7,906 results
Search Results
202. Cultivating coffee experiences in the Eje Cafetero, Colombia
- Author
-
Bowen, Robert
- Published
- 2021
- Full Text
- View/download PDF
203. END 2016: International Conference on Education and New Developments. Conference Proceedings (Ljubljana, Slovenia, June 12-14, 2016)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2016--END 2016, taking place in Ljubljana, Slovenia, from 12 to 14 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2016 received 489 submissions, from 53 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 133 submissions (27% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Mojca Juriševic, Associate Professor of Educational Psychology, Faculty of Education, University of Ljubljana, Slovenia, to whom we express our most gratitude. Also, we give a special thanks to Professor Emerita Nina K. Buchanan, PhD, University of Hawaii, USA and Professor Emeritus Robert A. Fox, PhD, University of Hawaii, USA for the special talk entitled "The Search for New Educational Forms in the United States and its International Implications." This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected co-sponsor and media partner that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2016
204. Exploring the Narratives of Tattoos and Graffiti as Second Language Literacies in the City
- Author
-
Mora, Raúl Alberto, Chiquito, Tatiana, Giraldo, Maryori, Uribe, Sara, and Salazar Patiño, Tatiana
- Abstract
Since 2013, our research team has discovered that English is no longer "foreign" to Colombian language ecologies. As a follow-up to our initial research on physical spaces, this study provides a more personal dimension of these second language literacies. Through our conceptual framework of "city as literacy" and narrative ethnography as our method of inquiry, our data inquires on why urban dwellers choose to write words in English on their skin (tattoos) and on the walls of our city (graffiti). Our data indicates that the particular affordances of English, including its choices of language economy, provide more powerful alternative and mores spaces for transgression for these second language users to explore their own heritage, social situatedness, and identity at large.
- Published
- 2016
205. Developing Intercultural Communicative Competence across the Americas
- Author
-
Ceo-DiFrancesco, Diane, Mora, Oscar, and Collazos, Andrea Serna
- Abstract
Foreign language telecollaboration offers innovations to enhance language instruction. Previous research has cited its use to develop linguistic skills and intercultural competence (Belz, 2003; Blake, 2013; Chun, 2015; O'Dowd, 2000; Schenker, 2014). This article reports preliminary outcomes of a pedagogical project which leveraged telecollaborative practices in both English and Spanish as a foreign language in order to document the processes of Intercultural Communicative Competence (ICC) development. [For the complete volume, see ED571330.]
- Published
- 2016
206. Impact of Armed Conflicts on Education and Educational Agents: A Multivocal Review
- Author
-
Cervantes-Duarte, Luisa and Fernández-Cano, Antonio
- Abstract
This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the "multivocal review" as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.
- Published
- 2016
207. Measuring the Efficiency of the Colombian Higher Education System: A Two-Stage Approach
- Author
-
Moreno-Gómez, Jorge, Calleja-Blanco, Jonathan, and Moreno-Gómez, Gloria
- Abstract
Purpose: The purpose of this paper is to examine the efficiency of the Colombian higher education system, differentiating between public and private universities. Design/methodology/approach: A data envelopment analysis (DEA) model is applied to separately and jointly evaluate the teaching and research efficiencies of universities. The empirical application considers a sample of 78 Colombian universities across the period 2015-2017. A two-stage DEA is performed in which DEA scores are first evaluated and then regressed on potential covariates via truncated regression. Findings: Public universities outperform their private counterparts in terms of teaching and research efficiency, whereas private universities have higher global efficiency. Furthermore, the proportion of PhD faculty positively impacts all dimensions of efficiency and in fact is the only variable improving research efficiency. Research limitations/implications: First, the data do not permit a direct analysis of the impact of improvements in resources or capabilities on knowledge transfer. Second, policies and their efficiency may be influenced by differences in cultural contexts, regulatory frameworks and knowledge transfer activities. Finally, the country specificity of this research study calls for obvious caution when generalizing and interpreting its findings. Practical implications: The analysis of this data set will help decision and policy makers identify resources that are used efficiently by universities and interventions for improving resource management by inefficient universities. Originality/value: Few studies have addressed the efficiency of higher education in developing economies. This paper contributes to the literature by applying a two-stage methodological approach to estimate the efficiency of Colombian universities and provide a better understanding of the factors driving university efficiency.
