scholarly journals HAND IN HAND WITH TIMOR EXCHANGE

2021 ◽  
Vol 8 (11) ◽  
pp. 220-230
Author(s):  
Anabela Moura Anabela
Keyword(s):  
Art Education ◽  
Performing Arts ◽  
Basic Education ◽  
Collaborative Work ◽  
Interdisciplinary Approach ◽  
School Level ◽  
International Exchange ◽  
Technological Education ◽  
Cultural Competencies ◽  
Positive Effects

Hand in hand with Timor (De mãos dadas com Timor) is a project that explores cultural competencies, social interaction through the Arts and Communication which has promoted  cognitive development and a systematic contact between participants from very diverse cultural contexts (Portuguese students in two classes of the 1st year Basic Education Teacher Training BA Degree at the Higher School of Education of Viana do Castelo Polytechnic [ESEVC-IPVC], attending the subject entitled Theories and Practices of Visual and Performing Arts, and Timor children, teachers and educators working in the Pre-School level of Education at the Portuguese School of Dili - CELP - Ruy Cinatti, Timor). This international exchange arose from contacts made between the teacher of Visual Arts at ESEVC-IPVC and Flor Gomes, former student of ESEVC-IPVC, with a BA degree in Visual and Technological Education and a Master in Art Education at ESEVC-IPVC, teacher in statutory mobility, currently working in Timor between 2020 and 2022. This article, written by two researchers from the Art Education area, addresses a Portuguese project which emphasised an action-research underpinned in an interdisciplinary approach, using comics as teaching strategy in developing cultural competencies of eighty Portuguese students (nº=80) of a Basic Education Course. The findings of such collaboration using video as the communication support for this international exchange, show the positive effects of such Project that promoted the overall cultural and artistic competencies of students involved, either in Portugal or in Timor. It is concluded that such curricular experiment had on students, on their motivation and awareness of how illustration and video can work together with popular literature, staging and illustrating it. It also highlights how imagination, creativity, dialogue and cultural competencies of children can promote a deeply collaborative work at local, regional, national and international levels, despite the fact that we are living in a period of pandemic and confinement.  

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

scholarly journals Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Amy Cassata ◽  
Elaine Allensworth
Keyword(s):  
Public Schools ◽  
Teacher Leadership ◽  
Collective Efficacy ◽  
Teacher Leaders ◽  
Contextual Factors ◽  
Collaborative Work ◽  
School Context ◽  
School Level ◽  
Instructional Change ◽  
Teacher Leader

Abstract Background The Common Core Standards for Mathematics and Next Generation Science Standards were adopted by states with the goal of preparing students with knowledge and skills needed for college, careers, and citizenry. Adopting these standards necessitated considerable changes in instructional practice. While teacher leadership is known to be important for instructional change, there is little research that articulates the processes through which that influence occurs, and how contextual factors constrain or support those processes. This paper provides a case study of efforts in the Chicago Public Schools to promote widespread instructional change around standards reform through a teacher leader model using retrospective from 2013 to 2017 interviews with 16 math and science teacher leaders serving grades 6–12, along with quantitative analysis of district-wide data showing patterns of change and professional learning. It builds off prior research to articulate a framework of how teacher leaders promote instructional change. Findings There were five patterns of teacher leader action: inspiring others, sharing with colleagues, working in collaboration, advocating for change, and providing individual support, and an interplay between teacher actions and school-level contextual factors, with some contextual factors more important than others for different types of actions. In particular, sharing and collaborative work were facilitated in schools with designated collaboration time, trusting relationships, and colleagues who were also trained and knowledgeable about the new standards. The degree of collective efficacy the teacher leaders felt seemed to be driven mostly by the presence of other knowledgeable change agents in the school. Conclusions and implications The study adds to the existing literature on teacher leadership by articulating the mechanisms through which teachers exert influence around instructional improvement of their school peers and providing examples of each. Further, the study illustrates how these mechanisms are facilitated or constrained by the larger school context. Together, the articulation of mechanisms and contexts, along with illustrative examples, provides a guide for supporting instructional change through teacher leadership in schools and districts.

