scholarly journals Special Issue: Exploring Educator Values Alignment Strategies in an Intervention Context: The Emergence of the Beacon Strategy

2020 ◽  
pp. 209653112092312
Author(s):  
Penelope Kalogeropoulos ◽  
James Anthony Russo ◽  
Philip Clarkson
Keyword(s):  
Mathematics Education ◽  
Intervention Program ◽  
Teacher Leaders ◽  
Structured Interview ◽  
Interview Data ◽  
Design Approach ◽  
Special Issue ◽  
Education Literature ◽  
A Value ◽  
Intervention Context

Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator’s values. In part it involves the educator being able to recognise their own values and clearly communicating these values to students. Originality/value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students’ sets of values.

scholarly journals Obstacles to Addressing Race and Ethnicity in the Mathematics Education Literature

2012 ◽  
Vol 43 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Amy Noelle Parks ◽  
Mardi Schmeichel
Keyword(s):  
Education Research ◽  
Mathematics Education ◽  
Literature Review ◽  
Race And Ethnicity ◽  
Mathematics Education Research ◽  
Education Literature ◽  
Independent Variables

This Research Commentary builds on a 2-stage literature review to argue that there are 4 obstacles to making a sociopolitical turn in mathematics education that would allow researchers to talk about race and ethnicity in ways that take both identity and power seriously: (a) the marginalization of discussions of race and ethnicity; (b) the reiteration of race and ethnicity as independent variables; (c) absence of race and ethnicity from mathematics education research; and (d) the minimizing of discussions of race and ethnicity, even within equity-oriented work.

scholarly journals Domestic factors that constraint ecuadorian export performances

2021 ◽  
Vol 5 (38) ◽  
pp. 17-32
Author(s):  
Manuel Ruvin Quiñónez Cabeza ◽  
Luisa Nicole Quiñónez Caicedo ◽  
Karla Haydeé Ortiz Palafox ◽  
Olmedo Gregorio Farfán González
Keyword(s):  
Growth Rate ◽  
Central Bank ◽  
Structured Interview ◽  
Public Institutions ◽  
Interview Data ◽  
Inductive Method ◽  
Economic Area ◽  
Percentage Share ◽  
Mixed Approach

Exports play an important role in Ecuador, the income from these contributes to the growth of the economy. This research aims to describe the national factors that limit the performance of Ecuadorian exports. The research was carried out under the inductive method, of an exploratory type with a mixed approach and descriptive scope; the techniques used were the documentary review and semi-structured interview. Data provided by the Central Bank of Ecuador were taken on the growth rate of goods exports and the percentage share of the destinations of goods exports by continent, economic area and country during 2015-2020. The results showed that exports fluctuated and lost competitiveness during the analyzed period. In conclusion, the performance of exports is limited by national factors related to the policies and management of public institutions and procedures.

scholarly journals The Impostor Phenomenon Among Black Doctoral and Postdoctoral Scholars in STEM

10.28945/4613 ◽  
2020 ◽  
Vol 15 ◽  
pp. 433-460
Author(s):  
Devasmita Chakraverty
Keyword(s):  
Culturally Relevant ◽  
Research Policy ◽  
Comparative Method ◽  
Critical Mass ◽  
Structured Interview ◽  
Interview Data ◽  
Future Research ◽  
Impostor Phenomenon ◽  
Time Data ◽  
Underrepresented Groups

Aim/Purpose: This study examined experiences related to the impostor phenomenon among Black doctoral and postdoctoral scholars in science, technology, engineering, and mathematics (STEM). Background: Research on the impostor phenomenon is usually focused on undergraduates, especially for Blacks, with sparse research on Black doctoral and postdoctoral scholars. This phenomenon was originally investigated among Whites. Due to fewer studies on Blacks, culturally-relevant understanding of the impostor phenomenon is limited. Methodology: This study used surveys and interviews (convergent mixed-methods) to examine the impostor phenomenon among U.S.-based doctoral and postdoctoral scholars (together referred to as “trainees”) in STEM. Participants took a survey (that used the Clance Impostor Phenomenon Scale or CIPS to individually compute impostor phenomenon scores) and a one-on-one, semi-structured interview. Survey (with CIPS scores) and interview data were converged from the same participants, who were recruited from a national conference focused on minorities in STEM (convenience sampling). Using constant comparative method and analytic induction, interview-data were categorized into themes. Contribution: Findings documented race-based impostor-experiences, possibly culturally relevant to other groups of underrepresented minorities (URMs). Findings have implications for research, policy, and practice. These include future initiatives to broaden participation in STEM careers among the underrepresented groups, support those who might experience this phenomenon and transition challenges in academia, and create greater awareness of the challenges trainees face based on their background and life experiences. Findings: Surveys indicated moderate to intense impostor phenomenon among 15 participants at the time data were collected. Interviews with the same participants found six themes linked to the impostor phenomenon: 1) Being the only-one, 2) Lack of belonging, 3) Stereotyping, micro-aggression and judgment, 4) External appearances, 5) Feeling like the “diversity enhancers,” and 6) Complications of intersecting identities. Recommendations for Practitioners: Practitioners should consider the tensions and complications of Black identity and how it ties to training experiences in STEM as well as how race-based impostor phenomenon could shape an individual’s interaction with faculty, mentors, and peers. This knowledge could be helpful in designing professional development programs for Blacks. Recommendation for Researchers: Study findings could have research implications on the way doctoral and postdoctoral training is reimagined to be more inclusive and welcoming of diversity across multiple axes of gender, race/ethnicity, class, first-generation status, ability, sexual orientation, and country of origin, among others. Impact on Society: Black trainees could be vulnerable to leaving STEM fields due to their underrepresentation, lack of critical mass, racial discrimination, and other unpleasant experiences. Conversations around training, development, and means to address psychological distress could focus on culturally-relevant experiences of the impostor phenomenon. Future Research: Future research could look at the experiences of other underrepresented groups in STEM such as Native Americans and Hispanics as well as among faculty of color and individuals from other fields beyond STEM.

