SoTL and Social Justice

SoTL provides a foundation for democratizing the teacher-student relationship through its fertile ground for establishing more equalitarian roles among teachers and students. This chapter draws attention to the overlap between the values and essential characteristics of SoTL and the field of curriculum studies, which serves to study and examine social dynamics through curriculum inquiry. Through an exploration of forms of inquiry and research that unites curriculum studies (with its emphasis on transgressive education) and SoTL (with a focus on engagement of teachers and learners as educational community), this chapter highlights how research that dovetails SoTL and curriculum studies can provide powerful opportunity for emphasizing social justice.

Distance learning in Polish schools during the Coronavirus lockdown: the areas of success and failure experienced by Polish teachers of English as a FL

Based on Roblyer & Edwards (2000: 192), distance learning means “the acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.” The instructional delivery includes an instructor who is physically located in a different place from the learner, as well as possibly providing instruction at disparate times. More specifically, the instructor controls the instructional sequencing and pacing and all learners participate in the same learning activities. The aim of the paper is to show the advantages and disadvantages of distance schooling during the Covid-19 lockdown, the emphasis being placed upon among others, the teacher – student relationship, the equipment conditions required for running an English lesson and working online, as well as some “food for thought” in the form of necessary changes and modifications to be introduced, which have been suggested by the sample in question. The respondents constitute 9 teachers from secondary schools, who have replied to an online questionnaire investigating the situation in Polish schools, concerning distance education, specifically teaching a FL. Apart from presenting the current state of affairs, some suggestions for the future are remarked upon.

Environmental noise perception by students and teachers and simulation of the Speech Transmission Index

As diverse as the knowledge transmission techniques aided by multimedia resources are, nothing replaces the teacher-student relationship, which is developed in the classrooms. Therefore, classrooms must offer the necessary conditions for the satisfactory development of teaching and learning activities. In this context, the importance of classroom acoustics is highlighted. The Speech Transmission Index (STI) is one of the broadest and most important parameters to measure speech intelligibility. STI weighs the effects that can cause deterioration on the voice signal, such as the reverberation time and background noise. This work presents an evaluation of the acoustic performance of classrooms using the STI. For that, three constructive patterns were evaluated. The constructive models were named 010, 022 and 023. Students and teachers answered a questionnaire about the perception of noise in the classroom and at school, and the constructive pattern 023 was studied. Computer simulations were performed with ODEON software to precited STI. The results of the measurements and the questionnaires revealed that the noise that disturbs the activities in the classroom comes from the school itself, not only from the other classrooms, corridors and adjacent patios, but also from inside the classroom itself.

Compositional Strategies for Large-Scale Works Around 1600

Giovanni Gabrieli’s posthumously published motets In ecclesiis and Benedictus es, Dominus ( Sacrae symphoniae ... liber secundus , 1615) show obvious characteristics of self-quotation and reworking. An analysis of the works focuses on a characteristic ascending-fifths sequence which has been called “Monte Romanesca” by Robert Gjerdingen who introduced the term for the eighteenth century. In this study, the term is expanded to include music from the end of the sixteenth century for the first time. Further analysis concentrates on motivic and modal connections as well as special harmonic features such as chromatic-third relationships. Additionally, several other works of the composer are considered, showing that Gabrieli built on highly sophisticated harmonic, motivic, and formal compositional strategies in his large-scale oeuvre. Also, apparent processes of imitation in the Missa sine nomine of Gabrieli’s pupil Alessandro Tadei suggest that the younger composer used either or both of his teacher's motets as a model. A comparative analysis of all three works provides further insight into compositional methods at the “dawn of the Baroque” era and sheds new light on what must have been a special teacher-student relationship.

Relação Professor-Aluno e Afetividade: um Estudo Sobre Dissertações e Teses Produzidas nos Últimos Sete Anos

ResumoEste artigo analisa dissertações e teses brasileiras, produzidas entre 2013 e 2020, que investigam questões ligadas à relação professor-aluno e à afetividade observadas nos anos finais do Ensino Fundamental. Para desenvolver este estudo, foi realizada uma Revisão Sistemática de Literatura (RSL), por meio da qual se buscou, na Plataforma Digital Brasileira de Teses e Dissertações (BDTD) e no Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes), estudos que tratassem da temática aqui apresentada. Utilizando os critérios de inclusão e exclusão foram selecionadas uma tese e três dissertações. Para esta pesquisa foram consideradas como categorias de análise: objetivo, fundamentação teórica, participantes envolvidos, procedimentos de coleta de dados e principais resultados. Nas investigações analisadas foram observados indícios de consenso quanto ao papel fundamental desempenhado pelo professor nas relações de afetividade. É por meio da elaboração de situações contextualizadas e de uma condução que prioriza o bom relacionamento com seus alunos que são identificadas melhorias nos processos de ensino e aprendizagem da Matemática, proporcionado por uma aprendizagem significativa. De modo geral, a análise dos estudos permitiu identificar que há poucas produções que abordam a temática, uma vez que se foram encontradas apenas duas pesquisas desenvolvidas em programas de Educação Matemática, apontando a necessidade do desenvolvimento de pesquisas. Palavras-chave: Educação Matemática. Relações Afetivas. Revisão Sistemática de Literatura. AbstractThis article analyzes Brazilian dissertations and theses, produced between 2013 and 2020, which investigate issues regarding the teacher-student relationship and affectivity observed in the final years of elementary school. In order to develop this study, a Systematic Literature Review (RSL) was carried out through which studies that dealt with the theme presented here were searched, in the Brazilian Digital Platform of Theses and Dissertations (BDTD) and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (Capes),. Using the inclusion and exclusion criteria, a thesis and three dissertations were selected. For this research, the following analysis categories were considered: objective, theoretical foundation, participants involved, data collection procedures and main results. In the investigations analyzed, there was evidence of consensus regarding the fundamental role played by the teacher in the affection relationships. It is through the elaboration of contextualized situations and a conduct that prioritizes the good relationship with their students that improvements in the Mathematics teaching and learning processes are identified, provided by a meaningful learning. In general, the analysis of the studies allowed to identify that there are few productions that address the theme, since it was found only two researches developed in Mathematics Education programs pointing out the need for the development of studies. Keywords: Mathematical Education. Affective Relationships. Systematic Literature Review.

The Ingroup–Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender

The aim of this study is to examine whether gender and status moderate the teacher–student relationship (TSR) and the perception of dehumanization in teachers and students. A total of 528 participants from a university in Laguna (74% students and 26% professors) completed a questionnaire based on the TSR scale, organizational dehumanization, and demographic variables. PROCESS, a mediation and moderation package, was used to analyze data. The results indicated that ingroup–outgroup relationship significantly influences the perception of organizational dehumanization (p < 0.001). In addition, gender (p < 0.001) and status (p < 0.001) have moderating roles. Specifically, female students are at most risk of perceiving themselves dehumanized, and males with high status (teachers) are less vulnerable to dehumanization. These findings are highly significant for the advancement of knowledge of the intergroup relationship and organizational dehumanization and have practical implications for teachers and students.