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There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this renders the present a salient moment to reflect on Roma students’ HE experiences. Widening educational access for marginalised groups raises specific questions about where responsibility for doing so lies – with tensions between individualised articulations of raising aspiration and notions of collective responsibility framed in a social justice agenda. Drawing on interviews with five Roma women students, this paper unpacks the contradictions between desiring access to HE for individual self-betterment and concurrent pulls towards educating for the wider benefit of ‘improving’ Roma communities. Using Ahmed’s [2012. On Being Included: Racism and Diversity in Institutional Life. Durham, North Carolina: Duke University Press] work on institutional belonging, we explore the specifically gendered nature of these narratives in how ‘doubly’ marginalised bodies are positioned as outsiders, in receipt of an educational gift. 相似文献
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Bojan Tomić Jelena Jovanović Nikola Milikić Vladan Devedžić Sonja Dimitrijević Dragan Đurić Zoran Ševarac 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):518-530
Well-developed programming (technical) skills are very important for software engineers, information systems engineers and programmers in general. However, they must also possess relevant personal skills (soft skills) to be successful at the workplace (eg, collaboration, solving real-world problems and communication). The latter, however, are rarely assessed and acknowledged in regular software engineering courses. This paper describes the results of a small case study involving an extracurricular Java programming course in which, in addition to knowledge and skills in relevant technologies, students' soft skills were also assessed. As part of the assessment, students have been awarded Open Badges. The study was exploratory in nature, aimed at examining Open Badges as a motivational mechanism, students' engagement in attaining soft skills and students' perception of soft skills and Open Badges. The results suggest that Open Badges may not be so effective in motivating students to complete the assignments nor attend the course, although students' perception of Open Badges is generally positive. Soft skills were generally perceived as important as hard skills. Students' engagement in attaining soft skills could be affected by assignment announcement time and its level of difficulty. 相似文献
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Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum. 相似文献
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Research Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness. 相似文献
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While legislation is in place for the promotion of inclusive education in Serbia, the adoption of teaching practices that support diversity in schools is still lacking. This study looks at teacher perceptions of students at risk (SaR), their relationships with peers and the teachers’ own roles as sources of support, using a sample of 94 interviews with teachers analysed using qualitative content analysis. The SaR from Roma population and poor backgrounds are found to be perceived positively by their teachers, but most teachers failed to perceive their influence on the improvement of academic performance and peer relationships. Perceptions of students with disabilities varied in tone across the dimension positive-depending on the type of disability-negative. Teachers who spoke affirmatively about them expressed readiness to cooperate with parents and colleagues, emphasising the importance of socialisation. Recommendations for teacher education are discussed, including diversity awareness and encouraging more flexible understanding of teacher roles. 相似文献
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Communication Ethics and Ethical Culture: A Study of the Ethics Initiative in Denver City Government
This article examines the work of the ethics initiative in the City of Denver to see how talk about ethics contributes to an ethical culture. By paying particular attention to the communication in the city's Code of Ethics, ethics training discussion, employee interviews, and formal documents relaying the Board of Ethics’ views, we show how ethics emerges within communication. We argue that the emergent quality of ethics is dialogically refined in communication. For practitioners and officials interested in advancing organization-wide ethics training, we urge pursuing dialogical means so that people can negotiate among competing interests to shape future policy and action reflective of their ethical concerns. 相似文献
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The protection of human health and the preservation of the environment are topics that form an integral part of the primary school curriculum in Serbia. However, research studies have shown that students do not have enough knowledge to contribute to the development of a healthy lifestyle and environmental awareness. The latest changes in school policy and curricula confirm that the relevance of environmental education has been recognized, but changes in school practice are yet to come. This article discusses the challenges encountered in the implementation of the intended curriculum and offers suggestions for changes to the curriculum, pedagogy, and teacher training in order to enhance environmental education. 相似文献
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Seyed Amin Mirlohi Falavarjani Fattane Zarrinkalam Jelena Jovanovic Ebrahim Bagheri Ali A. Ghorbani 《Information processing & management》2019,56(6):102070
The ever increasing presence of online social networks in users’ daily lives has led to the interplay between users’ online and offline activities. There have already been several works that have studied the impact of users’ online activities on their offline behavior, e.g., the impact of interaction with friends on an exercise social network on the number of daily steps. In this paper, we consider the inverse to what has already been studied and report on our extensive study that explores the potential causal effects of users’ offline activities on their online social behavior. The objective of our work is to understand whether the activities that users are involved with in their real daily life, which place them within or away from social situations, have any direct causal impact on their behavior in online social networks. Our work is motivated by the theory of normative social influence, which argues that individuals may show behaviors or express opinions that conform to those of the community for the sake of being accepted or from fear of rejection or isolation. We have collected data from two online social networks, namely Twitter and Foursquare, and systematically aligned user content on both social networks. On this basis, we have performed a natural experiment that took the form of an interrupted time series with a comparison group design to study whether users’ socially situated offline activities exhibited through their Foursquare check-ins impact their online behavior captured through the content they share on Twitter. Our main findings can be summarised as follows (1) a change in users’ offline behavior that affects the level of users’ exposure to social situations, e.g., starting to go to the gym or discontinuing frequenting bars, can have a causal impact on users’ online topical interests and sentiment; and (2) the causal relations between users’ socially situated offline activities and their online social behavior can be used to build effective predictive models of users’ online topical interests and sentiments. 相似文献