10-year outcome study of an early intervention program for psychosis compared with standard care service

2014 ◽  
Vol 45 (6) ◽  
pp. 1181-1193 ◽  
Author(s):  
S. K. W. Chan ◽  
H. C. So ◽  
C. L. M. Hui ◽  
W. C. Chang ◽  
E. H. M. Lee ◽  
...  
Keyword(s):  
Early Intervention ◽  
Standard Care ◽  
Intervention Program ◽  
Suicide Attempts ◽  
Care Service ◽  
Structured Interview ◽  
Psychotic Symptoms ◽  
First Episode ◽  
Short Term ◽  
Long Term Outcome

Background.Despite evidence on the short-term benefits of early intervention (EI) service for psychosis, long-term outcome studies are limited by inconsistent results. This study examined the 10-year outcomes of patients with first-episode psychosis who received 2-year territory-wide EI service compared to those who received standard care (SC) in Hong Kong using an historical control design.Method.Consecutive patients who received the EI service between 1 July 2001 and 30 June 2002, and with diagnosis of schizophrenia-spectrum disorders, were identified and matched with patients who received SC first presented to the public psychiatric service from 1 July 2000 to 30 June 2001. In total, 148 matched pairs of patients were identified. Cross-sectional information on symptomatology and functioning was obtained through semi-structured interview; longitudinal information on hospitalization, functioning, suicide attempts, mortality and relapse over 10 years was obtained from clinical database. There were 70.3% (N = 104) of SC and 74.3% (N = 110) of EI patients interviewed.Results.Results suggested that EI patients had reduced suicide rate (χ2(1) = 4.35, p = 0.037), fewer number [odds ratio (OR) 1.56, χ2 = 15.64, p < 0.0001] and shorter duration of hospitalization (OR 1.29, χ2 = 4.06, p = 0.04), longer employment periods (OR −0.28, χ2 = 14.64, p < 0.0001) and fewer suicide attempts (χ2 = 11.47, df = 1, p = 0.001) over 10 years. At 10 years, no difference was found in psychotic symptoms, symptomatic remission and functional recovery.Conclusions.The short-term benefits of the EI service on number of hospitalizations and employment was sustained after service termination, but the differences narrowed down. This suggests the need to evaluate the optimal duration of the EI service.

Value-Sensitive Design for Feminist Technology: Designing for “Feminist Fatherhood” with Nonwhite Latinx and White Fathers

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Ralph Vacca
Keyword(s):  
Design Approach ◽  
Value Sensitive Design ◽  
A Value ◽  
Culturally Informed ◽  
White Fathers

Value-sensitive design is an approach that seeks to explicitly center the values of design stakeholders. In doing so, the method provides a rich analytical backdrop in which to explore how participants make sense of values and embody values in their designs. In this study, I explore the broad question of how a value-sensitive design approach can be used to surface, address, and possibly reconcile the similar and different culturally informed ways we make sense of being feminist fathers. Two groups of self-proclaimed feminist fathers, white non-Latinx and nonwhite Latinx, engaged in a value-sensitive design approach to designing technology to support their conceptualizations of feminist fatherhood. Four themes around differences between the groups and the kinds of reflections the participants engaged in are summarized. Based on our findings, I contribute suggestions for adapting value-sensitive design approaches to scaffold certain kinds of reflection around authenticity and interpretation in ways that are more grounded in themes of nondominance.

