of contexts. Following the technological developments of the last few years, which have driven down the costs and complexity of computers and telecommunications, CMC technologies are becoming increasingly available to schools around the world. One of the more widespread of these new CMC technologies is electronic mail. The aim of this article is to discuss some of the results of a research project that investigated the potential of electronic mail for supporting the development of collegiality and professional exchange among secondary school teachers in Uruguay. At the time of this study, relatively little research had been carried out into the use of electronic mail for professional purposes by schoolteachers, especially in Latin America. The evidence suggests that email may support the formation of communities of highly committed users, where seeking and sharing professional resources are accepted behaviours.  相似文献   

Career Dilemmas in Career Counseling Groups: Theoretical and Practical Issues     

Paulo Jorge Santos 《Journal of Career Development》2004,31(1):31-44

A career dilemma is a hypothetical or real situation in which a character is confronted with several career options each of which has advantages and disadvantages. The main purpose of presenting and discussing a dilemma in career counseling groups is to confront several appraisals of the situation in order to promote more complex thinking about career choices. Another important aim of this technique is to enhance interaction between group members and to analyze similar career dilemmas that the group participants have experienced in the past. The use of the discussion of career dilemmas is described, especially the role of the career counselor, and some suggestions for future research are presented.  相似文献   

Faculty Learning Matters: Organizational Conditions and Contexts that Shape Faculty Learning     

KerryAnn O’Meara  Mark Rivera  Alexandra Kuvaeva  Kristen Corrigan 《Innovative Higher Education》2017,42(4):355-376

This study explored the relationships between faculty scholarly learning, faculty teaching learning, institutional support, faculty demographics, disciplinary groups, working conditions, and career outcomes such as retention, productivity, satisfaction, and career agency. We found that the stronger the scholarly learning faculty members reported, the more institutional and unit support they perceived for learning, the more satisfied they were, the less likely they were to intend to leave their institution, and the more career agency they reported. Similarly, we found that faculty members who reported more learning related to teaching reported a decreased intent to leave the institution and increased career agency. We draw implications for the development of work environments that support scholarly and teaching learning.  相似文献   

What catches the eye in class observation? Observers’ perspectives in a multidisciplinary peer observation of teaching program     

Ana Cristina Torres  Amélia Lopes  Jorge M. S. Valente  Ana Mouraz 《Teaching in Higher Education》2017,22(7):822-838

Peer Observation of Teaching has raised a lot of interest as a device for quality enhancement of teaching. While much research has focused on its models, implementation schemes and feedback to the observed, little attention has been paid to what the observer actually sees and can learn from the observation. A multidisciplinary peer observation of teaching program is described, and its data is used to identify the pedagogical aspects to which lecturers pay more attention to when observing classes. The discussion addresses the valuable learning opportunities for observers provided by this program, as well as its usefulness in disseminating, sharing and clarifying quality teaching practices. The need for further research concerning teacher-student relationships and students’ engagement is also suggested.  相似文献   

Fractions as the Coordination of Multiplicatively Related Quantities: A Cross-Sectional Study of Children's Thinking     

Susan B. Empson  Debra Junk  Higinio Dominguez  Erin Turner 《Educational Studies in Mathematics》2006,63(1):1-28

Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations.  相似文献