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2. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0055-1807
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RTI International, Sitabkhan, Yasmin, and Platas, Linda M.
- Abstract
This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
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- 2018
3. Addressing Emotional Aspects in the Second Language Learning Processes
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Luis F. Cisneros
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Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.
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- 2024
4. New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics
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Navarro-Leal, Marco A. and Muñoz-Muñoz, Dilsa Estela
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The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
5. Investigating the Importance of Demographic Features for EDM-Predictions
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Cohausz, Lea, Tschalzev, Andrej, Bartelt, Christian, and Stuckenschmidt, Heiner
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Demographic features are commonly used in Educational Data Mining (EDM) research to predict at-risk students. Yet, the practice of using demographic features has to be considered extremely problematic due to the data's sensitive nature, but also because (historic and representation) biases likely exist in the training data, which leads to strong fairness concerns. At the same time and despite the frequent use, the value of demographic features for prediction accuracy remains unclear. In this paper, we systematically investigate the importance of demographic features for at-risk prediction using several publicly available datasets from different countries. We find strong evidence that including demographic features does not lead to better-performing models as long as some study-related features exist, such as performance or activity data. Additionally, we show that models, nonetheless, place importance on these features when they are included in the data--although this is not necessary for accuracy. These findings, together with our discussion, strongly suggest that at-risk prediction should not include demographic features. Our code is available at: https://anonymous.4open.science/r/edm-F7D1. [For the complete proceedings, see ED630829.]
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- 2023
6. Differentiation of Colombian University Mission Statements
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Gonzalez-Campo, Carlos Hernan, Murillo-Vargas, Guillermo, and Garcia Solarte, Monica
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Purpose: A mission statement is the central axis of any organization and the cornerstone of its strategic planning. Universities have implemented this tool to define, among other things, its identity; however, the legal nature and functions of the mission statement have not been determined. In this article, the authors analyze the differences in the university mission statements of public and private higher education institutions in relation to the mission functions proposed by the 1992 legislation on higher education in Colombia -- Law 30 -- involving teaching, research, extension and social projection and internationalization. Design/methodology/approach: Through content analysis, the authors analyze the mission statements of two groups of institutions that make up the totality of universities in Colombia -- 32 public and 53 private universities. The analysis is conducted along the four dimensions defined by the law as comprising the higher education mission, i.e. teaching, research, extension and social projection, and internationalization, due to its importance in the high-quality institutional accreditation process. Findings: Based on the differences identified in the mission statements, the authors establish the university functions and determine how they give back to society in their legal capacity as public or private institutions. Research limitations/implications: This research scenario is appropriate for answering research questions related to whether there are differences in the strategies of Colombian public and private universities based on their mission statements. Although the Colombian higher education system includes various types of tertiary institutions, only universities are included in the study. Practical implications: Research has shown that regardless of their legal nature, based on their mission statements, Colombian universities are mainly geared towards teaching. However, when comparing additional dimensions, private universities are less involved in research processes and more focused on activities related to social impact than are public universities. Additionally, private universities are more engaged in internationalization than are public institutions, with mission statements focused on both national and international accreditation processes. Social implications: The results of this research are intended to help society comprehend the differences between public and private universities in Colombia based on mission statements, which can contribute to understanding, among other factors, the academic programs offered by universities and how they should guide their activities. Originality/value: This is the first such study in Colombia, a country that provides higher education through public and private institutions in very similar proportions, that analyses the differences in university mission statements and whose findings contribute to understanding whether universities are strategically oriented towards their own established policies or to contributing to the development of new public policies aimed at supporting the country's development process.