- Published
- 2020
- Full Text
- View/download PDF
208. Do Sustainability Practices Influence University Quality? A Colombian Case Study
- Author
-
Hernandez-Diaz, Paula M., Polanco, Jorge-Andrés, and Castaño, Sandra Milena
- Abstract
Purpose: This paper aims to know how university's strategic managers, from both academic and administrative systems, perceive the relationship between sustainability and accreditation as sustainability incorporation and the quality of their processes are amongst the actual challenges of universities. Design/methodology/approach: This paper opted for an inductive, exploratory study using the case study approach, including 19 in-depth interviews to administrative and academic managers in a private, high-quality certified university in Colombia. The data were assessed using the content analysis methodology. The Colombian accreditation guidelines were the base to analyse the data as accreditation is part of the quality assurance system. Findings: This paper provides empirical insights into how the implementation of sustainability in universities relates to the Colombian accreditation factors. The main links found were in the areas of the university's social impact and organisational responsibility, which are highly relevant to graduates, external stakeholders and sustainability skills. Sustainable campus operation was associated with environmental management and improvement of the quality of the physical plant, with social and economic benefits in the long-term. Additionally, this research found a need for administrative and academic managers to understand and increase their commitment to sustainability. Research limitations/implications: Because it was a case study, results are not generalisable. Consequently, further research on similar lines is required to universalise the mentioned observation and results. Practical implications: The accreditation factors related to sustainability, inductively defined and exposed in this paper, provide an idea of how sustainability implementation could contribute to higher education quality assurance. Originality/value: This paper contributes to filling the knowledge gap about embedding sustainability in Latin-American universities. This paper postulates a starting point considering accreditation standards and the link of the strategic manager's perceptions of sustainability.
- Published
- 2020
- Full Text
- View/download PDF
209. Insights into Accounting Education in a COVID-19 World
- Author
-
Sangster, Alan, Stoner, Greg, and Flood, Barbara
- Abstract
This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
- Published
- 2020
- Full Text
- View/download PDF
210. Peacetech Technology Education in Post-Conflict Youth Peacebuilding Programs
- Author
-
Robins, Alex
- Abstract
With global conflict currently riding at its highest levels in the past 30 years, the international community has recognised the importance of engaging young women and men in shaping lasting peace. In 2015 the United Nations Security Council passed a ground-breaking resolution, Youth, Peace and Security: Resolution 2250 (United Nations Security Resolution 2250, 2015). This urged member states to increase inclusive representation of young people in institutions to establish mechanisms for the prevention and resolution of conflict, and to counter violent extremism. Youth were finally recognised as 'the missing peace' in the role of global peace processes. The United Nations acknowledged the potential for good of these 1.8 billion young people who, on a daily basis, seek creative ways to prevent violence and consolidate peace across the globe in devastated and conflict-affected societies. Technology-based peacebuilding practices, collectively known as Peacetech, were enshrined as a route forward in this complex task. Peacetech, combining the strategic use of technology in peacebuilding practice, has been pioneered as one pillar of Resolution 2250. Post-conflict education programs often deliver Peacetech's technology-based peacebuilding programs to post-conflict youth groups. This paper on Peacetech is divided into three parts. First, it outlines the definition and goals of Peacetech. Secondly, it outlines the definition and goals of Peacebuilding and outlines the significant role post-conflict education can have in peacebuilding. Thirdly, it highlights three Peacetech case studies evaluated in the field by the author. Overall, it is hoped that the paper will enthuse researchers in both the education and development fields to engage in further extensive research on post-conflict education.
- Published
- 2020
211. Automation in Colombia: assessing skills needed for the future of work
- Author
-
Jones, Michael, Idrovo-Carlier, Sandra, and Rodriguez, Alfredo J.
- Published
- 2022
- Full Text
- View/download PDF
212. Sustainability in the mission and vision statements of Colombian Universities
- Author
-
Bedoya-Dorado, Cristian, Murillo-Vargas, Guillermo, and Gonzalez-Campo, Carlos Hernan
- Published
- 2022
- Full Text
- View/download PDF
213. Analysis of the role of process innovation on export propensity in KIBS and non-KIBS firms in Colombia
- Author
-
Moreno-Gómez, Jorge, Escandón-Charris, Diana, Moreno-Charris, Ana, and Zapata-Upegui, Luis
- Published
- 2021
- Full Text
- View/download PDF
214. Cost of reducing carbon emissions in developing countries: Evidence from Columbia. Staff working paper No. 9
- Author
-
Linden, G
- Published
- 1993
215. Initial Education of Philosophy Teachers in Colombia: Association between New Public Policy Requirements and National Standardized Tests
- Author
-
Farieta-Barrera, Alejandro
- Abstract
This paper evaluates the association between new public policy requirements for B.Ed. programs in Colombia: (1) demand high-quality accreditation; (2) restrict distance modality; (3) restrict multidisciplinary programs; and (4) increase academic credits in education courses and pedagogical practices-- and the outcomes of 1387 B.Ed. in Philosophy students in the National Saber Pro test 2016-2018, in 'Education' component. The methodology was multilevel linear regression; the residential region is the level variable, and were included other control variables (gender, age, ethnic minority, socioeconomic index, etc.). The results show that outcomes are associated with pedagogical practices and with non-multidisciplinary programs, supporting new regulations. Students attending on campus programs had better outcomes, but students in distance programs came from regions where there are no programs, so this must be taken carefully. Contrary to the hypothesis, high-quality accreditation was not significant. This should lead to a review of accreditation criteria and its mandatory nature.