What Mathematics Education Might Learn from the Work of Well-Respected African American Mathematics Teachers in Urban Schools

2013 ◽  
Vol 115 (2) ◽  
pp. 1-40 ◽  
Author(s):  
Daniel Chazan ◽  
Andrew Brantlinger ◽  
Lawrence M. Clark ◽  
Ann R. Edwards
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Urban Schools ◽  
Mathematics Teachers ◽  
Large Scale ◽  
The United States ◽  
The Other ◽  
African American Student ◽  
Special Issue ◽  
African American Teachers

Background/Context This opening article, like the other articles in this special issue, is situated in scholarship that attempts to understand the racialized nature of mathematics education in the United States and to examine the racial identities of students and teachers in the context of school mathematics. It is designed to respond to the current (mathematics) education policy context that largely ignores teachers’ experiential and cultural knowledge while stressing the importance of teachers’ content knowledge and academic achievement. Purpose/Objective/Research Question/Focus of Study This article presents theoretical perspectives and research questions concerning the knowledge and other resources that African American teachers bring to teaching mathematics, perspectives and questions that are taken up in the five subsequent articles in this special issue. Setting The cases developed in this special issue were developed from observations of the introductory algebra classes of, and interviews with, two well-respected African American teachers in one neighborhood high school in a large urban school district that serves a predominantly African American student population. Research Design This opening article frames two case study papers and two analysis papers that report on findings from a large-scale qualitative study of the racialized identity and instructional approaches of two of the six African American mathematics teachers studied in the Mid-Atlantic Center for Mathematics Teaching and Learning Algebra 1 Case Studies Project. Conclusions/Recommendations Together with the other articles in this special issue, this work contributes to the development of more sophisticated attempts to integrate understandings of race into the work of the mathematics education community. It challenges taken-for-granted notions of the knowledge base and resources needed to be an effective mathematics teacher of African American students in underresourced large urban schools.

The emerging role of coopetition within inter-firm relationships

2019 ◽  
Vol 30 (2) ◽  
pp. 414-437 ◽  
Author(s):  
Zach Zacharia ◽  
Michael Plasch ◽  
Usha Mohan ◽  
Markus Gerschberger
Keyword(s):  
Resource Dependence ◽  
Empirical Support ◽  
Resource Dependence Theory ◽  
Structured Interview ◽  
Future Research ◽  
Multiple Perspectives ◽  
Content Type ◽  
Capital Costs ◽  
Interview Process ◽  
A Value

Purpose Increasing environmental uncertainty, more demanding customers, rapid technological growth and rising capital costs have all forced firms to evolve from collaborating with buyers and suppliers to collaborating with their competitors and that is called coopetition. The purpose of this paper is to better understand the antecedents and outcomes associated with coopetition. Design/methodology/approach Building from the existing literature and three theoretical foundations, resource-based theory, resource dependence theory and game theory, the authors develop a model showing the antecedents and outcomes of coopetition and associated propositions of coopetition. Using a semi-structured interview process of 21 industry executives, the authors offer empirical support for the proposed coopetition model and propositions. Findings Firms are increasingly dependent on the knowledge and expertise in external organizations to innovate, solve problems and improve supply chain performance. This research suggests that there is a value for firms to consider coopetition as a part of their inter-firm strategies. Research limitations/implications The semi-structured interview process used in this research provided a wealth of information and executive experiences in coopetition. The interviews, however, only provide a single perspective of collaborative engagements with competitors. Multiple perspectives of each project would add value to this research. Originality/value Collaboration among buyers and suppliers have been well researched; however, there has not been as much research on coopetition. This research provides a new area for future research for academics and offers suggestions for managers to improve the effectiveness and efficiency of their coopetition projects.

Mathematical learning and gesture

Gesture ◽  
2010 ◽  
Vol 10 (2-3) ◽  
pp. 321-343 ◽  
Author(s):  
Susan Gerofsky
Keyword(s):  
Mathematics Education ◽  
Great Accuracy ◽  
Interview Data ◽  
Polynomial Functions ◽  
Research Project ◽  
Mathematical Learning ◽  
Gesture Studies ◽  
Salient Features

This paper reports on a research project in mathematics education involving the use of gesture, movement and vocal sound to highlight mathematically salient features of the graphs of polynomial functions. Empirical observations of students’ spontaneous gesture types when enacting elicited gestures of these graphs reveal a number of useful binaries (proximal/distal, being the graph/seeing the graph, within sight/within reach). These binaries inform an analysis of videotaped gestural and interview data and appear to predict teachers’ assessments of student mathematical engagement and understanding with great accuracy. Reframing this data in terms of C-VPT and O-VPT adds a further layer of sophistication to the analysis and connects it with deeper findings in cognitive and neuroscience and gesture studies.

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