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- 2021
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7. 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
8. Ecological Footprint: A Tool for Environmental Management in Educational Institutions
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Ortegon, Katherine and Acosta, Pilar
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Purpose: The purpose of this paper is twofold. First, as few universities have assessed their ecological footprint (EF), a benchmark for Colombian universities is presented. Second, a practical calculation tool for measuring the EF in educational institutions (EIs) is developed. The purpose of this tool is to facilitate the process of assessing the EF in EIs that are starting sustainability initiatives and to unify criteria with those already involved. Design/methodology/approach: The development of the Ecological Footprint for Educational Institutions (EFEI) calculator is detailed showing the seven categories analyzed and the adaptation to the Colombian context. Findings: Results are presented from a case study of EFEI implementation at Universidad Icesi. Furthermore, the relation between these results and the action taken to mitigate EF at the university is detailed. Practical implications: Colombian EIs have recently joined the sustainable campus movement. The EF methodology and this tool serve to assess impacts and identify what EIs can do to ameliorate their environmental stewardship. Social implications: EIs are called on to lead by example in terms of sustainability, not only in teaching and researching cutting-edge technologies but also in being sustainable and transferring this knowledge to future generations. Originality/value: First, an EF benchmark for Colombian universities is presented. In addition, a unified methodology for EIs is developed. The availability of a standard tool will encourage other EIs to move forward in the effort to achieve a sustainable campus.
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- 2019
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9. "El botafuego que volcaniza la nación": formación de un marco discursivo común sobre libertad de imprenta en papeles públicos en Colombia y la República de Nueva Granada (1821-1851).
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Vélez-Rendón, Juan-Carlos
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FREEDOM of the press ,PRINTING presses ,PUBLIC opinion ,DISCONTENT ,NEWSPAPERS - Abstract
Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
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10. International Perspectives on Education. BCES Conference Books, Volume 10
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
11. School Leadership in Latin America 2000-2016
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Flessa, Joseph, Bramwell, Daniela, Fernandez, Magdalena, and Weinstein, José
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School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.
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- 2018
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12. Brazil and Colombia Virtual Exchange Project: The Brazilian View
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Martins, Claudia Beatriz and Werner, Maristela
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The objective of this paper is to report the preliminary results of a telecollaborative project between a Brazilian university (UTFPR) and a Colombian university (Universidad de Pamplona) that both offer a Licentiate degree in English. The project had two purposes: a pedagogical one to show student-teachers how they can develop their communication skills in English in a collaborative way by sharing information with other student-teachers from a different culture, and a technological one to put future teachers in contact with some technological tools. The paper is divided into three parts: (1) a brief description of the context and the participants; (2) the project itself -- the first steps, the objectives, and the tasks; and (3) the Brazilian view of the whole process/project as well as the students' feedback. [For the complete proceedings, see ED600837.]
- Published
- 2019
13. Teachers' Agency Development when Adapting the Colombian English Suggested Curriculum for High School
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González, Cindy Valdelamar and Calle-Díaz, Luzkarime
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This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers' steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.
- Published
- 2023
14. Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia
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Ramírez-Espinosa, Alexánder
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This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.
- Published
- 2023
15. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
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This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
- Published
- 2023
16. From Research Learning to Research Production: Collective Methodology
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Eliecer Montero-Ojeda
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The purpose of this research is to solve the problem of producing research (academic journals, books, book chapters) based on the curriculum. In this sense, the methodology called NODE PROJECTS has been developed. Its objective is to promote and manage collaborative scientific research based on the needs of the environment at a national and international level, generating new knowledge and innovation. The node projects are aimed at empathetic students with a theme and scenarios for its development so that they can participate as co-researchers and/or research assistants. Its scope is national and/or international depending on the nature of each project. Thus, it has been possible to evidence in a master's program, the development of a total of 86 research projects and their dissemination, during the years 2020, 2021 and 2022 in a much higher percentage than in previous years. These projects are built within the courses assigned to the line of research within the academic path of the program. The suggested research route is three 48-hour courses per term. The topics to be included in the courses would range from the formulation of the research project to the results, discussion, conclusions and of course its publication. [For the full proceedings, see ED656038.]
