scholarly journals Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

2021 ◽  
Vol 26 (3) ◽  
pp. 767-782
Author(s):  
Jordi Solsona-Puig ◽  
María Capdevila-Gutiérrez ◽  
Fernando Rodríguez-Valls
Keyword(s):  
Theoretical Model ◽  
Bilingual Education ◽  
Inclusive Education ◽  
Online Teaching ◽  
Dual Immersion ◽  
Teacher Education Programs ◽  
Five Dimensions ◽  
The Core ◽  
Immersion Programs ◽  
Digital Instruction

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

scholarly journals Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

2021 ◽  
Vol 26 (3) ◽  
pp. 767-782
Author(s):  
Jordi Solsona-Puig ◽  
María Capdevila-Gutiérrez ◽  
Fernando Rodríguez-Valls
Keyword(s):  
Theoretical Model ◽  
Bilingual Education ◽  
Inclusive Education ◽  
Online Teaching ◽  
Dual Immersion ◽  
Teacher Education Programs ◽  
Five Dimensions ◽  
The Core ◽  
Immersion Programs ◽  
Digital Instruction

Dual immersion programs have proven effective in achieving biliteracy for all students. However, maintaining equitable practices at the core of such programs has become more challenging in remote learning due to the pandemic. It is necessary, therefore, to revise some of the benefits and challenges of digital instruction mediated by technology in these settings. Using a middle school Dual Immersion (di) program in Southern California as a background, and from the perspective of bilingual education teachers and professors, this article presents a theoretical model called Dual Immersion Digital Instruction (di2) that could serve that purpose. The model includes the five dimensions involved in just, equitable, and inclusive education: Technological, content, social, linguistic, and pedagogical. The article also analyzes the pedagogical opportunities and challenges that teachers in di programs face in regards to each of these dimensions when all instruction becomes fully online. Finally, the article discusses how the shift to online teaching in di classrooms could impact bilingual teacher education programs.

scholarly journals ICT, Disability, and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge

2021 ◽  
Vol 18 (13) ◽  
pp. 6770
Author(s):  
Marta Medina-García ◽  
Lina Higueras-Rodríguez ◽  
Mª del Mar García-Vita ◽  
Luis Doña-Toledo
Keyword(s):  
Inclusive Education ◽  
Positive Impact ◽  
Measurement Scale ◽  
Ict Literacy ◽  
Information Communication ◽  
Five Dimensions ◽  
Care And Support ◽  
Education Levels ◽  
Digital Knowledge ◽  
Educational Inclusion

The use of ICT (information communication technology) as an educational resource is becoming more evident in the education systems of most countries, even more so with the COVID-19 crisis. When it comes to disability and education, ICT becomes a tool for social and educational inclusion. This study presents the validation and evaluation of a measurement scale on ICT literacy for inclusive education. In addition, based on previous literature, a conceptual model is proposed and validated through PLS (partial least squares) using a sample of 142 teachers from all educational stages. The results show that teachers’ ICT knowledge to ensure inclusion consists of five dimensions on specific needs. ICT knowledge has a positive impact on teacher motivation and ICT use. Teachers at primary and early childhood education levels have a lower motivation and use of ICT, although they have a higher knowledge of disability. The results found allow progress to be made in measuring the educational inclusion of schools and the ICT knowledge needed to ensure care and support for all people. A notable implication is the need for training on ICT and disability within educational policies.

Measurements and Modeling of Ingress in a New 1.5-Stage Turbine Research Facility

2016 ◽  
Vol 139 (1) ◽  
Author(s):  
Marios Patinios ◽  
James A. Scobie ◽  
Carl M. Sangan ◽  
J. Michael Owen ◽  
Gary D. Lock
Keyword(s):  
Theoretical Model ◽  
Gas Turbines ◽  
Test Facility ◽  
Radial Clearance ◽  
Operating Life ◽  
The Core ◽  
Wide Range ◽  
Purge Flow ◽  
Rotor Disk ◽  
Engine Components

In gas turbines, hot mainstream flow can be ingested into the wheel-space formed between stator and rotor disks as a result of the circumferential pressure asymmetry in the annulus; this ingress can significantly affect the operating life, performance, and integrity of highly stressed, vulnerable engine components. Rim seals, fitted at the periphery of the disks, are used to minimize ingress and therefore reduce the amount of purge flow required to seal the wheel-space and cool the disks. This paper presents experimental results from a new 1.5-stage test facility designed to investigate ingress into the wheel-spaces upstream and downstream of a rotor disk. The fluid-dynamically scaled rig operates at incompressible flow conditions, far removed from the harsh environment of the engine which is not conducive to experimental measurements. The test facility features interchangeable rim-seal components, offering significant flexibility and expediency in terms of data collection over a wide range of sealing flow rates. The rig was specifically designed to enable an efficient method of ranking and quantifying the performance of generic and engine-specific seal geometries. The radial variation of CO2 gas concentration, pressure, and swirl is measured to explore, for the first time, the flow structure in both the upstream and downstream wheel-spaces. The measurements show that the concentration in the core is equal to that on the stator walls and that both distributions are virtually invariant with radius. These measurements confirm that mixing between ingress and egress is essentially complete immediately after the ingested fluid enters the wheel-space and that the fluid from the boundary layer on the stator is the source of that in the core. The swirl in the core is shown to determine the radial distribution of pressure in the wheel-space. The performance of a double radial-clearance seal is evaluated in terms of the variation of effectiveness with sealing flow rate for both the upstream and the downstream wheel-spaces and is found to be independent of rotational Reynolds number. A simple theoretical orifice model was fitted to the experimental data showing good agreement between theory and experiment for all cases. This observation is of great significance as it demonstrates that the theoretical model can accurately predict ingress even when it is driven by the complex unsteady pressure field in the annulus upstream and downstream of the rotor. The combination of the theoretical model and the new test rig with its flexibility and capability for detailed measurements provides a powerful tool for the engine rim-seal designer.