- Published
- 2020
216. Becoming Language Teacher-Researchers in a Research Seedbed
- Author
-
Mesa Villa, Claudia Patricia, Gómez-Giraldo, John S., and Arango Montes, Rodolfo
- Abstract
In this paper, a teacher-educator and two students of a B.A. program in foreign language teaching (English and French) of a public university in Colombia discuss our pedagogical experiences in a research seedbed. First, we present the conceptualizations underlying our analysis: research seedbeds, undergraduate research education, and curriculum as a process. Second, we describe our contextual background. Third, we analyze our experiences using three themes: creating and recreating curriculum, negotiating the official and non-official curriculum, and taking positions as teacher-researchers. We conclude that research seedbeds can broaden the pedagogical repertoire of undergraduate research education in foreign language programs and that it becomes necessary to conduct studies in this area in Colombia.
- Published
- 2020
217. English Language Student-Teachers Developing Agency through Community-Based Pedagogy Projects
- Author
-
Hernández Varona, Wilson and Gutiérrez Álvarez, Daniel Felipe
- Abstract
This paper presents a narrative inquiry study on agency development in student-teachers of an English language teacher program at a public university in the south of Colombia. Our goal was to understand how student-teachers develop agency when narratively inquiring their community by planning and conducting community-based pedagogy projects on issues they found pertinent to investigate. The data were gathered through semi-structured focus group interviews, individual journal entries, and video-recorded talks about their inquiries. As a conclusion, we acknowledge that certain social and narrative practices such as interacting within their inquiry groups, interacting with their communities, voicing their communities' necessities, and acting upon the inquired necessities facilitated developing agency and contributed to rethinking their roles as transformative members of their communities.
- Published
- 2020
218. Intercultural Communicative Competence: In-Service EFL Teachers Building Understanding through Study Groups
- Author
-
Cuartas Álvarez, Luis Fernando
- Abstract
This paper reports on an exploratory collective case study on three in-service English language teachers in Medellin, Colombia. The study aimed at creating a route for teachers to collaboratively construct their understanding of intercultural communicative competence through their involvement in a study group. Data were collected through recordings, interviews, and reflective logs, which followed a bottom-up analysis. Results evidenced changes in the participants' views of culture, cross-cultural knowledge, intercultural stance, and understanding of intercultural communicative competence. As a conclusion, study groups materialized as an applicable tool for teachers' professional development, which allowed participants to redraw their own initial beliefs and assumptions, fostering them to change professionally and in their praxis.
- Published
- 2020
219. Financial Literacy Level on College Students: A Comparative Descriptive Analysis between Mexico and Colombia
- Author
-
Ramos-Hernández, Jésica Josefina, García-Santillán, Arturo, and Molchanova, Violetta
- Abstract
This main objective of this study is the measurement of financial literacy in college students from Mexico and Colombia, using an instrument that was designed based on the available literature review and which was applied to a sample of 224 students. It was possible to find slight differences between the two countries, but the results as a whole were concerning as they showed a low level of financial literacy in the analyzed population, specifically in the topics of retirement planning, inflation, credit (credit card usage), savings and investment and risk diversification. This paper also proposes a questionnaire considering seven financial topics which measures the level of financial literacy and can be replicated in other study populations. It is important to point out that college students are an important opportunity to focus the efforts on financial literacy, since they are in a crucial stage of their lives when they are beginning to get into the work force or will do so soon, which is why this information can be used in a near future and by having it they can use financial instruments in a proper manner and for their benefit, helping them to achieve their financial goals and avoid financial problems during their life, contributing to their future wellbeing and society in general.
- Published
- 2020
220. Linguistic Colonialism in the English Language Textbooks of Multinational Publishing Houses
- Author
-
Soto-Molina, Jairo Eduardo and Méndez, Pilar
- Abstract
The purpose of this paper is to examine and compare the concepts of linguistic colonialism and cultural alienation in University textbooks for teaching English as opposed to the theories about culture in the decolonial turn. Dichotomous categories were established based on the analysis of the cultural component of the textbooks for the teaching of English. The corpus consisted of six textbooks produced by multinational publishers and used in Colombia during the years 2006-2018. Documentary analysis procedures were used to discuss emergent themed contents in relation to cultural components from a critical perspective that unveiled imperialism practices. Results showed that the textbook contents dealt with high levels of alienation burden, superficial cultural components and instrumentation to the submissive person who favors the dominant culture of English and does not offer possibilities to embrace interculturality in ELF teaching contexts.
