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2. Is the University of California Drifting toward Conformism? The Challenges of Representation and the Climate for Academic Freedom. Research & Occasional Paper Series: CSHE.5.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Steven Brint, and Komi Frey
- Abstract
In this essay, we explore the consequences of the University of California's policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions -- one civic, the other intellectual -- and the slow effacement of one by the other. The University's expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University's fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.
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- 2023
3. Public University Systems and the Benefits of Scale. Research & Occasional Paper Series: CSHE.2.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and James R. Johnsen
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Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation's public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in service to their mission.
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- 2024
4. Bringing an Equity-Centered Framework to Research: Transforming the Researcher, Research Content, and Practice of Research. Occasional Paper. RTI Press Publication OP-0085-2301
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RTI International, Nitya Venkateswaran, Jay Feldman, Stephanie Hawkins, Megan A. Lewis, Janelle Armstrong-Brown, Megan Comfort, Ashley Lowe, and Daniela Pineda
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Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International's framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.
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- 2023
5. The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. Occasional Paper. RTI Press Publication OP-0078-2209
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RTI International, Harrington, James M., Hawkins, Stephanie, Lang, Michelle, Bodnar, Wanda M., Alberico, Claudia, Rios-Colon, Leslimar, Levine, Keith E., Fernando, Reshan A., Niture, Suryakant, Terry, Tamara, and Kumar, Deepak
- Abstract
Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a sustainable, inclusive manner will require a concerted shift in workforce demography. One potential strategy to address these workforce disparities features academic-industry partnerships with targeted professional development programs aimed at minoritized and underserved populations. [This paper was supported by strategic funds from the University Collaboration Office at RTI International and North Carolina Central University.]
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- 2022
6. Briefing Paper: Infant and Early Childhood Mental Health and Early Intervention (Part C)--Policies and Practices for Supporting the Social and Emotional Development and Mental Health of Infants and Toddlers in the Context of Parent-Child Relationships
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Early Childhood Technical Assistance (ECTA) Center and University of North Carolina at Chapel Hill, FPG Child Development Institute
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This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.
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- 2022
7. Refining an Assessment Tool to Optimize Gender Equity in Professional STEM Societies. WCER Working Paper No. 2021-7
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Peters, Jan W., Campbell-Montalvo, Rebecca A., Leibnitz, Gretalyn M., Metcalf, Heather, Sims, Ershela L., Lucy-Putwen, Andrea, Gillian-Daniel, Donald L., and Segarra, Verónica A.
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Professional societies (ProSs) are instrumental in shaping science, technology, engineering, and mathematics (STEM) cultural norms. Existing legacy structures designed to serve majority groups and constructed in service of dominant norms and values present a clear obstacle to attracting, retaining, and serving minoritized STEM professionals, such as women, particularly women with additional intersecting marginalized statuses (Solebello et al., 2016). In this perspective article, we in the Amplifying the Alliance to Catalyze Change for Equity in STEM Success project, known as ACCESS+, explain our development of an adapted diversity, equity, and inclusion assessment tool. ACCESS+ is an NSF ADVANCE Partnership that is adapting a pre-existing tool known as the Diversity and Inclusion Progression Framework, which was developed in the United Kingdom jointly by the Royal Academy of Engineering and the Science Council (2021). As with the original version, the purpose of the U.S. adaptation--the Equity Environmental Scanning Tool, or EEST--is to provide STEM ProSs with a way to benchmark their diversity, equity, and inclusion efforts, discern areas of organizational strength, and identify foci for organizational remediation. In this piece, we share background information for EEST refinement, including content adaptations and structural changes.
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- 2021
8. Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Leibnitz, Gretalyn, Gillian-Daniel, Donald L., Greenler, Robin M., Campbell-Montalvo, Rebecca, Metcalf, Heather, Segarra, Verónica A., Peters, Jan W., Patton, Shannon, Lucy-Putwen, Andrea, and Sims, Ershela L.
- Abstract
Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing "excellent leverage with which to design and promote change" (National Academy of Sciences et al., 2005). ProS could be instrumental in achieving the DEI culture reform necessary to optimize engagement of all STEM talent by leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM culture reform requires that underlying "mental models'' be examined (Kania et al., 2018). The "Inclusive Professional Framework for Societies (IPF:Societies)" can help ProS change leaders (i.e., "boundary spanners'") and organizations identify and address mental models hindering DEI reform. "IPF:Societies" uses four "I's"--Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. We discuss how "IPF:Societies" complements existing DEI tools. We explain how "IPF:Societies" can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot "IPF:Societies" with a cohort of STEM ProS. Ultimately, "IPF:Societies" has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence.
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- 2021
9. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
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For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
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- 2020
10. Educating for Whiteness: Applying Critical Race Theory's Revisionist History in Library and Information Science Research: A Methodology Paper
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Stauffer, Suzanne M.
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Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored.
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- 2020
11. Does Regulation Reduce Specialization? Examining the Impact of Regulations on Private Schools of Choice in Five Locations. Working Paper 2019-1
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EdChoice, DeAngelis, Corey A., and Burke, Lindsey M.