The moderating role of cultural factors in the adoption of mobile banking in Brazil

2019 ◽  
Vol 11 (1) ◽  
pp. 63-81 ◽  
Author(s):  
Alexandre da C. Goularte ◽  
Silvia Novaes Zilber
Keyword(s):  
Theoretical Model ◽  
Behavioral Intention ◽  
Cultural Dimensions ◽  
Mobile Banking ◽  
Content Type ◽  
Five Dimensions ◽  
Cultural Variables ◽  
Use Of Technology ◽  
Country Culture ◽  
The Impact

Purpose This study aims to evaluate the impact of country culture, represented by Hofstede cultural dimensions, in the adoption of Brazilian mobile banking services. Design/methodology/approach Based on the replication of a theoretical model previously tested in Mozambique (Africa) that combines the extended version of the unified theory of acceptance and use of technology (UTAUT2) with the five Hofstede cultural dimensions, this study tested that model in another emerging country, Brazil, using partial least squares (PLS) as a modeling method. Findings Replication showed that the cultural dimensions do not present strong significance in the moderation of the use of mobile banking. In fact, out of the five dimensions tested, three were not significant and two showed weak significance (p < 0.10): collectivism and short-term orientation. Those results, contrasting with that one presented by Baptista and Oliveira (2015), made sense under Ajzen’s theory (1991) – the TPB, leading to the conclusion that the moderation of cultural dimensions on behavior use is not applicable. Originality/value The authors concluded that the tested model may not be adherent, finding a theoretical gap to be explored in future studies: the moderation of the behavioral intention by cultural variables proposed by Hofstede. That finding supported the proposition of a new theoretical model, which considers the moderation of cultural dimensions in another place: behavioral intention to use mobile banking instead of the behavior use, as proposed by Baptista and Oliveira (2015). So, based on the research results and based on some authors cited in this study (Choi et al., 2014; Chou, 2013; Srite and Karahanna, 2006), it is proposed to insert Hofstede cultural variables as moderators of independent variables on the behavioral intention.

Measurements and Modelling of Ingress in a New 1.5-Stage Turbine Research Facility

2016 ◽  
Author(s):  
Marios Patinios ◽  
James A. Scobie ◽  
Carl M. Sangan ◽  
J. Michael Owen ◽  
Gary D. Lock
Keyword(s):  
Theoretical Model ◽  
Gas Turbines ◽  
Test Facility ◽  
Radial Clearance ◽  
Operating Life ◽  
The Core ◽  
Wide Range ◽  
Purge Flow ◽  
Engine Components ◽  
First Time

In gas turbines, hot mainstream flow can be ingested into the wheel-space formed between stator and rotor discs as a result of the circumferential pressure asymmetry in the annulus; this ingress can significantly affect the operating life, performance and integrity of highly-stressed, vulnerable engine components. Rim seals, fitted at the periphery of the discs, are used to minimise ingress and therefore reduce the amount of purge flow required to seal the wheel-space and cool the discs. This paper presents experimental results from a new 1.5-stage test facility designed to investigate ingress into the wheel-spaces upstream and downstream of a rotor disc. The fluid-dynamically-scaled rig operates at incompressible flow conditions, far removed from the harsh environment of the engine which is not conducive to experimental measurements. The test facility features interchangeable rim-seal components, offering significant flexibility and expediency in terms of data collection over a wide range of sealing-flow rates. The rig was specifically designed to enable an efficient method of ranking and quantifying the performance of generic and engine-specific seal geometries. The radial variation of CO2 gas concentration, pressure and swirl is measured to explore, for the first time, the flow structure in both the upstream and downstream wheel-spaces. The measurements show that the concentration in the core is equal to that on the stator walls and that both distributions are virtually invariant with radius. These measurements confirm that mixing between ingress and egress is essentially complete immediately after the ingested fluid enters the wheel-space and that the fluid from the boundary-layer on the stator is the source of that in the core. The swirl in the core is shown to determine the radial distribution of pressure in the wheel-space. The performance of a double radial-clearance seal is evaluated in terms of the variation of effectiveness with sealing flow rate for both the upstream and the downstream wheel-spaces and is found to be independent of rotational Reynolds number. A simple theoretical orifice model was fitted to the experimental data showing good agreement between theory and experiment for all cases. This observation is of great significance as it demonstrates that the theoretical model can accurately predict ingress even when it is driven by the complex unsteady pressure field in the annulus upstream and downstream of the rotor. The combination of the theoretical model and the new test rig with its flexibility and capability for detailed measurements provides a powerful tool for the engine rim-seal designer.

