The methodological illumination of a blind spot: information and communication technology and international research team dynamics in a higher education research program     

David M. Hoffman  Brigida Blasi  Bojana Ćulum  Žarko Dragšić  Amy Ewen  Hugo Horta  Terhi Nokkala  Cecilia Rios-Aguilar 《Higher Education》2014,67(4):473-495

This self-ethnography complements the other articles in this special issue by spotlighting a set of key challenges facing international research teams. The study is focused on the relationship between information and communication technology (ICT)-based collaboration and research team dynamics. Our diverse team, drawn from researchers in five countries and three projects, argues that an ironic casualty of the powerful, global phenomena we study, is a lack of insight into what happens to generic research team dynamics, when groups are ‘stretched’ in terms of geographical distance, generations, cultural beliefs, values and norms, as well as disciplinary/specialist traditions. Good intentions are not sufficient to cope with these challenges. This is because of the emerging complexity inherent in many types of international, interdisciplinary fields of study and the complexity of the career trajectories needed to make these studies a reality. Our study underlines that there are no beliefs, values, norms and practices linked to research team dynamics, that hold across the current territory, generations, disciplines, cultures, organizations and individuals leading and conducting comparative studies—and even less reflection on the implications of this fact. Compounding this lack of awareness is a less-than-perfect understanding of the way in which ICT-based collaboration bears on research team dynamics. We assert that a holistic, critical, long-term approach to emerging insights into the global division of academic labor, serves our field better than folk psychology or the methodological parochialism that sustains convention at the expense of creativity. Careful consideration of emergent processes, relationships and linkages that explain how short-term cooperation—within projects—begins to make sense—over careers—illuminates key focal points, which, in turn qualitatively illuminates the way forward concerning conceptualization and problematization of our practice; and novel methodological routes available for those interested in attaining better outcomes, over the long term.  相似文献   

Celebrating Difference: Best Practices in Culturally Responsive Teaching Online     

Xeturah Woodley  Cecilia Hernandez  Julia Parra  Beyan Negash 《TechTrends》2017,61(5):470-478

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.  相似文献   

Civic education and visions of war and peace in the Spanish transition to democracy     

Kira Mahamud Angulo  Tamar Groves  Cecilia Cristina Milito Barone  Yovana Hernández Laina 《Paedagogica Historica: International Journal of the History of Education》2016,52(1-2):169-187

Abstract

This article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers’ local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second, there was a conscious effort to get the students involved in opposing war, reinforced by emotionally charged messages regarding its horrors.  相似文献   

The Cognitive Neuroscience of the Teacher–Student Interaction     

Antonio M. Battro  Cecilia I. Calero  Andrea P. Goldin  Lisa Holper  Laura Pezzatti  Diego E. Shalóm  Mariano Sigman 《Mind, Brain, and Education》2013,7(3):177-181

Pedagogy is the science and art of teaching. Each generation needs to explore the history, theory, and practice of the teacher–student interaction. Here we pave the path to develop a science that explores the cognitive and physiological processes involved in the human capacity to communicate knowledge through teaching. We review examples from our previous work in this research area and discuss a path to reveal the cognitive and cerebral mechanisms by which we teach, unfolding a complex operation such as teaching in its constituents and components.  相似文献   

Educating to Build Bridges     

Andrea Paula Goldin  Cecilia Inés Calero  Marcela Peña  Sidarta Ribeiro  Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103

In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool.  相似文献   

Teachers’ perceptions of student evaluations of teaching     

Cecilia K.Y. Chan  Lillian Y.Y. Luk  Min Zeng 《Educational Research and Evaluation》2013,19(4):275-289

Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness?  相似文献   

Research and Transfer: A Teaching Project     

Catherine Stern  Cecilia Macheski 《Community College Journal of Research & Practice》2013,37(12):1004-1007

This paper reports on a project that grew out of observations and conversations undertaken by two faculty members at LaGuardia Community College/CUNY interested in exploring the connection between research skills and transfer knowledge. Stern and Macheski posited that if students were able to connect research acquisition skills to the transfer application process, each skill would enhance the other. The outcomes from this small cohort, while not conclusive, lead the authors to be optimistic that their approach improves both understanding of authentic research and its connection to personal goals. National conversations in recent years about the changing role of community colleges inform this inquiry.  相似文献   