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Private school choice options are being proposed and adopted in numerous states across the country. As of the spring of 2019, 62 private school choice programs were in operation in 29 states and the District of Columbia, serving more than 400,000 children. Although growth in private school choice programs and enrollment has been considerable over the past decade, the percentage of private schools participating in school choice options varies considerably by program. Understanding how program design impacts the supply of private schools participating in these programs will be critical for policymakers as they work to create and expand education choice options for families. This report considers whether certain regulations governing school choice programs reduce specialization and diversity in the supply of private schools that participate. Expanding on the prior analysis of the impact of regulations in three locations, the authors chart how schools self-identify prior to and after switching into private school choice program environments in each of the five locations. The authors found that private school leaders in all five locations are more likely to classify their schools as less specialized than they were prior to entering the programs. The authors also found evidence to suggest that more homogenization occurred in more highly regulated voucher programs. These findings suggest a potential homogenizing effect of regulations on school supply, limiting the diversity of the private school market. These findings also suggest policymakers should carefully weigh the costs of regulating private school choice programs, as overregulation could reduce specialization and diversity of school supply in a given school choice program, limiting the options that are available to families.
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- 2019
12. Multimodal Adult Learning through Arts-Based Organisations
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Susan M. Holloway and Patricia A. Gouthro
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Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.
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- 2024
13. A Self-attention Guided Multi-scale Gradient GAN for Diversified X-ray Image Synthesis
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Saad, Muhammad Muneeb, Rehmani, Mubashir Husain, O’Reilly, Ruairi, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Longo, Luca, editor, and O’Reilly, Ruairi, editor
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- 2023
- Full Text
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14. Free Speech at UNC 2019: Annual Report on Free Speech and Institutional Neutrality in the UNC System
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James G. Martin Center for Academic Renewal and Connor, Thomas
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In 2017, the North Carolina legislature passed House Bill 527 (now State Law 2017-196) in order to foster free, open inquiry in the state's colleges and universities. One of the provisions ordered the University of North Carolina (UNC) system Board of Governors to produce an annual report on two major categories of intellectual freedom: free speech and institutional neutrality. This report is the Martin Center's own analysis of free speech and institutional neutrality on the UNC system's 16 campuses. The report examines universities' choices for summer reading assignments and commencement speakers, whether they make public statements on controversial topics like climate change and diversity, the content of freshman orientation sessions, and universities' mission statements. It also records any barriers to student and faculty speech as well as any known disruptions or incidents that curtailed free speech in the past year. To complete this report, the Martin Center consulted schools' websites and newspaper articles. They also contacted student groups to determine whether they experienced any difficulties exercising their rights to free expression. The results of the Martin Center's analysis of free speech and institutional neutrality are presented in this report, organized by campus.
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- 2019
15. Parental Involvement Policies in Ontario: A Critical Analysis
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Antony-Newman, Max
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In the current climate of ever-increasing pressure on parents to become more responsible for the achievement of their children, which forms an element of neo-liberal governance with its shift from public to private, it is necessary to understand the discourses generated by parental involvement policies. This analysis showed that existing policies in Ontario (Canada) are permeated with discourses of barriers and parental deficiency. They employ a narrow definition of parental involvement, privilege parenting strategies of White middle classes, and represent diverse and immigrant parents as lacking. Although the difference among parents is acknowledged, parents receive no recognition for funds of knowledge they have. Policy documents remain silent on issues of inequality and present parental involvement as a neutral tool rather than a socially constructed and historically specific practice with its set of winners and losers. Implications for policymakers include adding parental involvement content in preservice and in-service teacher education to make parent--school partnerships truly democratic and effective for all.
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- 2019
16. Diversity and Opacity of the 'Other' in Educational Relationships: A Critique of the 'Metric Fixation' and the 'Tyranny of Meritocracy'
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Jiro Morioka
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This paper focuses first on the issue of measuring education. When we consider "education and equity," we tend to quantify educational outcomes and compare these figures with others. While it is necessary to consider "equity" (or inequity) through comparisons with others, if we quantify the achievement of outcomes and evaluate the management of the organisation, we fall into a "metric fixation." Next, the paper discusses the issue of meritocracy, presenting a perspective on abilities as social and communal rather than individual. Finally, it discusses the concept of "collaborative learning" as presented by the Central Council for Education Report of 2021. This report states the importance of respecting all others as valuable beings. In order to clarify the significance and value of the presence of others in educational relationships, the paper considers a certain high school discussion situation. "Equity" in education cannot be realised by comparing personal figures on a particular scale. If we wish to realise "equity," paradoxically, it is essential that we do not ask whether we are achieving "equity" through comparison with others. Being equally opaque to one another, being diverse, is essential for the realization of pleasurable "collaborative learning."
