Forgetting our Intellectual Histories and the Implications for Educational Professionals

Author(s):  
Helen M. Gunter
2014 ◽  
Vol 155 (9) ◽  
pp. 329-333
Author(s):  
Gábor Pogány

The aim of the author is to discuss special issues of rare diseases, with emphasis on circumstances present in Hungary, including those leading to the foundation of the non-governmental organization, the Hungarian Federation of People with Rare and Congenital Diseases. The author briefly reviews the most important findings of current international surveys which have been performed with or without the involvement of member associations of the Hungarian Federation of People with Rare and Congenital Diseases. At the level of medical and social services in Hungary, it is still “incidental” to get to the appropriate expert or centre providing the diagnosis or treatment. It is difficult to find the still very few existing services due to the lack of suitable “pathways” and referrals. There are long delays in obtaining the first appointment, resulting in vulnerability and inequality along the regions. The overall consequence is the insufficiency or lack of access to medical and social services. There are also difficulties related to the supply of orphan medication and the long duration of hospitalization. At the level of patient organizations financial scarcity and uncertainty are typical, combined with inappropriate infrastructural background and human resources. The poor quality of organization of patient bodies along with insufficient cooperation among them are characteristic as well. The author concludes that a National Plan or Strategy is needed to improve the current fragmentation of services which would enable patients and health, social and educational professionals to provide and use the best care in the practice. This would ensure all patients with rare diseases to be diagnosed within a possible shortest time allowing access to the care and support needed in time resulting in a decrease in burden of families and society. Orv. Hetil., 2014, 155(9), 329–333.


2016 ◽  
Vol 32 (3) ◽  
pp. 855 ◽  
Author(s):  
Marina Álvarez-Hernández ◽  
Pilar Castro-Pañeda ◽  
Carmen González-González-de-Mesa ◽  
Eva Álvarez-Martino ◽  
María Ángel Campo-Mon

<p style="margin: 0cm 0cm 0pt; text-indent: 35.45pt;"><span style="font-size: medium;"><span style="font-family: 'Times New Roman',serif;" lang="ES-TRAD">In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a </span><span style="font-family: 'Times New Roman',serif; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-weight: bold;" lang="ES-TRAD">panel of experts, a new scale of 15 items was developed. </span><span style="font-family: 'Times New Roman',serif;" lang="ES-TRAD">The scale was distributed to a sample composed of 346 professionals with an average age of 43. </span></span></p><span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'MS Mincho'; mso-fareast-theme-font: minor-fareast; mso-fareast-language: ES; mso-ansi-language: ES-TRAD; mso-bidi-language: AR-SA;" lang="ES-TRAD">An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses </span><span style="font-family: 'Times New Roman',serif; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: ES; mso-ansi-language: ES-TRAD; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA;" lang="ES-TRAD">have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale.</span>


2016 ◽  
pp. 1077-1093
Author(s):  
Brendesha M. Tynes ◽  
Chad A. Rose ◽  
Sophia Hiss ◽  
Adriana J. Umaña-Taylor ◽  
Kimberly Mitchell ◽  
...  

Given the recent rise in online hate activity and the increased amount of time adolescents spend with media, more research is needed on their experiences with racial discrimination in virtual environments. This cross-sectional study examines the association between amount of time spent online, traditional and online racial discrimination and adolescent adjustment, including depressive symptoms, anxiety and externalizing behaviors. The study also explores the role that social identities, including race and gender, play in these associations. Online surveys were administered to 627 sixth through twelfth graders in K-8, middle and high schools. Multiple regression results revealed that discrimination online was associated with all three outcome variables. Additionally, a significant interaction between online discrimination by time online was found for externalizing behaviors indicating that increased time online and higher levels of online discrimination are associated with more problem behavior. This study highlights the need for clinicians, educational professionals and researchers to attend to race-related experiences online as well as in traditional environments.