- Published
- 2020
221. A Self-Dialogue with the Thoughts of Paulo Freire: A Critical Pedagogy Encounter
- Author
-
Samacá Bohórquez, Yolanda
- Abstract
This paper develops a two-voiced self-dialogue with some compelling ideals of critical pedagogy advocated by Paulo Freire: reflection, dialogue, "conscientização," (conscientization) praxis, critical engagement, and transformation. This dialogue, as a critical pedagogy encounter, has allowed me to go through a process of self-criticism or hopefully a self-recognition of understandings, experiences, constructions, co-constructions, and reconstructions of my practices as a language educator. I will address the following evolving choices: On dialogue and critical pedagogy, from language as power to language as possibility, from instrumental to alternative critical pedagogy practices towards more critical understandings and doings of education.
- Published
- 2020
222. Fostering Talk as Performance in an EFL Class through the Critical Analysis of YouTubers' Content
- Author
-
Aristizábal-Jiménez, Yesika
- Abstract
This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers' content through the empowerment spiral model to foster students' talk as performance. Twenty 11th-grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers' journals, students' written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.
- Published
- 2020
223. Research-Based Instruction, an Essential Tenet of the Foreign Languages' Pre-Service-Teacher Education at Universidad De Pamplona
- Author
-
Cote-Parra, Gabriel
- Abstract
This paper reports a personal reflection that describes how the Bachelor of Arts in Foreign Languages at the Universidad de Pamplona provides preservice teachers with a research-based instruction. In an attempt to contribute to today's scholar discussions on foreign language preservice teachers' education, this reflective piece illustrates a unique way of teaching research to FL undergraduates. The author first provides an overview on the area of teaching research to undergraduates in Colombia; second, a description of how pre-service teachers learn the theoretical foundations, paradigms, designs and approaches mostly used in educational inquiry; and the two-year process student researchers go through. Finally, the "author discusses the lessons learned and what the future of this process might be like."
- Published
- 2020
224. Exploring the Grounds for the Study of the Identity of Indigenous English Language Teachers in Colombia
- Author
-
Arias Cepeda, Carlos Augusto
- Abstract
This article addresses the invisibilization of the existence of indigenous teachers in the Colombian ELT (English language teaching) field. Their existence, which is admittedly a phenomenon that lacks quantitative saliency, offers opportunities to reflect on the epistemological asymmetries that traditionally have linked the Colombian ELT field to an instrumental mainstream bilingualism, often ignoring the conditions of linguistic and cultural diversity in the country. Besides, there is an exploration of how the study of indigenous teachers' identities might contribute to the re-signification of pedagogy; this paper elaborates on the idea that scholars in the Colombian ELT have already built some horizons of understanding between the ELT and the diversities and epistemic privileges of Colombian indigeneity. The article is part of an ongoing research on the identities of indigenous teachers in the Colombian ELT being carried out within the Interinstitutional Ph.D. in Education at Universidad Distrital Francisco José de Caldas, Bogotá.
- Published
- 2020
225. Central Events and Causal Connections: A Narrative-Inquiry Study among Colombian Female Scholars in Their Processes as Writers
- Author
-
Ramos-Holguín, Bertha and Peñaloza Rallón, Anna Carolina
- Abstract
In the Colombian context there has been an increase in the interest for publishing in high impact academic journals. This is due to various factors such as institutional requirements, hiring requirements, categorization of teachers and academic visibility. The purpose of this research-based paper, as a decolonial report, is to portray the central events and the causal connections of three female Colombian authors in their process as writers for academic purposes. Data were gathered through in-depth interviews that emphasized on Van Manen's (1997) four lifeworld existential dimensions that include lived time, lived space, lived body, and lived relation. These dimensions helped us uncover the essences of lived experience. Results indicated that central events and causal connections affect the authors' experiences in their process as writers. The key ingredients female authors judge as important events were social interactions with mentors and the context.
- Published
- 2020
226. Hard-of-Hearing Individuals' Narratives of Inclusion and Exclusion of Their Schooled EFL Learning
- Author
-
Castillo, Rigoberto and Flórez-Martelo, Laura-Stefany
- Abstract
This paper deals with research on inclusion concentrating on the pedagogical implications derived from a qualitative case study that looked into three hard-of-hearing (HHs) students' perspectives and retrospectives on their schooled EFL learning. Data came from narratives gathered in autobiographical writings and interviews. Although there is a good body of literature on pedagogy in terms of strategies for dealing with HHs, few works have counted on the student's perspectives. The authors' insights, one of them being hard-of-hearing, call for truly inclusive policies and practices that address the categories developed in this case study, namely: (1) deafness separates HHs from people; (2) hearing aids are not like glasses; and (3) an exemption is not inclusion. The authors feel that the recommendations made are valid for learners with or without disabilities.