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- 2023
17. The Significance of Sustainability in Higher Education: A View to the Curricular Proposal at a Colombian University
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Ana Elena Builes-Vélez, Juliana Restrepo, and Juan Diego Martínez
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Purpose: This paper aims to identify how the faculties of a Colombian University have understood the concept of sustainability and the way they have embedded it into their training. Design/methodology/approach: Qualitative research was done using documentary and content analysis which allowed researchers to recognize features correlated to sustainability which are needed to promote and act for social equity, ecological care and economic development. Findings: It was found that most faculties at the university do not conceptualize it; ergo, courses are designed neither for promoting sustainability nor sustainable education. Besides this, almost no level of integration was identified among faculties on this topic. Research limitations/implications: Many people agree education for sustainability is a key action to overcome the complex challenges the planet is facing; nevertheless, the prejudice that training to solve sustainability problems is an exclusive task of certain disciplines is common. This misunderstanding reduces the possibilities of pursuing a sustainable future, considering that these issues affect all humankind and that they can only be solved through interdisciplinary and collaborative work. Practical implications: The paper also outlines some actions that Universidad Pontificia Bolivariana (UPB) can take to consider sustainability issues, and they are as follows--identification of competencies to include in the curricula; recognition of the potential of integrating education for sustainable development (ESD) into the curricula by strengthening the competencies and capacities; strengthening the competencies and capacities of the academic staff through ESD training processes; articulation of research with the curricula in such a way that the results of research processes permeate the curricula. Social implications: This study has some limitations. For instance, regarding the survey, the size of the sample may seem too small, a bigger sample will allow better information for the results. Regarding the case studies, a greater diversity of programs could have provided a wider range of results. Despite these limitations, for UPB, the study shows a snapshot of the literature review and the articulation of sustainable development and climate change education (CCE) in all programs the university has. The implications of this paper and research are the following. First, it reiterates the importance of having within the same institution a common language to talk about sustainability. Second, it recognizes the competencies and skills that should considered when implementing ESD and CCE in curricula. Originality/value: This idea corresponds to a lack of debate about what the term signifies and means. It is believed that, as sustainability has been highly researched in the past two decades, it is a cross-cutting element in any faculty proposal; however, due to the complexity of the term, it is understood differently by each member of the same academic community, affecting their ability to design a systemic and systematic curriculum that enables to educate for sustainable goals.
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- 2024
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18. Incidence of Sustainability in University Performance: Evidence of Stakeholders' Perceptions at Colombian Private Higher Education Institutions
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Paula M. Hernandez-Diaz, Jorge-Andrés Polanco, Sergio Andrés Osuna-Ramírez, Erika Jaillier-Castrillón, Tatiana Molina-Velasquez, and Manuela Escobar-Sierra
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Purpose: This paper aims to find the incidence of university sustainability, as sustainability practices, in university performance at private universities. Design/methodology/approach: Quantitative research using structural equation modelling. Data collection and analysis followed sustainability and performance scales from previous research. The scales were validated by surveying students, teachers and administrative staff of five private universities in Medellin, Colombia. The responses (i.e. 5,344 useful answers) were collected between April 2019 and December 2020 and analysed using the Smart partial least square (PLS) software and the PLS calculation methodology. Findings: The results confirmed the reliability and validity of the sustainability and performance university measurement models and validated the dimensions proposed to determine sustainability and performance holistically in private universities. The results confirmed that universities implementing sustainability holistically in their system positively impact their performance as higher education institutions. The university sustainability is forecasting the University Performance in about 60% of the universities analysed, with a considerable contribution from sustainability in outreach and strategic management. Research limitations/implications: This study was cross-sectional and empirically validated the model of sustainability and performance at five private universities in a single period and territory. A broader validation from longitudinal studies considering other universities in Colombia and Latin America is suggested to understand local and regional trends better. Practical implications: Results provided a model for better understanding the incidence of sustainability in performance holistically at private universities in developing countries such as Colombia. In addition, the proposed dimensions and model could help regional decision-making on higher education. Originality/value: To the best of the authors' knowledge, this paper is one of the first attempts relating a structural equation model and inter-university research on the incidence of sustainability in private university performance. This work contributes to a local consensus on sustainability and performance models at private universities. Furthermore, from this research emerged a joint policy framework for incorporating sustainability holistically and regionally as an effective strategy for universities and their commitment to sustainable development.