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- 2024
17. Navigating Controversial Topics in Required Diversity Courses
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Ryan A. Miller, Laura Struve, Morgan Murray, and Alex Tompkins
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Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
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- 2024
18. Generative Artificial Intelligence (AI) in Higher Education: A Comprehensive Review of Challenges, Opportunities, and Implications
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Michal Bobula
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This paper explores recent advancements and implications of artificial intelligence (AI) technology, with a specific focus on Large Language Models (LLMs) like ChatGPT 3.5, within the realm of higher education. Through a comprehensive review of the academic literature, this paper highlights the unprecedented growth of these models and their widereaching impact across various sectors. The discussion sheds light on the complex issues and potential benefits presented by LLMs, providing a comprehensive overview of the field's current state. In the context of higher education, the paper explores the challenges and opportunities posed by LLMs. These include issues related to educational assessment, potential threats to academic integrity, privacy concerns, the propagation of misinformation, Equity, Diversity, and Inclusion (EDI) aspects, copyright concerns and inherent biases within the models. While these challenges are multifaceted and significant, the paper emphasises the availability of strategies to address them effectively and facilitate the successful adoption of LLMs in educational settings. Furthermore, the paper recognises the potential opportunities to transform higher education. It emphasises the need to update assessment policies, develop guidelines for staff and students, scaffold AI skills development, and find ways to leverage technology in the classroom. By proactively pursuing these steps, higher education institutions (HEIs) can harness the full potential of LLMs while managing their adoption responsibly. In conclusion, the paper urges HEIs to allocate appropriate resources to handle the adoption of LLMs effectively. This includes ensuring staff AI readiness and taking steps to modify their study programmes to align with the evolving educational landscape influenced by emerging technologies.
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- 2024
19. Diversifying the Teacher Workforce through a Paid Residency
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Regina Rahimi, Alisa Leckie, and Janel Janiczek Smith
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This paper discusses a teacher residency model that has been collaboratively developed with a mid-sized urban school district struggling with high teacher turnover and a mid-sized university working to support our partner district and provide beneficial clinical experiences for our candidates. In this paper, we provide a brief overview of literature related to teacher recruitment and retention and teacher residency programs, describe our model and its success in recruiting diverse teacher candidates, and describe the successes and challenges of program implementation. We conclude with implications for future practice and research. We hope through this paper to share the benefits and challenges of our particular paid residency model as we work to strengthen approaches to recruiting, supporting, and retaining a diverse teaching pool.
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- 2024
20. Non-Formal Science Education: Moving towards More Inclusive Pedagogies for Diverse Classrooms
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Genco Guralp, Martin McHugh, and Sarah Hayes
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The Diversity in Science towards Social Inclusion--Non-formal Education in Science for Students' Diversity (DiSSI) project aimed to provide a holistic perspective on diversity, focusing specifically on cultural and ethnic identities, language, socioeconomic background, gender, as well as differing levels of achievement. In particular, the work presented in this paper aims to tackle consciously the issues surrounding teaching and learning in socio-economically deprived areas through non-formal education. This paper presents the results of a pilot study that examined how students participating in non-formal education engage with multi-modal pedagogical approaches designed to address multiple dimensions of diversity via an intersectionality lens. Working with diverse groups requires varied methods; as such, a mixed-method approach was employed in the study to ensure the research team authentically captured and engaged with the lived experiences of the participants. The study aimed to generate best practices that augment the science capital of students, which are applicable across various contexts of diversity. The pedagogical approaches, while not novel in science education literature, were rarely utilised by the teacher and thus were rarely experienced by the students. Participants reported a greater sense of autonomy and ownership of the science through participation in the DiSSI programme. Preliminary results indicate an overall positive experience for students and teachers alike and offer insights into the overall lived experiences of participants, which inform future work.
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- 2024
21. Exploring Transdisciplinary, Technology-Assisted, and Architectural Modelling STEAM Practices through a Cultural Lens
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Shereen El Bedewy, Zsolt Lavicza, Barbara Sabitzer, Tony Houghton, and Farida Nurhasanah
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In this paper, we propose novel transdisciplinary STEAM practices to enable students and teachers to model architecture using technology. Architectural modelling can foster students' mathematical knowledge and computational thinking while connecting them to other disciplines such as culture and history. Our study focuses on enabling architectural, cultural, and historical diversity in educational practices. Moreover, the study tries to foster participants' modelling skills and innovative technology use as augmented reality and 3D printing. Thus, this paper will describe three case studies from Austria, Libya, and Indonesia and how these STEAM practices were used in different ways to allow participants to express their diversities through modelling diverse architectural constructions cross-culturally. We followed a qualitative data analysis approach for the participants' interviews, questionnaires and artefacts including architectural modelling, disciplines connections and lesson plans. The data analysis resulted in emerging themes emphasizing STEAM practices' possibilities to connect architecture to culture and history and highlighting the participants' cultural diversities in each of the three case studies.
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- 2024
22. Researching Multi-Disciplinary Diversities and Optimizing Their Inherent Strengths and Opportunities: The Role Played by UNILAG Research Management Office
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Emeka Patrick Okonji, Gbadamosi Morufu, and Amuda Mohammed Hakeem Olawale
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The University of Lagos is one of Nigeria's premiere Universities, established in 1962 with core values emphasizing commitment to quality academic learning and character, integrity, continuous improvement of staff professionalism and competence, as well as a strong commitment to cutting-edge research. In 2012, the University established the Research and Innovation Office, which was subsequently restructured into two offices: the Research Management Office, and the Innovation and Technology Transfer Office, for more efficient functioning. Over the years, the Office has provided enormous support to over 1,700 academic faculty and researchers for cutting-edge research built on a multi-disciplinary approach. This paper provides a detailed discussion of the strategies employed by the Research Management Office to promote multi-disciplinary research from inception to date, the results of efforts to promote collaboration across the currently existing wealth of diversity in academic and research disciplines among researchers in over 12 faculties of the University, the successes recorded, and the challenges faced. The paper further makes recommendations for the advancement of these strategies, and suggestions for pragmatic solutions to challenges experienced while drawing practical and applicable lessons from international best practices for supporting multi-disciplinary research.