- Published
- 2020
227. A Learning Model Proposal Focused on Challenge-Based Learning
- Author
-
Torres-Barreto, Martha Liliana, Castaño, Ginna Paola Castro, and Melgarejo, Mileidy Alvarez
- Abstract
This paper proposes a model that comprises a learning exercise based on challenges, which tends to promote non-technical skills such as oral expression, communication, resource management, leadership and problem solving among engineering students. Since engineers have been recognized throughout the world for their ability to creatively solve problems, using the technical knowledge developed in their professional career, it has been considered that these skills make it easier for them to reach results that involve the solution of mathematical problems, or those related to science, through the use of technical skills, research or analysis and synthesis. In this sense, the academia seems to have placed the emphasis on hard and technical skills, while, non-technical ones, have been left in a secondary stage in the case of engineers, ignoring their role on their professional development. This project proposes a model that will bring together more than 180 engineering students and 4 university professors, by involving them in a real challenge that they might solve by means of their technical and non-technical skills. The model is being applied at a university and their first results show the need to modify the engineering training processes, to include the development of appropriate competences in engineers, in response to the demands of a globalized world.
- Published
- 2020
228. Understanding Latin America's Educational Orientations: Evidence from 14 Nations
- Author
-
Osiobe, Ejiro U.
- Abstract
Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.
- Published
- 2020
229. Evaluation of Teacher Digital Competence Frameworks through Expert Judgement: The Use of the Expert Competence Coefficient
- Author
-
Cabero-Almenara, Julio, Romero-Tena, Rosalía, and Palacios-Rodríguez, Antonio
- Abstract
In this paper, different proposals made by national and international organizations and institutions on Teacher Digital Literacy are taken into account. The 7 most commonly used competence frameworks in international contexts are presented for evaluation through expert judgment. Next, the most suitable for the subsequent realization of a t-MOOC on Teacher Digital Literacy was selected. The selection of these experts was based on seven criteria that helped to establish the expert knowledge coefficient (EKC). This strategy served to obtain the viability of the selected sample. A total of 412 people, 155 experts and 257 non-experts participated in this study. After conducting the expert judgment, in a single round, it was concluded that the European Framework of Digital Competence for Teachers DigCompEdu is the most valued and adequate to be used as reference for the formative t-MOOC, followed by INTEF. This result is logical, since the latter is inspired by the former. These findings do not question the validity of the other competency frameworks, but the preferences granted by the judges.
- Published
- 2020
230. English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University
- Author
-
Tejada-Sanchez, Isabel and Molina-Naar, Mario
- Abstract
This study discusses the implementation of English medium instruction (EMI) at a Colombian university. First, the paper reviews the rise of EMI in the internationalization of higher education. Second, it illustrates how one university incorporated EMI as part of an internationalization process. Third, it identifies the perceptions that a group of administrators, faculty, and students have regarding the EMI initiative. Questionnaires, semi-structured interviews, and document analysis were conducted. Findings suggest that EMI is tied to the structuring of an internationalization office, curricular reforms, and English language learning support. Participants' perceptions are associated with their imaginaries, identities, experiences, and obligations in relation to the English language. The study concludes that the implementation of EMI within the internationalization of universities is inevitable, yet a sustainable EMI strategy requires contextual awareness and articulation amongst its participants.
- Published
- 2020
231. Learning Vocabulary through Instructional Subtitled Videos
- Author
-
Romero-Villamil, Jorge Luis and Guzman-Martinez, Claudia Patricia
- Abstract
The purpose of this research is to learn how the implementation of instructional subtitled videos contributed to improving students' range of vocabulary in real life contexts. This mixed method research paper was developed by using action research approach and the applied data collection technique was stratified into five steps: a pre-test, three classroom observations, a teacher/investigation diary, a semi-structured interview, and a post-test. The analysis of the data demonstrated that the employment of instructional subtitled videos helped students learn vocabulary. The students performed better in post-test compared to the pre-test, due to the three cycles of intervention. The target words were contextualized and presented through the simultaneous combination of sounds, images, and text. The data also showed that the participants considered the videos to be useful so as to remember new words and to be able to use them in communicative contexts. After discussing the findings of the study in light of the theory, the implications and limitations are presented, as well as some considerations for further research are suggested.