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- 2024
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19. Undergraduate Dropout in Colombia: A Systematic Literature Review of Causes and Solutions
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Alejandro Arias, Mario Linares-Vásquez, and Norma Rocío Héndez-Puerto
- Abstract
Higher education dropout rates in Colombia are the second highest in Latin-America. Almost 50% of students who start an undergraduate program in Colombia drop out. In this paper, we present a systematic literature review that surveys publications related to university dropout in Colombia between 2000 and 2021. This review followed the Kitchenham guidelines. Databases such as Publindex, Scielo, Wos, Scopus were reviewed. To create cause and solution taxonomies, we identified causes and/or solutions reported by researchers in each revised article. Each cause/solution was then grouped using the university dropout taxonomy proposed by Castaño. 107 papers, 66 different causes, and 62 proposed solutions related to university dropout were reported in the papers analyzed. The results suggest there is an increasing interest in understanding: (1) the undergraduate dropout phenomenon, and (2) the use of data science to solve the problem. These studies also evince a lack of integration between stakeholders for developing crosscutting solutions. The information related to some of the reported solutions is not sufficiently developed to enable a better classification, or they lacked information on implementation, results, or impact. This makes it difficult to make progress with designing new strategies based on previous studies.
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- 2024
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20. Presentation of Grammar in English Please 2: Evaluation of a Colombian Coursebook
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Eliana Maritza Alarcón Camacho
- Abstract
The purpose of this paper is to present the results of the analysis performed on the way in which grammar is presented in an English coursebook created by the Ministry of Education of Colombia (MEN) to provide contextualized material to learners in public school settings. The evaluation criteria to evaluate the grammar were developed considering elements from different frameworks. The focus of the evaluation was selected based on the role that grammar plays in the teaching and learning process in the given context. The results show that the coursebook has a noticing approach to grammar and forms-focused discovery activities are assigned to the students, in terms of the linguistic forms that are presented, it was found that the students have a lower level considering the learning outcomes that learners are intended to achieve as part of national language policies.
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- 2024
21. Transnational Voices in Academia: Narratives of Identity and Positionality through Research and Teaching
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Nasiba Norova and Juan David Gutiérrez
- Abstract
In this paper, we, two transnational doctoral students and language educators of color, engage in a reflexive dialogic conversation focusing on the positionality of our identities. Utilizing duoethnography research methodology, we explored our academic and professional journeys in post-secondary education in our home countries and an Anglophone context. A discussion on negotiating our positionalities in our immediate academic, professional, and sociocultural contexts is provided. We argued that unveiling one's positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research and exploring fluidity in positionality. We closed with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship.
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- 2024
22. Factors Contributing to EFL Learners' Construction of Arguments in Culturally Infused Discussions
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Pablo Vergara-Montes and Luzkarime Calle-Díaz
- Abstract
This study describes the factors that enhanced students' construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants' reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students' collaborative argumentation.
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- 2024
23. Revised Bloom's Taxonomy to Analyze the Scope of CLIL Classes with Children
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William Ricardo Ortiz-Garcia and Zulma Carolina Navarrete-Villarraga
- Abstract
This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.
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- 2024
24. Examining the Assessment Practices of Foreign Language Novice Teachers
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Gabriel Cote Parra and Alexis A. López
- Abstract
This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.