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- 2024
23. Review Paper. The Interpretation of Biological Surveys
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Bell, Graham
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- 2003
24. Leading Change: Engaging with Situational Complexity
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McCall, Seth A., Meier, Ellen, and Moeller, Babette
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In the effort to improve student outcomes, teachers are usually the focus of professional development efforts. However, research increasingly demonstrates the significance of administrators in influencing student outcomes, raising questions about how they too should be involved in such programs. The study involved interviews conducted with 12 administrators engaged in a large-scale professional development program dedicated to equitable math instruction for diverse learners. The paper reports on the different understandings they had regarding their role in supporting the innovation, including their perspective on diverse learners, perceptions of teacher needs, and approaches for teacher support. While conventional professional development programs might overlook administrators, this paper argues for a situated approach for engaging administrators in the complex process of leading change.
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- 2022
25. Religious Beliefs and the English Language Teaching Profession: Metaphors of Teachers' Self-Understandings
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Ferney Cruz Arcila
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The relation between English language teaching and religion has not been given sufficient attention. Most of the existing explorations of this relationship have tended to reify Western-biased outlooks of this phenomenon, which rightly highlight serious moral dilemmas derived from a focus on Christian evangelization, neo-imperialist dynamics attached to the spread of English, and valid questions about the quality of teaching while proselytizing (e.g. Edge, 2003; Pennycook & Coutand-Marin, 2003). This body of work, however, fails to consider other possible and multiple ways in which religious values come to bear in ELT considering, for instance, non-Western, less globalized, and less diverse contexts such as rural locales in a South American country. This paper presents an alternative outlook, drawing on a narrative study of the current state of ELT in rural Colombia. The analysis uncovers religion-informed metaphors that illuminate how the spiritual values of eight teachers intersect with their professional identities. It suggests that spirituality plays a central role in helping teachers navigate the complex sociocultural conditions of teaching English in rural areas, influencing their roles beyond language instruction.
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- 2024
26. Special Paper: Species-Area Relationships in Mediterranean-Climate Plant Communities
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Keeley, Jon E. and Fotheringham, C. J.
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- 2003
27. Special Paper: A Test of the Metapopulation Model of the Species-Area Relationship
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Matter, Stephen F., Hanski, Ilkka, and Gyllenberg, Mats
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- 2002
28. Equitable Teaching Practices: Developing Emergent Bilinguals' Positive Mathematical Identities = Prácticas Equitativas De Enseñanza: Desarrollando Identidades Matemáticas Positivas en Los Bilingües Emergentes
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Castellón, Libni B., Kitchen, Richard, and Matute, Karla
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This paper focuses on Emergent bilinguals (EBs) who traditionally face unequal opportunities to learn mathematics, harming their identities. The purpose of this paper is to illustrate how a fifth grade teacher cultivated the development of her EBs' mathematical identities by giving them opportunities to participate in cognitively demanding activities. Drawing on a conception of mathematical identity as something that changes in response to different situations, we illustrate how a fifth-grade teacher positively impacted her students' mathematical identities. The results reveal that when teachers use instructional strategies such as distributing mathematical authority, positioning students as mathematically capable, and incorporating students' languages as a resource for instruction, their EBs have multiple opportunities to build positive mathematical identities. [For the complete proceedings, see ED630210.]
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- 2022
29. Bio-Prospecting Laccases in the Bacterial Diversity of Activated Sludge From Pulp and Paper Industry
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Gupta, Vijaya, Capalash, Neena, Gupta, Naveen, and Sharma, Prince
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- 2017
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30. Bridging Education Abroad and Domestic Multicultural Relations with Intercultural Learning
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Milton Bennett, Keshia Abraham, Omolabake Fakunle, Julie Ficarra, Amy Henry, Marissa Lombardi, Quinton Redcliffe, Melissa Torres, and Barry Van Driel
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This white paper is a conceptual summary of a think tank discussion sponsored by The Forum on Education Abroad. Following the traditional use of "white paper" as a call to action in specific contexts, this paper defines the contexts of programming for education abroad and for domestic diversity education and argues for an incorporation of their differing perspectives into the general category of intercultural learning. The result of the application would be that intercultural learning in education abroad would continue to expand its current emphasis on the developmental experience of contemporary global cultures to include more transformational experience of historical and political context, while domestic diversity education would expand its current focus on transformational experience of historically situated power inequities to include more developmental experience of contemporary domestic multicultural relations. Several illustrations of practical application of the ideas follow the call to action.