- Published
- 2020
232. Challenges in the Design and Implementation of an English Placement Test for a Colombian Public University
- Author
-
Ramírez, Alexander
- Abstract
This reflection paper disseminates the design and implementation of an English placement test for first semester students from different majors. This design was carried out within the framework of a research project in a Colombian public university. The article has a twofold purpose: to scrutinize the stages leading to a test, and to highlight the complexity that underlies the process of conceiving evaluation, so that language teachers who embark for the first time on the task of designing placement exams have a model and can anticipate vicissitudes of academic and administrative nature that may arise. The conclusions derived from the process of construction and implementation of the test highlight the lack of training and literacy in the area of language testing, as well as the existing tensions between academic expectations and the administration within a university institution.
- Published
- 2020
233. Cooperative Learning to Foster Reading Skills
- Author
-
Olaya, Marian Lissett and González-González, Gladys Marta Elena
- Abstract
This paper reports an action research study on cooperative learning projects for engineering students at a public university. The research study is aimed at improving reading skills through the use of four cooperative learning projects implemented during the English classes. Data gathered from a survey, four group interviews, and the teacher's journal were collected and analyzed to determine the categories after coding the data. Findings suggest that working cooperatively has a higher effect on students' reading skills. Conclusions also highlight that cooperative learning strengthens English reading skills and fosters leadership, decision making, communication and problem-solving abilities. Additionally, it increases participation, motivation and goal achievement in students' language learning process.
- Published
- 2020
234. Exploring Pedagogical Content Knowledge (PCK) of Physics Teachers in a Colombian Secondary School
- Author
-
Melo, Lina, Cañada-Cañada, Florentina, González-Gómez, David, and Jeong, Jin Su
- Abstract
The purpose of this paper is to address the most significant contributions of pedagogical content knowledge (PCK) involved in teaching physics. Most studies have observed the characterizations of PCK via specific content in the lower secondary and upper secondary curricula. Here, we present a number of studies that show evidence for the development of some PCK components, including those that present PCK as an articulating axis for physics teacher training models. The present work is a descriptive study that analyzes, by means of a case study, the changes in PCK through a physics teacher training intervention program. This program is based on reflections about teaching, concerning the electric field in physics education. The results show that categories, such as knowledge about the curriculum and teaching strategies, evolved after the intervention program, in contrast with knowledge about evaluation and pupils. This suggests that an approach involving a teacher's reflection on what he/she designs allows for progression towards a teaching and learning process that is more focused on innovative tendencies.
- Published
- 2020
235. Subjective Needs Analysis: A Vital Resource to Assess Language Teaching
- Author
-
Salamanca Gonzalez, Fredy Orlando
- Abstract
The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages institute (FLI) needed to be assessed. Thus the objectives of this research were to: Apply a subjective needs analysis in a foreign languages institute of a private university in Colombia in relation to their English classes; assess teachers' current roles and performances; and determine the students' needs and wants in relation to their classes. The methodology was based on qualitative research approach and on grounded theory. To collect data three instruments were utilized: A survey, a journal and an interview. The data analysis revealed that the subjective needs analysis was centered on class methodology, materials, and students' needs and wants. In general, the findings revealed that students felt comfortable in their English classes and with the way they were taught. Also they did not think that using textbooks was useful because the virtual work implied more work. They felt the need to enhance their speaking and listening and that improvement could be done by means of more communicative activities.
- Published
- 2020
236. About Job Market Outcomes: Assessing the Performance of Colombian Higher Education Institutions
- Author
-
Saavedra-Caballero, Fabiola and Van Bellegem, Sébastien
- Abstract
One method for evaluating higher education performance is to conceptualize it as a production function represented as an input/output process. This paper proposes a performance evaluation of higher education institutions from the perspective of recent graduates taking as inputs students' cognitive abilities and tuition, and as outputs three we contend are relevant for recent graduates: starting salary, sectoral distinctiveness, and sectoral variety. Using a sample of recent Colombian higher-education graduates, we apply the DEA technique to analyze efficiency at the institutional level in the formal labor market. Our results highlight the importance of focusing on the student as the protagonist of the educational process and contribute to the debate about the selection of relevant inputs and outputs when measuring institution's efficiency.