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- 2024
25. Motivation of Students for English as a Medium of Instruction (EMI) and Content and Language Integrated Learning (CLIL): Current Research Foci in Different Countries
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Vonkova, Hana and Moore, Angie
- Abstract
Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL settings. We sought to identify the current countries of research, educational levels, and themes that prevail in EMI and CLIL motivation research. We performed a topic search of the keywords "CLIL" or "EMI" and the keyword "motivation" in the "Web of Science" database for Social Sciences Citation Index (SSCI) articles published in 2020. We analyzed 17 articles related to motivation within EMI or CLIL contexts. The results showed that European countries produced the most research, with Spain being the most prolific. A majority of the studies took place at the secondary and tertiary levels of education. Comparative studies of CLIL or EMI contexts with that of traditional classrooms emerged as the prevailing theme. Future research could include more studies regarding the impact of CLIL on students at the primary level of education, in addition to studies of students from varied socio-economic backgrounds. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
26. Virtual Exchange Supporting Language and Intercultural Development: Students' Perceptions
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Hagley, Eric and Cotter, Matthew
- Abstract
Foreign Language (FL) classrooms should be places where, at a minimum, communication is taking place in the foreign language being taught and intercultural understanding is also being developed. However, in countries where the majority of students are from a single cultural background, it is often difficult to keep students on-task if they do not have to use the language they are studying. Virtual Exchange (VE) ensures students interact with their online peers in the FL, as it becomes the lingua-franca. However, student attitudes toward such VE in the FL classroom are still not fully understood. This paper researches students' attitudes toward one VE, the International Virtual Exchange Project (IVEProject). Each iteration of the IVEProject is for eight weeks. Students interact asynchronously on Moodle forums in text, audio, and video. More than 15,000 students from 15 countries have participated in at least one of the VE carried out since 2016. Online surveys are carried out at the end of each exchange. Results suggest students have an overall positive attitude toward incorporating VE into FL and intercultural classes. [For the complete proceedings, see ED600837.]
- Published
- 2019
27. Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context
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David, Rosa Dene and Brown, Kimberley
- Abstract
This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.
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- 2022
28. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
- Abstract
The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
- Published
- 2022
29. Designing a Reading Comprehension App Using Design-Based Research Framework
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Heydy Robles Noriega and Karen Villalba Ramos
- Abstract
Microlearning has increased its popularity for course designs in eLearning environments due to short attention spans and time constraints. The objective of this designed-based research is to describe the multiple iterations of design, development, and revision of a general framework for creating a microlearning reading mobile application. First, we present the components from the perspective of users and for the execution of a software architecture that allows a modular approach. Understanding the pedagogical features of mobile learning: personalization, authenticity, and collaboration are included as part of the IPAC framework to create it. This app was developed in different phases: Analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction and final critical reflections. The findings link design-based research (DBR) as a methodology that allows engaging in theory building and development of reading applications. It also reveals engagement in reading skills, satisfactory usability ratings and a rise in students' awareness towards new types of texts. [For the complete proceedings, see ED639262.]
- Published
- 2022
30. The Making of the Citizen in Colombia: Transitional Assemblages, Civic Education, and the Long Quest for Peace
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Daniela Romero-Amaya
- Abstract
This article focuses on civic education and the constitution of subjects within a complex landscape of peace and war making in Colombia. Using a genealogical approach to study the manufacturing of citizens, and drawing on a document analysis of policies, curricular guidelines, and teaching resources, this paper evidences an increasing attention to students' skills, conducts, and interpersonal relations, rather than structural inequality and injustice. Through the examination of the "integral citizen," I argue that the development of students as skillful civic subjects has become central to the aspiration of building and sustaining peace and democracy. Such citizens are described as individually embodying the virtues and skills of problem-solving, conflict-management, autonomy, and self-regulation of emotions. This research adds to our understanding of the construction of the ideal citizen in conflict-affected settings, and how education policy intersects with larger efforts for meaningful and sustained change.
