Logic hybridity within the International Baccalaureate: the case of a state school in Poland

2018 ◽  
Vol 17 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Karen Parish
Keyword(s):  
Human Rights ◽  
Learning Community ◽  
International Baccalaureate ◽  
Small Sample ◽  
Comparative Case Study ◽  
State School ◽  
Structured Interviews ◽  
Study Approach ◽  
School Learning ◽  
International Baccalaureate Diploma

This article takes a ‘vertical’ comparative case study approach to the study of the human rights logic of the International Baccalaureate. It explores how the global human rights logic is experienced and adhered to by students taking the International Baccalaureate Diploma Programme in one state school in Poland. As part of a larger study the article uses the data scores from the Human Rights Competence Development Survey (Parish, 2018) as a measure of the level to which students adhere to the human rights logic of the International Baccalaureate. Semi-structured interviews with a small sample of students and the International Baccalaureate Diploma Coordinator were conducted to explore how those students experience the International Baccalaureate human rights logic in an attempt to understand why they have or have not developed high levels of adherence. The findings indicate that adherence to the human rights logic varies depending on factors both within and beyond the school learning community. What also becomes clear is that there is logic hybridity as the human-rights-promoting logic competes with the more pragmatic concerns of examination success and university ambitions.

scholarly journals An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

Prospects ◽  
2021 ◽  
Author(s):  
Karen Parish
Keyword(s):  
Human Rights ◽  
Comparative Study ◽  
Learning Community ◽  
Private School ◽  
International Baccalaureate ◽  
Qualitative Data ◽  
School Organization ◽  
Functional Equivalence ◽  
School Learning ◽  
Diploma Program

AbstractThis article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, including both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

Financial support services for beekeepers: a case study of development interventions in Fiji's Northern Division

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jordanna Hinton ◽  
Cooper Schouten ◽  
Kerrie Stimpson ◽  
David Lloyd
Keyword(s):  
Support Services ◽  
Financial Services ◽  
Financial Support ◽  
Small Sample Size ◽  
Small Sample ◽  
Structured Interviews ◽  
Content Type ◽  
Study Approach ◽  
The Pacific

PurposeThis paper analyses financial support services (loans and grants) from the perspective of beekeepers in Fiji's Northern Division.Design/methodology/approachA mixed-method, case study approach was used with key informant interviews, focus groups, semi-structured interviews and questionnaires.FindingsFinancial support was found to be an appropriate intervention. While beekeepers have access to loans, matching grants or small business grants to assist the establishment and growth of their activities, the appropriateness of these services varies based on the experience and skill of beekeepers. Capacity building was an important shortcoming in all financial services. It is recommended beekeeping clients undertake outcome-based, practical and/or mentorship-styled training to ensure beekeepers have the appropriate skills to maintain a viable enterprise.Research limitations/implicationsThis study was limited by a small sample size. Further research is needed to understand long-term impacts of financial support services and the availability and appropriateness of these within and between regions.Social implicationsRecommendations are provided to encourage effective financial support for beekeepers to improve the productivity, profitability and sustainability of their activities. This can impact beekeepers' livelihoods by increasing household income and income security.Originality/valueThere is a paucity of literature on the effectiveness of financial interventions to support beekeeping enterprises. This is the first study to compare financial support services from the perspective of beekeepers in the Pacific region.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

The Contributions of the Ombudsman to Human Rights in Latin America, 1982–2011

2016 ◽  
Vol 58 (1) ◽  
pp. 98-120
Author(s):  
Erika Moreno
Keyword(s):  
Human Rights ◽  
Latin America ◽  
Regional Level ◽  
Comparative Case Study ◽  
Electoral Rules ◽  
Case Study Approach ◽  
Economic Rights ◽  
Study Approach ◽  
The World

AbstractDemocratic institutions, ranging from constitutional provisions and electoral rules to judiciaries, have been important in improving the rights of citizens across the world. If institutions matter for human rights, then it stands to reason that institutions built specifically to protect human rights, like the human rights ombudsman, should matter too. Using a comparative case study approach, this article examines the effect of the human rights ombudsman at the regional level on several human rights measures in Latin America between 1982 and 2011. The results suggest that the presence of an ombudsman, and some of its design features, have had effects on some social and economic rights, in keeping with the broad mandate given to this office.