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- 2024
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31. Selected Papers from 1st International Electronic Conference on Biological Diversity, Ecology, and Evolution (BDEE 2021)
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Wink, Michael and Wink, Michael
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Biology, life sciences ,Research & information: general ,16S rRNA sequencing ,Australian monsoonal tropics ,Baikal ,Bryodelphax mareki sp. nov ,CITES ,Cydalima perspectalis ,DNA barcoding ,Eastern Carpathians ,Europe ,Eutardigrada ,Heterotardigrada ,Kalmyk cattle ,Kazakh cattle ,Kazakh white-headed breed ,Kyrgyz cattle ,Macrobiotus birendrai sp. nov ,Nesamovyte Lake ,Poland ,Porifera ,RDP measures ,Rao's quadratic entropy ,SDM ,Skukuza area ,Stevenson-Hamilton supersite ,agroecosystems ,algae ,alien ,alpine lake ,aquaculture ,arthropods ,bees ,biodiversity ,bioindication ,bird assemblages ,box tree moth ,catena ecosystem ,cattle ,chelonians ,climate change ,climatic variables ,consensus genotypes ,conservation ,critically endangered ,degraded amazon ,distribution ,diversity ,diversity drivers ,ecological characteristic ,ecological niche model ,ecosystem ,endangered species ,environment ,ephemeral mud wallows ,eutrophication ,exotic species ,expansion ,foraging ecology ,freshwater ecosystems ,freshwater fishes ,functional richness ,generalized additive mixed models ,genetic diversity ,genomic inbreeding ,geographic object-based image analysis (GEOBIA) ,habitat use ,historical specimens ,indicators ,invasive species ,land use change ,landscape ecology ,machine learning ,macroecological patterns ,mammal variety ,microbiome ,microsatellites ,mosquitofish ,pelomedusidae ,pollinators ,population structure ,red list ,runs of homozygosity ,sheep ,single nucleotide polymorphisms ,species presence ,sponge disease ,taxonomic diversity ,translocated ,tropical lakes ,urban birds ,urban management ,urbanisation ,water bears ,wild goats ,zooplankton - Abstract
Summary: Due to the COVID-19 pandemic, the character of academic conferences has changed. Formerly, conferences required the physical presence of their members and audiences. However, travel restrictions due to the pandemic caused a shift in the traditional conference format, thus resulting in the rise of online conferences after 2020. In 2021 and 2022, the journal "Diversity" similarly organized online conferences. The well-attended online conference in March of 2021 attracted a wide range of speakers on biodiversity, ecology and evolution, as well as on 17 publications from this Special Issue. The publications cover several timely aspects of biodiversity, such as the importance of invasive species, the ecology of urbanization, the effects of drought on wildlife in Southern Africa, the results of human activities on insect, mammal, bird, reptile and amphibia populations, and the genetic diversity of animal breeds, microbiomes and planktonic organisms. Additionally, taxonomic and biosystematic topics are also covered in several SI publications.
32. Learning Trajectories Research Needs a Hard Re-Set: Using PCTM to Center Cognition, Context, and Culture
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Myers, Marrielle
- Abstract
Research on LTs remains a central topic in mathematics education. In this plenary paper, I argue that LT-based research needs a hard re-set if it is to play a role in creating more equitable and anti-oppressive experiences for historically marginalized students. I begin with an overview of LT-based research presented during PME-NA plenary sessions, which I examine through a lens of cognition, context, and culture. I assert that a continued focus on cognition reproduces the status quo and causes dissonance for many learners. I then discuss equity in LT research and how it has evolved throughout the years. Next, I offer Political Conocimiento in Teaching Mathematics (PCTM) as a framework that can support us in asking the complex sociopolitical questions needed to create liberatory spaces in mathematics teaching and learning. I end by inviting the field to commit to centering equity in their LT-based research as a political act. [For the complete proceedings, see ED630210.]
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- 2022
33. Leveraging Equity and Civic Empathy through Community-Based Mathematical Modeling
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Aguirre, Julia M., Suh, Jennifer, Tate, Holly, Carlson, Mary Alice, Fulton, Elizabeth, and Turner, Erin E.
- Abstract
This theoretical paper describes how Community-based Mathematical Modeling can advance equity and cultivate civic empathy in elementary school settings. We provide a framework for community-based mathematical modeling instruction consisting of five goals: facilitating connections, fostering engagement, promoting rigor, cultivating civic empathy, and elevating justice. We illustrate how these goals work together to advance equity and cultivate civic empathy through classroom vignettes of community-based modeling lessons. Through this theoretical synthesis, implications for community-based mathematical modeling instruction will be discussed. [For the complete proceedings, see ED630210.]
- Published
- 2022
34. A World Pandemic and a Clarion Call: The New Push for DEI Initiatives in Higher Education
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Pride, Alexis J.
- Abstract
Diversity, equity, and inclusion (DEI) is a term used to describe policies and programs that promote the representation and participation of different groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations. Diversity, as it relates to a group or persons, or a community of people, is identified by various characteristics. This includes distinctions of social orientation and class, and cultural identity. When equity is present within a group, the result is equal access enjoyed by everyone; this includes equal opportunities as well as the potential for advancements. The American Council on Education (ACE) argues that the objectives of DEI initiatives have been voiced actively for years, targeting inequities in education. However, the global crisis of the COVID-19 pandemic, the systemic racism in America, and the race-based inequities in higher education--have converged to create a critical mass and sharpen the demand for more effective approaches to address the DEI needs at the university and college levels. This paper will offer a research-based examination of these principles, and how they can and are being applied in university classrooms to ensure equity standards in learning opportunities. [For the full proceedings, see ED626668.]