Applauders and authors: Notes on the profits and losses of audience engagement

2020 ◽  
Vol 6 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Sophie Purchase
Keyword(s):  
Social Practice ◽  
Collaborative Work ◽  
Art World ◽  
Community Based ◽  
Audience Engagement ◽  
Building Relationships ◽  
Positive Effects ◽  
High Profile ◽  
The Arts ◽  
Venice Biennale

Social practices, whether described as socially-engaged, participatory or community-based, share the potential to transform audience members into active participants in an artwork or project. However, the purpose of this public engagement is sometimes in conflict with the private experience of the viewer, constructing a complex relationship between audience, artist and gallery. Beginning by contextualizing the historic position of the audience in relation to the arts, the present article uses this as grounding to unpick elements of the dynamic which exist today. ‘The audience’ investigates the reported social benefits of engaging in the arts, questioning how evidence of these positive effects is reported and judged. This article exemplifies Marcelo Sánchez-Camus’ work with patients in palliative care and Spacemakers’ community-based projects as artworks intended to instigate positive social change. Further, ‘The artist’ explores the relationship between those facilitating these projects and their audience. By breaking down the term ‘audience’ into viewers, participants, collaborators and co-authors, one can use levels of agency to segment those involved and the differing experiences of their involvement. Petra Bauer’s long-term collaborative work with SCOT PEP is used to demonstrate how a group’s agency and stakes within an artwork can be enhanced by building relationships on equal terms. Finally, ‘The gallery’, uses the high-profile examples of Tate Group and Venice Biennale to demonstrate how the more powerful entities in the art world can misrepresent engagement and participation as quantitative markers of success or accessibility. This article ultimately aims to question what motivates the production of social practice and how these entities are important in constituting a successful process and outcome, for audience, artist and institute.

Advantaged/Disadvantaged School Neighborhoods, Parental Networks, and Parental Involvement at Elementary School

2017 ◽  
Vol 90 (4) ◽  
pp. 355-377 ◽  
Author(s):  
Angran Li ◽  
Mary J. Fischer
Keyword(s):  
Elementary School ◽  
First Grade ◽  
School Level ◽  
School Involvement ◽  
School Students ◽  
Data Set ◽  
Positive Effects ◽  
Parental School Involvement ◽  
Formal Organizations ◽  
Nationally Representative

This article examines the relationship between parental networks and parental school involvement during the elementary school years. Using a large, nationally representative data set of elementary school students—the Early Childhood Longitudinal Study–Kindergarten Cohort—and contextual data from the 2000 U.S. Census, our multilevel analysis shows that higher levels of parental networks in first grade are associated with higher levels of parental school involvement in third grade after controlling for individual- and school-level characteristics. Parental networks are positively related to school involvement activities in formal organizations that consist of parents, teachers, and school staff, including participating in parent–teacher organizations and volunteering at school. Furthermore, the positive effects of parental networks on parental school involvement is stronger for families whose children attend schools in disadvantaged neighborhoods. This suggests that well-connected parental networks can serve as a buffer against school neighborhood disadvantages in encouraging parents to be actively involved in schools.

scholarly journals Learning by Nature: The Implementation and Evaluation of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft

2019 ◽  
Vol 16 (2) ◽  
pp. 117
Author(s):  
Siti Zuraida Maaruf ◽  
Ahmed Waliyuddin Basri
Keyword(s):  
Art Education ◽  
Visual Art ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Level ◽  
Proximal Development ◽  
Design Development ◽  
Senior Lecturer ◽  
Positive Feedbacks

The aim of this study is to determine the usefulness of Culturally Responsive Pictorial Module of Nature Tie-Dye Batik Craft for teaching and learning the topic ‘Batik Pelangi’ in Visual Art Education (VAE). The pictorial module was developed using the ADDIE Model that was supported by Zone of Proximal Development (ZPD) – Scaffolding by Lev Vygotsky (1978). This study uses the Design Development Research (DDR) approach. The Pictorial Module was evaluated by two expert panels which is one experienced VAE school teacher and one Visual Art senior lecturer at a local university. A purposive sampling consisting of 29 VAE students and one VAE teacher were used in this research to measure their acceptance using the module. Both the responding groups of students and VAE teacher provided positive feedbacks toward learning and teaching using the module. Based on the findings, the Pictorial Module is relevant and appropriate to be implemented at secondary school level for art education in Malaysia.