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- 2024
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31. Some Implications of the Neoliberal Massification of Colombian HE for Achieving the Sustainable Development Goals
- Author
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Lee Mackenzie
- Abstract
This article draws on existing research, including publicly available data, to identify changes in Colombian HE which have led to its progressive massification and neoliberalisation. These include the introduction of standardised testing; endogenous and exogenous privatisation (Ball and Youdell, 2007); the expansion of the country's non-income contingent loan scheme; cost-cutting and cost-sharing; and the Government of Colombia's prioritisation of technical and technological (T&T) education. The article then explores some implications of this neoliberal massification of Colombian HE for the achievement of the UN's sustainable development goals in general and more specifically Sustainable Development Target 4.3, which is the only target to explicitly reference inclusion in HE. The analysis suggests that although some neoliberal policies may have broadened access to HE for some Colombians from low-income and rural backgrounds, they are not consistent with a sustainable development agenda. Reasons for this include the large number of student loans recipients who are in arrears; the use of public money to finance students' courses in private higher education institutions (HEIs); the prioritisation of T&T education which leaves limited room in Colombian HE for the 'full development of the human personality' (OHCHR, 2022: article 13.1); and the country's overreliance on non-renewable resources for its economic prosperity. The paper ends with some proposals for disrupting the ongoing neoliberalisation of higher learning in Colombia such as the replacement of the country's non-contingent loan scheme with an income-contingent model; improving the efficiency and accountability of state-run T&T programmes; the granting of student loans only for courses at accredited HEIs; the provision of loans to accredited private HEIs only in cases where no public alternative exists; the abolition of tuition fees in public HEIs for the poorest students; the introduction of stipend-supported internships; and the promotion of Civic Education.
- Published
- 2024
- Full Text
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32. Financial Aid Uncertainty and Low-Income Students' Higher Education Preferences
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Gloria L. Bernal, Luz K. Abadía, Luis E. Álvarez-Arango, and Kristof De Witte
- Abstract
Low-income students' preferences for higher education might depend on the uncertainty of financial aid. Using a time discontinuity design, this paper exploits the unanticipated cancellation of a nationwide Colombian merit and need-based scholarship, called "Ser Pilo Paga," to study its consequences on students' preferences for higher education. Preferences are measured using a discrete choice experiment administrated to 949 low-income high school students in 2018. The findings reveal that the scholarship's cancellation reduced higher education ambitions among low-income students due to the decreased interest in both financial aid and high-quality universities. The effects were particularly concentrated on income-eligible individuals who were more likely to obtain the scholarship, as their choices for financial aid and high-quality institutions declined by 15 to 50% of the baseline preference.
- Published
- 2024
- Full Text
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33. Recent Graduates in the Labor Market: The Efficiency Frontier of Higher Education Institutions
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Fabiola Saavedra-Caballero
- Abstract
This study assesses the technical efficiency of higher education institutions in terms of labor market outcomes for recent graduates, employing a comparative analysis of three distinct methodological approaches. Using a sample of recent graduates of Colombian universities who earned their degrees between 2007 and 2011, we estimated the institutions' efficiency scores through Data Envelopment Analysis (DEA), the Free Disposal Hull (FDH) model, and Cazals et al. (Journal of Econometrics 106:1-25, 2002) order-m estimator. Our results reveal that the estimation technique affects the results when super-efficient decision-making units are present, with the order-m technique demonstrating superiority over DEA and FDH. However, in the absence of super-efficient institutions, the efficiency rankings obtained from all three methodologies exhibit consistency. This paper contributes to the literature by highlighting the importance of methodological selection in evaluating the labor market performance efficiency of higher education institutions when recent graduates' perspective is adopted.
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- 2024
- Full Text
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34. Citizenship Education in the Information Age and Educational Reform in Latin America
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Vasquez-Martinez, Claudio-Rafael, Gonzalez-Gonzalez, Felipe, Flores, Francisco, Cardona-T., Jose-Gerardo, Mendez, María-Eugenia, Valdez-Jiménez, Liliana, Espino, Piero, Olaguez, Eugenia, Rendon, Hector, Chavoya, Jorge, Zúñiga, Luz-María, Fonseca-Ramirez, Oscar-Hernan, Alvarez, Maria-Ines, Torres-Mata, Joaquin, Betancourt-Nuñez, Erik-Moises, Rodriguez-Ramirez, Sergio-Esteban, Alvarez-Gomez, Miguel, Cabral-Araiza, Jesus, and Anguiano, Carlos
- Abstract
The intention of the present paper is to show that people have a series of educational needs in the era of information, so that they can become competent digital citizens. These educational needs are evident in the policies promoted by the United Nations Educational, Scientific and Cultural Organisation, which were well known to Latin American governments of the decades from the 1960s to the 1990s. Therefore, it is to be hoped that the educational reforms of 1990s have elements based on the principles of education that they advanced, which emphasises the preparation of subjects in the digital era, based on advances in information and communication technology, focusing on the teaching and learning of computer science. [For the complete Volume 17 proceedings, see ED596826.]