scholarly journals ‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Matiekase A. Kao ◽  
Patience J. Mzimela
Keyword(s):  
Visually Impaired ◽  
Reading Skills ◽  
Visual Impairments ◽  
Small Sample ◽  
Small Scale ◽  
Structured Interviews ◽  
Study Approach ◽  
Teaching Of Reading ◽  
High Level

Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.

scholarly journals Design considerations when adopting the OpenEdx MOOC platform in campus-based courses: A comparative case study

2014 ◽  
Author(s):  
Laila Zary ◽  
Patrik Hernwall
Keyword(s):  
Learning Environment ◽  
Online Courses ◽  
Qualitative Content Analysis ◽  
Massive Open Online Courses ◽  
Comparative Case Study ◽  
Structured Interviews ◽  
Study Approach ◽  
Learning Content ◽  
Intended Learning Outcomes

Massive Open Online Courses (MOOCs) are an innovation in higher education (Grajek, 2014). Faculty has challenges in designing MOOCs since most have mainly experience in developing campus-based courses. As MOOC platform are introduced in campus-based courses, it is important to investigate how this learning environment impacts on the design of MOOCs in relation to online environments. The aim of this study was therefore to investigate the influence of variations in the learning environment on the design of MOOCs. A comparative case study approach was chosen to investigate two types of learning environments. The focus was on the similarities, differences and trends. The data collection was performed using semi-structured interviews. The answers were analyzed using a qualitative content analysis. The pedagogical approach and learning content were the components that were mostly influenced. The targeted learners and the assessment of the learning activities were partly influenced. The learning environment didn’t impact on the course description, intended learning outcomes and aimed competencies. The study contributed to knowledge on the influence of the learning environment on the design of MOOCs. Increasing understanding of the learning environment among faculty will contribute to a better design, implementation and evaluation of MOOCs and ultimately for the students’ benefit.

scholarly journals Active Learning Methodologies: Challenges for Professors of Two Medical Schools in Rio Grande do Sul, Brazil

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Maríndia Biffi ◽  
Margarita Silva Diercks ◽  
Bárbara Cristina Barreiros ◽  
Ananyr Porto Fajardo
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Rio Grande ◽  
Training Model ◽  
Comparative Case Study ◽  
Teaching Staff ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Study Approach ◽  
Unified Health System

Abstract: Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.

scholarly journals Metodologias Ativas de Aprendizagem: Desafios dos Docentes de Duas Faculdades de Medicina do Rio Grande do Sul, Brasil

2020 ◽  
Vol 44 (4) ◽  
Author(s):  
Maríndia Biffi ◽  
Margarita Silva Diercks ◽  
Bárbara Cristina Barreiros ◽  
Ananyr Porto Fajardo
Keyword(s):  
Active Learning ◽  
Teaching Practice ◽  
Rio Grande ◽  
Training Model ◽  
Comparative Case Study ◽  
Teaching Staff ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Study Approach ◽  
Unified Health System

Abstract: Introduction: The 2014 curricular guidelines for medical courses in Brazil aim to train humanist, critic, reflexive and ethic general practitioners, able to work at different levels of health care, primarily based within the National Unified Health System scope. To achieve this goal, higher education institutions must adopt educational technologies such as active learning methodologies, which encourage students to seek and build their own knowledge. This study aims to identify and analyze the challenges faced by Public Health teachers from two medical courses in the state of Rio Grande do Sul, Brazil in the use of Active Learning Methodologies. Method: The study was conducted as a qualitative research with a comparative case study approach, and the subjects comprised teachers of the abovementioned discipline in both universities. The information was collected through a sociodemographic questionnaire, semi-structured interviews, and semi-directed observation. The findings were assessed using thematic analysis and the questionnaire data were tabulated to assess its frequency. Result: The main findings were the understanding, on the part of the teachers, of the relevance of active methodologies in the teaching pedagogical processes, the difficulty of including them due to the lack of preparation, and the understanding of the need for the active teaching methodologies to guide the pedagogical project. Conclusion: It is concluded that the universities should be encouraged to build a continuing education project for the teaching staff in which these methodologies are assumed as the main point in the teaching practice, also contributing to reflect on the established training model, as well as to rethink the organization of the political pedagogical project of medical courses.

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