scholarly journals HISTÓRIA DA MATEMÁTICA DO ENSINO FUNDAMENTAL NOS LIVROS DE MINICURSOS DA SBHMat (2001-2017)

2020 ◽  
Vol 5 (1) ◽  
pp. 28-44
Author(s):  
Lucas Silva Pires ◽  
Iran Abreu Mendes
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Basic Education ◽  
School Level ◽  
Teaching Mathematics ◽  
Brazilian Society ◽  
School Grades ◽  
Mathematics History ◽  
Short Course

Resumo: Neste artigo apresentamos os resultados de uma pesquisa sobre os livros de minicursos de história da matemática publicados pela Sociedade Brasileira de História da Matemática no período de 2001 e 2017, cujos conteúdos matemáticos foram destinados aos anos finais do Ensino Fundamental. Nosso objetivo foi identificar e caracterizar as sugestões propostas nesses livros para as ações didáticas do professor de Matemática desse nível escolar. Para operacionalização da pesquisa, inicialmente realizamos um levantamento dos livros de minicursos classificando-os em três tendências de pesquisa em História da Matemática, para selecionar somente aqueles voltados à história para o ensino da matemática. Em seguida identificamos e caracterizamos os livros com conteúdos dos anos finais do Ensino Fundamental. Os resultados apontaram que, dos 101 livros de minicursos, 21,78% propõem abordagens centradas em conteúdos relativos ao Ensino Fundamental dos anos finais que podem ser utilizadas com vistas a facilitar as organizações e ações didáticas do professor nas suas aulas de matemática.Palavras-chave: Livros de minicursos; História para o ensino da matemática; Anos Finais; Ensino Fundamental. Abstract: In this article we present the results of a research on the Mathematics History short-course books published by the Brazilian Society of Mathematics History from 2001 to 2017 whose contents were aimed at Middle School grades. Our objective was to identify and characterize the suggestions proposed in these books for the didactic actions of Mathematics teachers at this school level. To operate the research, we carried out, at first, a survey of the short-course books, sorting them into three research tendencies in Mathematics History, in order to select only those that dealt with History for teaching Mathematics. Then we identified and characterized the books which included contents for Middle School. The results indicated that, from the 101 short-course books, 21,78% propose approaches centered around contents pertaining to Middle School which can be used to facilitate the teacher's organization and didactic actions in their Mathematics classes.Keywords: Short-course books; History for teaching Mathematics; Middle School; Basic education.

TASTING LAB RESEARCH: AN INTERNATIONAL EXCHANGE AT HIGH SCHOOL LEVEL

2017 ◽  
Author(s):  
Alicia Pérez Saturnino ◽  
Clara Buchta ◽  
Jochen Wittbrodt ◽  
Josep Maria Fernández Novell
Keyword(s):  
High School ◽  
School Level ◽  
International Exchange ◽  
High School Level

The Sociocultural Outlook for Education and Business Interaction

2019 ◽  
pp. 1-24
Author(s):  
Mikhail Epshtein
Keyword(s):  
Collaborative Work ◽  
Positive Effects ◽  
What Works

The chapter, which is an introduction to the book, discusses language features and ways of describing the phenomenon of cooperation between business and education, and attempts to describe the field of existing projects that require study and reflection. Some of these projects are described in this book. The objective of the book (and of this chapter as an introduction for this book) is to present the existing experience of such an interaction to the community concerned, to try to see together with the participants of the process, what works yet and what doesn't, what ins and outs appear during this interaction, and what are the positive effects of the cooperation. Such talk about existing practices of business and education interaction will let us discover trends, propose possible ways of collaborative work, and propose modes for further investigation of this phenomenon.

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