- Published
- 2022
- Full Text
- View/download PDF
237. Effective Interventions Aimed at Reaching Out-of-School Children: A Literature Review
- Author
-
United Nations Children's Fund (UNICEF), Regional Office for South Asia (ROSA), Shanker, Ashim, Marian, Diana, and Swimmer, Christopher
- Abstract
This paper aggregates the academic literature reviewing and reporting interventions for out-of-school children (OOSC) around the world to serve as a guide for potential interventions in South Asia and elsewhere. It complements the Global Initiative on Out-of-School Children (OOSCI) South Asia Regional Study (2014). Thus the interventions reviewed include those in South Asia that were not extensively discussed in the OOSCI South Asia Regional Study as well as emphasis on interventions outside the region to further expand the knowledge base and evidence on effective interventions to reach out-of-school children. The interventions reviewed cover both those targeted for children who have never enrolled and those who may have enrolled in the past but have dropped out. It offers strategies and best practices for Early Childhood Development (ECD) programs with attention to cognitive and social-emotional development, as well as methods for expanding pre-primary access and improving school readiness with special attention to on-time enrollment, all known deterrents keeping children from dropping out of school. It also echoes assessments and reports describing a geographically wide array of non-formal education (NFE) interventions, covering the Alternative Education System in South Sudan, an educational resource center in Ireland, Educational Centers for Development in Mali, Community Learning Centers in Myanmar, complementary education and multi-grade schooling in Ghana, community engagement in Gambia, non-formal education in Zambia, and an overview of the potential of private school outreach and vocational non-formal education. Based on findings from impact evaluations and quasi-experiments, this literature review explores the effectiveness of pro-poor economic incentives, including voucher and cash transfer programs that have shown promising results in mitigating the opportunity cost of children relinquishing wages to attend school. This literature review also analyzes the decentralization of education systems and inclusive education through the lens of governance, providing short case reviews from around the world as learning examples and points of comparison. The paper then discusses sector plans in education as well as the Global Partnership for Education (GPE) and key literature while offering country examples. Additionally, the researchers provide a review of Education Management Information Systems (EMIS) and related systems around the world and highlight the opportunity for NFE and OOSC data incorporation into larger data systems as a means for providing paths to schooling for OOSC. The final section of this paper offers recommendations for possible way forward for the South Asia region, including further areas for research. An annex includes supplemental tables and figures.
- Published
- 2015
238. END 2015: International Conference on Education and New Developments. Conference Proceedings (Porto, Portugal, June 27-29, 2015)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We are delighted to welcome you to the International Conference on Education and New Developments 2015-END 2015, taking place in Porto, Portugal, from 27 to 29 of June. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. Our International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2015 received 528 submissions, from 63 different countries, reviewed by a double-blind process. Submissions were prepared to take form as Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference, 176 submissions (33% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Dr. Martin Braund, Adjunct Professor at Cape Peninsula University of Technology in Cape Town, South Africa and Honorary Fellow in the Department of Education at the University of York, UK, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2015), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and had the help of our respected media partners that we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also cover different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity); Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2015
239. Second Language Literacies in the City: New Practices in Urban Spaces of Medellín, Colombia
- Author
-
Mora, Raúl Alberto, Castaño, Melissa, Gómez, Nathalie, Ramírez, Natalia, Mejía-Vélez, María Camila, and Pulgarín, Carla
- Abstract
This paper shows the results of a study that described how people in Medellín, Colombia are using English as a communicative resource. Relying on an ethnographic approach, the research team discovered that English appears as an element that helps enrich the complexity of the messages that one finds in urban spaces in the city. These findings expand previous research regarding this new complexity of meanings and defy conventional wisdom that portrays the city as "monolingual". Instead, the data showed more creative uses of English in advertisements, malls, and restaurants, as well as a growing interest in English literature in bookshops and libraries. Implications for research on second language education in Latin America bookend the discussion.
- Published
- 2015
240. Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL
- Author
-
Galvis, Héctor Alejandro
- Abstract
This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context especially). This paper also provides solid reasons why the use of video games in education and foreign language education is justified. Additionally, this paper reviews second language acquisition theoretical foundations that provide the rationale for adapting video-game based language instruction in light of important second language acquisition constructs such as culture and identity, among others. Finally, this document provides options for further research to construct and test the efficacy of video-game based language instruction while simultaneously leaving it open for collaborative contributions.
- Published
- 2015
241. Trends Influencing Researcher Education and Careers: What Do We Know, Need to Know and Do in Looking Forward
- Author
-
Castelló, Montserrat, McAlpine, Lynn, and Pyhältö, Kirsi
- Abstract
EARLI SIG 24, Researcher Education and Careers (SIG-REaC), was founded because increasing interest has emerged within the EARLI community into understanding different aspects of doctoral and post-PhD researcher educational and career development. This special issue brings together the outcome of our first scholarly discussion at the SIG-REaC inaugural meeting in September 2014 in Barcelona. The goal of each of the five co-authored papers is to make visible what has been overlooked, and to attend to methodological considerations in order to draw out future lines of research. As a collection, the papers address multiple levels and issues of researcher education: establishing the multifaceted phenomenon that is researcher education and careers and providing key concepts that others might take up, e.g., informal/invisible curriculum; the personal as a sphere of activity that may collide with the sphere of work; drivers of education that can provide cross-national points of comparison. Further, by identifying gaps in the literature, these papers together lay out an ambitious research agenda in a number of areas related to researcher education. In the process, they provide an extensive list of references well worth exploring since they represent the knowledge networks of over thirty researchers. In this editorial paper the Sig-REac is presented, and the characteristics of the papers, their limitations and some future challenges of researcher education are discussed.
