Building Knowledge without Borders

2011 ◽  
pp. 67-85 ◽  
Author(s):  
Elsie M. Szecsy
Keyword(s):  
United States ◽  
Education Research ◽  
The United States ◽  
Research Community ◽  
Research Traditions ◽  
Face To Face ◽  
Information And Communication ◽  
Ict Tools ◽  
Planning Group ◽  
Shared Problem

The purpose of this chapter is to report on the use of information and communication technology (ICT) as a “leveling device” between colleagues dispersed across the United States and México, who shared similar education research interests but came from different research traditions. The author reports on the use of various ICT tools in a process that began in 2006 with a small planning group distributed across México and the United States; grew to include additional participants who met face-to-face in Monterrey, México, in 2007; and continued afterward into 2008 through ICT-mediated mechanisms that were structured to maintain purposeful linkages among colleagues dispersed across two countries. Through this slow, deliberate process, the participants increased their capacity for achieving a broader focus on a shared problem as a research community by learning each other’s perspectives. The strategic use of ICT to support collaboration across borders—in real time and asynchronously—assisted in building a binational education research community.

From Producing to Reducing Trauma: A Call for “Trauma-Informed” Research(ers) to Interrogate How Schools Harm Students

2021 ◽  
pp. 0013189X2110148
Author(s):  
Robert Petrone ◽  
Christine Rogers Stanton
Keyword(s):  
United States ◽  
Education Research ◽  
Historical Trauma ◽  
The United States ◽  
Research Community ◽  
Subsequent Research ◽  
Trauma Informed ◽  
Educational Scholarship

Although “trauma-informed education” has gained momentum across the United States in recent years, a question remains neglected by the research community: How can education research inform understandings of “trauma-informed” approaches when education itself is trauma-producing for many students? This article (1) explores limitations of traumainformed educational scholarship, particularly its reliance on individualized, biomedical understandings of trauma; (2) articulates theoretical reconceptualizations for subsequent research to account for historical trauma and ways schools and research inflict harm on students; and (3) calls for expansion of relational, participatory, and humanizing methodologies. Overall, we argue for a shift from research that focuses on “trauma-informed education” to scholarship that enacts a sociohistorical trauma-reducing framework to more effectively interrogate the intersections of trauma, schooling, and research.

Migration and the Internet

2017 ◽  
Vol 14 (3) ◽  
pp. 331-342 ◽  
Author(s):  
Thomas John Cooke ◽  
Ian Shuttleworth
Keyword(s):  
United States ◽  
Information And Communication Technologies ◽  
Unobserved Heterogeneity ◽  
Panel Study ◽  
The United States ◽  
Negative Effect ◽  
Information And Communication ◽  
Using Data ◽  
And Migration ◽  
Dynamics Models

It is widely presumed that information and communication technologies, or ICTs, enable migration in several ways; primarily by reducing the costs of migration. However, a reconsideration of the relationship between ICTs and migration suggests that ICTs may just as well hinder migration; primarily by reducing the costs of not moving.  Using data from the US Panel Study of Income Dynamics, models that control for sources of observed and unobserved heterogeneity indicate a strong negative effect of ICT use on inter-state migration within the United States. These results help to explain the long-term decline in internal migration within the United States.

scholarly journals Two Grand Old Ladies Face to Face: The United Kingdom and the United States of America Constitutions Compared

2015 ◽  
Vol 46 (3) ◽  
pp. 989 ◽  
Author(s):  
Mario Patrono ◽  
Justin O Frosini
Keyword(s):  
United States ◽  
European Union ◽  
United Kingdom ◽  
United States Of America ◽  
The United States ◽  
The European Union ◽  
Face To Face ◽  
The United Kingdom ◽  
Parliamentary Sovereignty

This article discusses the Constitution of the United Kingdom and then draws some comparisons between it and the Constitution of the United States of America. It touches on issues such as how the United Kingdom's commitment to parliamentary sovereignty has been affected by the country's relationship with the European Union.

scholarly journals EMAIL VERSUS FACE-TO-FACE NEGOTIATIONS: PERSPECTIVES OF SALES AND CUSTOMER SERVICE EMPLOYEES IN THE UNITED STATES OF AMERICA

2020 ◽  
Vol 20 (2) ◽  
Author(s):  
Shaysh Nazzal Alshammri
Keyword(s):  
United States ◽  
Customer Service ◽  
United States Of America ◽  
The United States ◽  
Negotiation Process ◽  
Cross Cultural ◽  
Service Employees ◽  
Face To Face ◽  
Face Negotiation ◽  
Cultural Negotiation

This research aims to identify the differences between email negotiation and face-to-face negotiation with respect to negotiation process, negotiation flexibility, face-saving, level of collaboration, and appropriateness for cross-cultural negotiation. The survey questionnaire was distributed to the sales and customer service employees in many business organizations located in different regions of the United States of America. Data from 519 respondents (including both males and females) were analyzed using the one-sample t-test, two sample t-test, and Pearson Correlation. The findings reveal that the characteristics of face-to-face negotiation assist in smoothing the negotiation process more than that of email negotiation. Participants also tend to cooperate more in face-to-face negotiation than in email negotiation. However, participants prefer using email negotiation because they find it more flexible. They also feel that a face-threatening act is less likely to occur in an email negotiation than in a face-to-face negotiation. The findings also show that email negotiation could be more appropriate than face-to-face negotiation for the purpose of cross-cultural negotiation. This is because communicating via email minimizes the influence of culture on the negotiation process. Age and gender do not have any influence on the perspectives of participants regarding email negotiation versus face-to-face negotiation. The findings have significant implications for both business and dispute resolution. They contrast the differences between face-to-face negotiation and email negotiation and identify the situations in which each of these types could be most appropriate.

scholarly journals Dewey and Political Communication in the Age of Mediation

2019 ◽  
Vol 2 (3) ◽  
pp. 94-102
Author(s):  
Lance E Mason
Keyword(s):  
United States ◽  
Political Communication ◽  
Political Discourse ◽  
Meaning Making ◽  
The United States ◽  
Political Polarization ◽  
Face To Face ◽  
Sociopolitical Environment ◽  
The Way

The present sociopolitical environment in the United States is perpetually mediated and beset with information from innumerable sources. This paper argues that Dewey’s conception of communication as a mutual act of meaning-making holds insights for explaining the connections between pervasive mediation and political polarization, in addition to understanding why political discourse has become more degrading in recent years. It also points the way toward viable solutions by arguing for the reorientation of schools toward valuable living experiences that are becoming less pronounced in the broader culture, such as sustained face to face engagement on matters of social import.

scholarly journals Adherence: a review of education, research, practice, and policy in the United States

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Nathaniel M. Rickles ◽  
Todd A. Brown ◽  
Melissa S. McGivney ◽  
Margie E. Snyder ◽  
Kelsey A. White
Keyword(s):  
United States ◽  
Education Research ◽  
The United States ◽  
Research Practice

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

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