scholarly journals Quantile Regression for Panel Data: An Empirical Approach for Knowledge Spillovers Endogeneity

2017 ◽  
Vol 9 (7) ◽  
pp. 106 ◽  
Author(s):  
Luigi Aldieri ◽  
Concetto Paolo Vinci
Keyword(s):  
Theoretical Model ◽  
Panel Data ◽  
Quantile Regression ◽  
Knowledge Spillovers ◽  
Spillover Effect ◽  
Technology Spillovers ◽  
Significant Heterogeneity ◽  
The Core ◽  
Endogenous Regressors ◽  
Different Levels

The aim of this paper is to investigate the extent to which knowledge spillovers effects are sensitive to different levels of innovation. We develop a theoretical model in which the core of spillover effect is showed and then we implement the empirical model to test for the results. In particular, we run the quantile regression for panel data estimator (Baker, Powell, & Smith, 2016), to correct the bias stemming from the endogenous regressors in a panel data sample. The findings identify a significant heterogeneity of technology spillovers across quantiles: the highest value of spillovers is observed at the lowest quartile of innovation distribution. The results might be interpreted to provide some useful implications for industrial policy strategy.

scholarly journals Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

2020 ◽  
Vol 30 (2) ◽  
pp. 32-50
Author(s):  
Donna McGhie-Richmond ◽  
Fizza Haider
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
School Leaders ◽  
System Level ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Inclusive Practices ◽  
Key Stakeholders

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.

Ideal or Idiosyncratic? How Women Manage Work-Family Role Conflict with Focal and Peripheral Role Senders

2021 ◽  
Author(s):  
Bobbi Thomason
Keyword(s):  
Theoretical Model ◽  
Role Conflict ◽  
Family Role ◽  
Role Enactment ◽  
The Core ◽  
Career Trajectories ◽  
Work Family ◽  
Women's Role ◽  
Domestic Roles ◽  
Insight Into

To provide insight into women’s approaches to managing the work-family interface, I introduce the concepts of focal and peripheral role senders and illuminate the importance of their interplay in the enactment of women’s domestic roles. At the core of my theoretical model is the process by which focal and peripheral role senders embrace or reject an ideal enactment of domestic roles and the women’s strategies women use to either acquiesce to ideal roles or acquire idiosyncratic roles. This paper examines the husband as the focal role sender, consistent with the literature’s focus and the pervasiveness of husbands in my data, and considers peripheral role senders, such as parents and in-laws, who also influence women’s role enactment, either by amplifying or muting the husband’s preferred role enactment. This research contributes to existing theory by introducing the importance of focal and peripheral role senders, illuminating how these multiple senders and their interaction influence women’s strategies to deal with role conflict, and documenting how women’s strategies subsequently influence their career trajectories.

Meeting the Need for Inclusive Educators Online

2017 ◽  
pp. 106-122
Author(s):  
Jason Naranjo
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Career Development ◽  
Inclusive Education ◽  
Online Courses ◽  
Inservice Teachers ◽  
Teacher Education Programs ◽  
Teacher Competence ◽  
Teacher Shortages ◽  
Inclusive Schools

The purpose of this chapter is to detail how online courses and programs influence teacher education for both preservice and inservice inclusive educators. Specifically, this chapter will examine how online courses and programs that are focused on inclusive special education and dual certification in general and special education have the potential to address teacher shortages in special education, expand teacher competence, and provide pathways for career development. Teacher education programs have the opportunity and the civic responsibility to create courses and programs in inclusive education that are accessible, relevant to the career development needs of both preservice and inservice teachers, and promote meaningful and just education for all students in inclusive schools and classrooms.

The Extent of K-12 Online Teacher Development

2021 ◽  
pp. 924-944
Author(s):  
Jean S. Larson ◽  
Leanna Archambault
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Development ◽  
Online Teaching ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Online Teachers ◽  
Online Teacher ◽  
Online Schools ◽  
K 12

This chapter, updated for the second edition of this volume, reviews the current research specific to the characteristics and preparation of those involved in K–12 online teaching. While few teacher education programs integrate any aspect of online teaching into their coursework or field experiences, existing programs are discussed. Limited, but notable progress is being made with respect to K–12 online teacher preparation. However, there continues to be gaps in the literature examining the extent to which teachers are being educated, trained, and otherwise prepared to function in online settings. Over the past decade, the need for teacher education programs and current K–12 online schools to work together to prepare teachers has become increasingly clear. Effective online teaching techniques must be defined, empirically proven, and then efficiently implemented by both future and current K–12 online teachers to ensure quality online educational experiences and outcomes for students.

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