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- 2022
35. School Environment and Academic Persistence of Newcomer Students: The Roles of Teachers and Peers
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Nakhaie, Reza, Ramos, Howard, and Fakih, Fatimah
- Abstract
This paper explores the relationship between the social context of schools, measured in terms of perceptions of teacher support and students' openness to diversity, and the academic persistence of immigrant and refugee newcomer students. It investigates whether newcomer adolescents' academic persistence varies by the perceived supportiveness of school environments. Based on data collected from newcomer students in a medium-sized city in Canada, results show that immigrant and refugee youth display higher academic persistence when they perceive that their teachers support them and when their fellow students are receptive to diversity. Specifically, newcomer youth's educational success depends on a school environment that encourages diversity and inter-group relations and teachers who are supportive of students, encourage them, and believe in them. This study also shows that newcomer youth are more likely to academically persist in school when they perceive that their fellow schoolmates exhibit cultural humility or openness to diversity and thus are interested in knowing more about immigrants' country of origin, respect them, and interact with them. [This paper was presented at the Canadian Sociological Association Conference, May 2021.]
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- 2022
36. Delivering Perennial New and Orphan Crops for Resilient and Nutritious Farming Systems
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Dawson, Ian K., McMullin, Stepha, Kindt, Roeland, Muchugi, Alice, Hendre, Prasad, Lillesø, Jens-Peter B., Jamnadass, Ramni, Rosenstock, Todd S., editor, Nowak, Andreea, editor, and Girvetz, Evan, editor
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- 2019
- Full Text
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37. Inclusion and Wholeness: Rethinking Boundaries between the Formal and the Non-Formal in Japanese Public Education
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Yoshida, Atsuhiko
- Abstract
This paper reconsiders the concept of "inclusion" by examining conceptions of "totality/wholeness," while exploring conflicts and dilemmas among various actors across the boundaries between the formal and non-formal in the Japanese public education system. Referencing the process surrounding the enactment of the new law on securing educational opportunities, the notion of "diversity" is examined as it pertains to the conflict between "publicness" in formal schools, which includes ideas related to diversity and heterogeneity (otherness), and "freedom to educate" in non-formal education. Analysis suggests that it is undesirable to establish a definitive boundary between the two; instead, maintaining a form of tentative, intersectional, and responsive boundary would result in more effective understanding of the diverse needs of people who feel marginalized. Based on this, the author explores a theoretical model which withstands such questions of inclusion. From the perspective of the "included party," which has its own heterogeneous values in relation to mainstream value systems, the author proposes a "responsive wholeness" model in contrast to a "concentric totality" model in order to reexamine the idea of inclusion. Finally, the paper outlines suggestions for reexamining "inclusion" grounded in this model.
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- 2023
38. The Social Principle of Inclusive Education and Addressing Diversity in Indian Schools: An Appraisal of Post-Salamanca Initiatives in India
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Athira, B. K. and Rajendran, Poornima
- Abstract
There are steps formally initiated by the Government of India to maintain its adherence to the norms of Inclusive Education. Such schemes, acts and policy drafts are brought into discussion in this paper along with an appraisal of their draft and scope. This include the Sarva Shiksha Abhiyan which became operational from the year 2001, The Right to Education Act, which is implemented from the year 2009 and the Action Plan for Inclusion in Education of Children and Youth with Disabilities of 2005, which was revised in the year 2009. The discussion is anchored around, though not limited to the aspect of 'Diversity' which is very pertinent to the Indian scenario and the philosophy of Inclusion. Cultural and geographical diversity of the Indian sub-continent provoke challenges in 'Doing Diversity' in classrooms and at the same time it is contributing for the teacher and the taught. Considering the scope of the concept of social inclusion and inclusive education, the paper argues that at an implementation level, inclusive education should be one that is responsive to diversities in a classroom and cultural space. Rather than reproducing social structures pertaining to the above mentioned social categories of class, gender, language etc., policy drafting and implementation of inclusive education should make certain attempts which are pro-inclusive. They need to be less privileging towards certain ways of learning and certain ways of evaluation, considering the physical and cultural diversities of the learners. In our discussion on these schemes and their scope in ensuring diversity in classrooms, questions pertaining to certain disadvantaged sections are covered including Scheduled Castes, Scheduled Tribes, Gender nonbinaries, migrants etc.
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- 2023
39. Investigation of Inclusive Education for Refugees in Social Studies Course
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Özkan Akman
- Abstract
Refugees refer to people around the world who have been forced to leave their country and settle in a new society due to human rights violations, conflicts or forced migration. Refugee children are often a special group that needs to be integrated into education systems. Social Studies can be used as a part of inclusive education for refugees. The purpose of this study is to examine the practices of inclusive education for refugees in Social Studies, to evaluate the effects of this education and to understand the experiences of teachers, students and refugees. The research was conducted with the content analysis technique, one of the qualitative research methods. The data were interpreted with descriptive analysis technique. According to the data obtained; it shows the presence of teachers who develop inclusive course content for refugees in Social Studies courses. This can include stories about the refugee experience, visual materials and activities to develop social awareness. Inclusive education for refugees supports students to understand and empathize with the challenges faced by refugees. This is seen to contribute to raising social awareness. It is important that teachers need training and support to improve their inclusive education practices for refugees. It is important to train teachers more in this area and facilitate their access to resources. It is thought that the participation of refugees in Social Studies lessons will help them feel more integrated and adapt to the new society. Teachers need to be supported to develop and implement this training. There is also a need for further research and resource development to understand the experiences of refugee children and support their integration process. [For the full proceedings, see ED652261.]