- Published
- 2015
242. Language Ideology Planning as Central to Successful Revitalization Projects
- Author
-
Sarah Shulist and Tania Granadillo
- Abstract
Linguistic and anthropological research has demonstrated that language ideologies play a complex role in contexts of language endangerment, as well as in revitalization initiatives. In this paper, we articulate some central ways in which these beliefs and interests can translate into significant barriers to successful language revitalization. Based on collaborative ethnographic fieldwork with Indigenous languages in North and South America, we propose a model for planning language ideologies as a practice that can be deliberately incorporated into revitalization efforts. Given the urgency of the situation facing many languages, we argue that treating language ideologies as requiring planning is necessary and offer preliminary suggestions about what this planning could look like by analyzing examples around the language ideology assemblages of language teaching and learning.
- Published
- 2022
243. Cultural Development through the Interaction between Education, the Community, and Society in General.
- Author
-
Bustos O., F. M.
- Abstract
The interdependence between education and culture is of growing importance. Interest is growing in the relationship between the two, because of the pace of technological change, the effects of social currents, and the decision by the United Nations General Assembly to observe 1988-1997 as the World Decade for Cultural Development. One of the main objectives of education is to prepare the young for integration into society. The school also can serve as a cultural center of a given community, by providing a meeting place and cultural link between teachers, adults, children, and the communities in which they live. Educators can take advantage of the positive effects of the mass media upon society both through the use of educational technology in teaching and through teaching students how to use and critically evaluate the media. Schools can promote cultural awarness and development with the help of cultural and ancillary workers in curricular activities. Education increasingly is taking on the dimension of cultural project, while culture is considered an indispensible tool of education. (SG)
- Published
- 1992
244. Promoting entrepreneurship based on university students' perceptions of entrepreneurial attitude, university environment, entrepreneurial culture and entrepreneurial training
- Author
-
Valencia-Arias, Alejandro, Arango-Botero, Diana, and Sánchez-Torres, Javier A.
- Published
- 2022
- Full Text
- View/download PDF
245. A tool for analysing organisational clans and tribes: the case of the transformation of Medellin city, Colombia
- Author
-
Escobar-Sierra, Manuela and Calderón-Valencia, Felipe
- Published
- 2022
- Full Text
- View/download PDF
246. Does the financial structure of banks influence the bank lending channel of monetary policy? Evidence from Colombia
- Author
-
Gomez-Gonzalez, Jose Eduardo, Kutan, Ali, Ojeda-Joya, Jair N., and Ortiz, Camila
- Published
- 2021
- Full Text
- View/download PDF
247. Ambidexterity responses to security risk institutional context
- Author
-
Ramirez, Jacobo, Vélez-Zapata, Claudia, and Madero, Sergio
- Published
- 2021
- Full Text
- View/download PDF
248. Capacity building for the documentation and conservation of Latin American cultural heritage: making technology accessible and sustainable
- Author
-
Reina Ortiz, Miquel, Santana Quintero, Mario, Vernaza, Clemencia, Ramírez, Patricia, Montejo Gaitán, Fernando, and Segura Escobar, Juana
- Published
- 2021
- Full Text
- View/download PDF
249. END 2014: International Conference on Education and New Developments. Conference Proceedings (Madrid, Spain, June 28-30, 2014)
- Author
-
World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda
- Abstract
We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)
- Published
- 2014
250. Grammar and Writing in Hispanic American Countries and Spain
- Author
-
Sotomayor, Carmen, Coloma, Carmen Julia, Chaf, Gabriela, Osorio, Gabriela, and Jéldrez, Elvira
- Abstract
The purpose of this paper is to comprehend the importance that grammar has in the teaching of writing in the Hispanic American countries and Spain. To achieve this, the discussion that has taken place in these countries about the importance of sentence grammar in the teaching of writing is analysed. Three proposals for the contextualised teaching of grammar are systematised from the literature review: those that are focused in the writing process, those focused on metalinguistic reflection and those with a greater emphasis in the grammar of text. Besides, the school curricula of 14 Spanish-speaking countries that were involved in the international assessment of TERCE are examined. This analysis shows an evident attachment to the communicative approach of grammar. This means that in almost all countries grammar is taught linked to the linguistic skills of reading, writing or orality, with an especial emphasis in writing. Also, two tendencies can be observed in the curricula of this countries, that guide the way in which curricula use sentence grammar to have an impact on written communication: (i) from sentence grammar to text grammar and (ii) from text grammar to sentence grammar.
- Published
- 2019
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.