Resilience Among Children Exposed to Domestic Violence: The Role of Risk and Protective Factors     

Cecilia Martinez-Torteya  G. Anne Bogat  Alexander von Eye  Alytia A. Levendosky 《Child development》2009,80(2):562-577

Individual and family characteristics that predict resilience among children exposed to domestic violence (DV) were examined. Mother–child dyads ( n  =   190) were assessed when the children were 2, 3, and 4 years of age. DV-exposed children were 3.7 times more likely than nonexposed children to develop internalizing or externalizing problems. However, 54% of DV-exposed children maintained positive adaptation and were characterized by easy temperament (odds ratio [OR] = .39, d  = .52) and nondepressed mothers (OR = 1.14, d  = .07), as compared to their nonresilient counterparts. Chronic DV was associated with maternal depression, difficult child temperament, and internalizing or externalizing symptoms. Results underscore heterogeneous outcomes among DV-exposed children and the influence of individual and family characteristics on children's adaptation.  相似文献   

Young,talented and injured: Injury perceptions,experiences and consequences in adolescent elite athletes     

Philip Von Rosen  Anders Kottorp  Cecilia Fridén  Anna Frohm  Annette Heijne 《European Journal of Sport Science》2018,18(5):731-740

Even though injury is common in elite sports, there is still a lack of knowledge of young athletes’ injury perception both during and after injury. The aim of this mixed-method study was, therefore, to explore, in-depth, data on injury consequences and adolescent elite athletes’ perceptions and experience of injury. Three hundred and forty adolescent elite athletes (age range 15–19), from 16 different sports, were bi-weekly monitored over 52 weeks using a valid questionnaire. Twenty athletes from the same cohort were interviewed in focus groups about injury experience and perceptions. The results show that the average bi-weekly prevalence of injury was 38.7% (95% CI 37.3–40.1), with 30.0% (n?=?102) of the athletes injured for more than half of all reporting times. An overarching theme from the focus groups highlighted the risk among young athletes of a loss of identity while injured. The findings support several suggestions that may improve the rehabilitation process and enhance rehabilitation outcomes: (a) provide clear pathways to the medical team, (b) recognize the identity loss, (c) involve the injured athletes with the rest of the teammates and (d) educate athletes about how to interpret pain signals. Future research should explore and evaluate the effectiveness and generalization of such interventions.  相似文献   

Time of day and short-duration high-intensity exercise influences on coagulation and fibrinolysis     

Emma Kate Zadow  Cecilia Marie Kitic  Sam Shi Xuan Wu  James William Fell  Murray John Adams 《European Journal of Sport Science》2018,18(3):367-375

Exercise has been demonstrated to have considerable effects upon haemostasis, with activation dependent upon the duration and intensity of the exercise bout. In addition, markers of coagulation and fibrinolysis have been shown to possess circadian rhythms, peaking within the morning (0600–1200?h). Therefore, the time of day in which exercise is performed may influence the activation of the coagulation and fibrinolytic systems. This study aimed to examine coagulation and fibrinolytic responses to short-duration high-intensity exercise when completed at different times of the day. Fifteen male cyclists (VO_2max: 60.3?±?8.1?ml?kg^?1?min^?1) completed a 4-km cycling time trial (TT) on five separate occasions at 0830, 1130, 1430, 1730 and 2030. Venous blood samples were obtained pre- and immediately post-exercise, and analysed for tissue factor (TF), tissue factor pathway inhibitor (TFPI), thrombin–anti-thrombin complexes (TAT) and D-Dimer. Exercise significantly increased plasma concentrations of TF (p?p?p?p?p?=?.004) and TFPI (p?=?.031), with 0830 greater than 1730 (p .001), while 1730 was less than 2030?h (p?=?.008), respectively. There was no significant effect of time of day for TAT (p?=?.364) and D-Dimer (p?=?.228). Power output, TT time and heart rate were not significantly different between TTs (p?>?.05); however, percentage VO_2max was greater at 1730 when compared to 2030 (p?=?.04). Due to a time-of-day effect present within TF, peaking at 0830, caution should be applied when prescribing short-duration high-intensity exercise bout within the morning in populations predisposed to hypercoagulability.  相似文献