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- 2023
40. A Thematic Analysis of HBCU Biology Program Mission Statements
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Verleen McSween and Kiyarra Sealey
- Abstract
Historically Black Colleges and Universities (HBCUs) demonstrate success in facilitating pathways for STEM graduates into the STEM workforce, and this phenomenon has been widely documented (Gasman & Nguyen, 2014; Upton & Tanenbaum, 2014; Clewell et al., 2016). Although thematic analysis of the mission statements of HBCUs at the institutional level have been conducted (Albritton, 2012; Bryan & Stewart, 2016), similar analysis has not been conducted at the departmental or program level of many discipline- specific STEM areas at HBCUs. In the present thematic analysis, departmental and programmatic mission statements in biology at 28 HBCUs were evaluated to determine the emergent themes that characterize and potentially contribute to student retention and success in biology at HBCUs. Among all Carnegie classes, the 2 most frequent themes included: STEM/ Healthcare Workforce Preparation and Skill Development. The 2 least frequent themes were Diversity & Inclusion and non- STEM Student Science Education. This emphasis on workforce preparation and skill development at the level of the academic unit may provide additional insight into the success of HBCUs in facilitating pathways for URM graduates into advanced training programs and promoting retention of URM professionals in the STEM workforce. [For the full proceedings, see ED652228.]
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- 2023
41. Exploring Dialogical Spaces of Discovery
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Moate, Josephine and Vass, Eva
- Abstract
This paper revisits two teacher-education contexts which we independently researched. Both contexts invested in teacher-professional transformation, presenting unique puzzles in our respective data analyses. Bringing together Bakhtinian dialogic theory and Natural Inclusionality (Rayner, 2017), we return to these puzzles in a reflective dialogue. The paper unpacks two emergent themes. The first theme details our sense-making of the dialogic-dialectic-dialogic flow as part of professional development, and the second theme captures our deliberations about the energy-filled spaces of the in-between that form part of teacher development in our contexts. The paper discusses key insights about the nature of teacher-professional transformation and opportunities for mutual enrichment: insights that would not be available to us in our independent analyses. Given the non-conclusive nature of Bakhtinian dialogue, we offer no closure and avoid definitive conclusions that enforce or imply the assimilation and homogeneity of perspectives. Instead, we bring a polyphony of voices -- our philosophies, contexts, professional orientations, and empirical puzzles -- into a receptive-responsive relationship. We believe that the emerging dialogic problematisation has significant implications for teacher development as well as for ongoing theorisations of education. It responds to the pressing need to rethink the crucial relationship between educational theory and practice.
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- 2023
42. Indigeneity, Positionality, and Ethical Space: Navigating the In-Between of Indigenous and Settler Academic Discourse
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King, Jessie
- Abstract
Academia has been dominated by European/settler ways of knowing while denying the existence and validity of Indigenous epistemologies, science, and philosophies. Post-secondary structures were not built to be inclusive spaces, they were built without Indigenous voices or considerations and often housed individuals and departments who have perpetuated research harms towards Indigenous peoples. These spaces have been and remain a place of privilege where few Indigenous knowledge holders manage to become established. In this article, calls for action to transform academia into an inclusive space through ongoing conversations on the Truth and Reconciliation Commission (TRC) report and the widespread theme of taking on Equity, Diversity, and Inclusion (EDI) conversations will be examined. Without conversations around tools and ideas about practical steps to take in our daily work navigating academic spaces, we maintain colonial structures by being complicit and avoid the question of where the Indigenous voices are found in these spaces. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]
- Published
- 2023
43. Social Justice in Technology-Mediated Second Language Education: A Systematic Review
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Roghayeh Pourbahram and Karim Sadeghi
- Abstract
Technology is here to stay and transfer our entire lives, including modes of communication and education. Its deep impact on our educational lives during the COVID-19 pandemic which forced education everywhere to go online cannot be denied. Technology-Mediated Language Learning (TMLL) otherwise known as Computer- Assisted Language Learning (CALL) in its various realizations (online and offline) has been a common, but limited, practice in many educational encounters for a few decades. Its recent, more widespread use on a global scale has brought to the fore less-attended but thornier issues such as social justice. This paper takes social justice in TMLL as the starting point and attempts to outline social (in)justice issues addressed in published papers on this topic from 2015 to 2023 (4 years before the pandemic up to now). To this end, relevant articles (following the inclusion/exclusion criteria) were identified (N = 16) and examined meticulously in terms of utilized data collection tools, social justice issues addressed, as well as theoretical and pedagogical implications. The review uncovers that more attention has been drawn to social justice issues in online classes after the pandemic compared to the pre-pandemic period. The studies further signify the prominent role of language teachers in promoting social justice, highlight the widening digital gap between learners, and bring to spotlight hegemonies and governing power influencing social media content.