Author(s):  
Helen M. Gunter

Stephen Ball's research continues to make a contribution to describing, understanding and explaining the political, social, economic and cultural context in which educational professionals locate their practices. Therefore, Ball engages with issues about school leadership, but he does not set out to present solutions for school leaders. Based on critical reading and interview data, I show how by not researching school leadership he makes a robust and relevant analysis of school leadership for the profession. He makes a contribution to understanding the realities of doing and thinking about leaders doing leadership and exercising leadership, where his starting point is to work with the profession as public intellectuals.


Author(s):  
Martha Ann Davis McGaw

Despite continued efforts of educational professionals to develop a quality, meaningful classroom experience for teachers and students, relevant to employability, there still exists in the USA a skills gap. This gap has created a lack of a competitive advantage in the national and global marketplace as well as a low return on investment. There is a growing consensus that highly developed education systems are unlikely to be capable of the kind of change which is urgently needed. Community-building in education is not just about creating or defining a new work for teachers to do collaboratively. It is about changing a school's professional culture. Establishing communities of practice (CoP) involves the whole educational experience. Engaging with learning has become a central focus for educators, administrators, business, and community leaders. This chapter attempts to bridge the gap between the either-ors by presenting a learning ecosystem and three case studies highlighting successful CoPs.


Author(s):  
Paul Adams

This chapter introduces constructivism as a pedagogical construct from which educational professionals might begin to analyse new technology exploiting learning-teaching interactions. Following a brief history of constructivism as both epistemology and pedagogy it presents an overview of published literature through an analysis of the characteristics of constructivist learning and learning environments and the characteristics of constructivist teachers. Finally, seven principles by which teachers might begin to analyse practice are proposed and discussed via the deconstruction of three fictional, new technology exploiting, learning-teaching vignettes. In this way it is hoped that educators in a variety of contexts will be able to engage in reflection concerning the theory and practice of constructivist pedagogy as related to personally held professional positions.


Author(s):  
Isabel María Gómez Barreto ◽  
Raquel Segura Fernández ◽  
José Sánchez-Santamaría ◽  
Carlos Montoya Fernández

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.


1995 ◽  
Vol 5 (4) ◽  
pp. 379-390
Author(s):  
Stephen L. Jacobson ◽  
James Walline

In this paper we review the evolution of the Quality Educator Program (QEP), a program sponsored by the United Auto Workers (UAW)/General Motors (GM) that employs school teachers, administrators, and college and university faculty each summer in GM assembly plants. The QEP provides educators and those in industry the unique opportunity to interact and observe one another in a common workplace for a 4–6 week time period. Participation in the QEP allows educators the chance to observe first-hand the UAW/GM's use of “quality networks.” We argue that quality networks hold promise for improving the day-to-day operation of public schools by allowing new and better relationships to develop among educational professionals, and between educators and the communities they serve. Implicit in this work is the fact that a larger community is being developed, a community of labor and management from industry working closely with educators to improve the quality of public education for their mutual benefit. To better understand the implications of this emerging community, a brief review of conceptual differences in the dominant social relationships characteristic of communities as compared to organizations is developed from Tonnies’ (1887) distinction between Gemeinschaft and Gesellschaft societal types, Sergiovanni's (1993) distinction between organization and community as dominant school metaphors, and Maxwell's (1994) and distinction between similarity and contiguity as modes of relationship central to community solidarity.


Author(s):  
Timothy K. Shih ◽  
Jason C. Hung ◽  
Jianhua Ma ◽  
Qun Jin

Distance education, e-learning, and virtual university are similar terms for a trend of modern education. It is an integration of information technologies, computer hardware systems, and communication tools to support educational professionals in remote teaching. This chapter presents an overview of distance education from the perspective of policy, people, and technology. A number of questions frequently asked in distance learning panel discussions are presented, with the suggested answers from the authors. The survey presented in this chapter includes communication, intelligent, and educational technologies of distance education. Readers of this chapter are academic researchers and engineers who are interested in new research issues of distance education, as well as educators and general participants who are seeking for new solutions.


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