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- 2023
44. Racial Dis/Embodiment: A Discourse Theoretical Analysis of University International Offices' Websites
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Gian-Louis Hernandez
- Abstract
This paper explores the relationship between embodiment and visual representations of racial diversity on university campuses. The study analyzes the visuals found on the websites of international student offices at all twelve Swiss universities. Using a discourse theoretical approach as a basis for qualitative document analysis, the paper identifies examples of racially embodied and disembodied presence and absence that govern context-specific forms of representation (Hook, 2008; Lentin, 2019). These findings suggest a novel interdisciplinary understanding of Whiteness in Switzerland that characterizes racialized space as not only characterized by the presence of White bodies but also their (partial) absence. Furthermore, this research brings the undertheorized aspect of race to the fore within studies of international higher education, particularly in the underrepresented topic of visual discourses in Europe. Finally, the paper discusses the need for nuanced understandings of diversity representation in education.
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- 2023
- Full Text
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45. Reality and Possibilities of Teacher Education for Diversity in Japan: Lessons from International Trends
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Hitoshi Sato and Akiko Ito
- Abstract
The purpose of this paper is to examine the current position and possibilities of teacher education for diversity in Japan, with reference to discussions on teacher education for diversity in other countries. To achieve this purpose, we pose the following two research concerns. One is the organization of international trends in teacher education for diversity and the clarification of their characteristics. The other is the clarification of the characteristics and challenges of current teacher education for diversity in Japan from the perspective of teacher education policy and practices in teacher preparation programs. In terms of the first concern, we focus on trends in discussions of teacher education for diversity in the United States and Europe, from which it is evident that teacher education for diversity is not simply about correcting the achievement gap in the context of educational equity but is designed to create an equitable and inclusive society. This is a rethinking of teacher education in relation to the state of society and has the potential to take the debate on attempting to ensure equity in the school setting one step further. Regarding the second concern, we focus on human rights education in teacher education and analyze the contents of human rights education syllabi in teacher preparation programs, finding therein a focus on the development of knowledge and understanding of individual issues related to human rights and the historical contextualization of issues. This means that human rights education in teacher preparation focuses on how to teach and promote human rights education in schools, so that teachers have few opportunities to consider the relationship between themselves and human rights, such as how they perceive human rights in society.
- Published
- 2024
46. Accessibility In Research Administration
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Catherine Malcolm Edwards, Jessie Gunnell, Vicente Del Solar, David Phipps, and Jeffrey Edwards
- Abstract
This collaborative and reflective inquiry-based paper critically examines accessibility within the research realm. We focus this inquiry on the principles of equity, diversity and inclusion and specifically address the challenges of establishing accessibility as part of the research enterprise. We acknowledge and reflect on the pivotal role accessibility for persons with disabilities play in an equitable research enterprise and reflect on how nuances in language, behavior, and power dynamics all play a role in creating inclusive environments. This reflective inquiry is a result of a facilitated workshop that took place at a conference attended by professionals working within research administration. Using an inquiry-based workshop approach, facilitators worked with workshop colleagues to discuss, regardless of job title, an ability to influence and shape a more inclusive and accessible system at all levels. Our desired outcomes of this workshop were to collate the collective experiences of our colleagues to uncover barriers and facilitators related to accessibility and to support and learn from our colleagues around ways to create an accessible environment that is a norm. What we find is that accessibility impacts everyone in some way, but it is not a one-size-fits-all solution. Collaboration and communication strategies present possible support pathways to more accessible environments.
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- 2024
47. Parasite-Grass-Forb Interactions and Rock-Paper-Scissor Dynamics: Predicting the Effects of the Parasitic Plant Rhinanthus minor on Host Plant Communities
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Cameron, Duncan D., White, Andy, and Antonovics, Janis
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- 2009
- Full Text
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48. Fostering civility and constructive debate in a polarized society: How leadership educators can leverage diverse perspectives
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Noble, Donnette and New II, Jesse James
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- 2024
- Full Text
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49. Commonalities and Conflation of Global Englishes and Translanguaging for Equitable English Language Education
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Fang, Fan and Xu, Yidie
- Abstract
This conceptual paper aims to review some commonalities between two paradigms: Global Englishes and translanguaging. It does so by considering the postcolonial varieties of English, the challenge of native speakerism ideology and the inclusion of multiple discursive practices in classroom discourse. This paper argues that both paradigms should be recognised and incorporated into current English language education. It further asserts the need to regard the two paradigms as complementary but possibly conflated in future English language education. If the notion of Global Englishes aims to incorporate some issues in English language education, including linguistic imperialism, language policy and planning, translanguaging brings that aspiration into classroom discourse. Both policy makers and language practitioners should recognise the commonalities of Global Englishes and translanguaging to be conflated in current English language education. This paper discusses some proposals for how these two paradigms can be incorporated into English language education from the perspectives of (1) critical pedagogy in applied linguistics and (2) decolonising pedagogy for the inclusion of minority/indigenous languages in language education. This paper concludes that English language education, as well as language education in general, has the multilingual and translinguistic opportunity to promote diversity and inclusion of language use. The field of teaching English as a second/foreign/additional language should address the need for diversity and inclusion in language education from the perspective of Global Englishes and translanguaging not as lip service but by implementing these proposals into practice.
- Published
- 2022
50. A conceptual framework for practicing inclusive dialogic organization development in times of uncertainty and complexity
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Kwon, Chang-kyu and Kwon, Kibum
- Published
- 2024
- Full Text
- View/download PDF
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