- Published
- 2019
35. Making Mission Statements Operational: Perceptions of Principals from Tri-Association Schools
- Author
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Fayad, Juan David and Yoshida, Roland K.
- Abstract
Researchers and theorists in the management and educational leadership fields have debated the importance of mission statements. This study investigated this issue within the context of American schools that are members of the Tri-Association (Mexico, Central America, Colombia, and the Caribbean). The results showed that about the same percentage of principals felt that mission statements differed and did not differ significantly from one school to the next. However, a considerable number of principals reported using their mission statements in many of the managerial and leadership tasks of their daily jobs.
- Published
- 2014
36. What Students Think and What They Actually Do in a Mobile Assisted Language Learning Context: New Insights for Self-Directed Language Learning in Higher Education
- Author
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García Botero, Gustavo and Questier, Frederik
- Abstract
In an attempt to understand whether Mobile-Assisted Language Learning (MALL) could foster students' self-directed learning, this paper analyzes a self-directed learning experience by means of a language app: Duolingo. In this study, higher education language students were encouraged to use Duolingo outside of the classroom. The data collected via app tracking, surveys and semi-structured interviews reveal that the low activity in the app contrasts the high value students attribute to it. Students indicated that the low activity is due to other obligations in their lives. They also expressed the need of external motivation to finish the course. The study suggests that mentoring and modeling are still needed in the development of self-directed study skills and it highlights the importance of implementing different data collection techniques to understand what students think and do in MALL. [For the complete volume of short papers, see ED572005.]
- Published
- 2016
37. Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment
- Author
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Giraldo, Frank
- Abstract
At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers' professional development.
- Published
- 2021
38. Exploring the Implementation of CLIL in an EFL Virtual Learning Environment
- Author
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Yaguara, Jhon Alexander, Villalobos Salinas, Nidia Paola, and Otálora Caviche, Jean Carlos
- Abstract
This paper reports an exploratory sequential mixed-methods and action research study of the Content and Language Integrated Learning (CLIL) methodology at a state institution in Florencia (Colombia). The study aimed to explore the implementation of CLIL in a virtual learning environment and its implications for English as a Foreign Language (EFL) learning during the health emergency caused by COVID-19. The data collection instruments were a single interview, observations, reflective journals, classroom artefacts, and a questionnaire. The findings reveal that the CLIL methodology contributes to English learning. Thus, the results show the significant role of keywords and content vocabulary, contextualized lessons, assignments, and virtual games in fostering the students' listening skills, oral production, motivation, critical thinking, and development of cultural awareness. Hence, the outcomes demonstrate that the integration of virtual tools benefits the CLIL methodology in the virtual learning environment. Finally, the paper contains evidence supporting the implementation of CLIL, the contributions to EFL learning, and suggestions for further studies.
- Published
- 2021
39. A Hypothetical Learning Trajectory for the Understanding of Number Density in High School Students = Una Trayectoria Hipotética de Aprendizaje para la Comprensión de Densidad Numérica con Estudiantes de Bachillerato
- Author
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Suárez-Rodríguez, Mayra and Sacristán Rock, Ana Isabel
- Abstract
During their school life, students learn mathematical topics that can be considered essential for the understanding of the property of density in the set of real numbers. Therefore, we detected a need to design and elaborate a Hypothetical Learning Path to include topics to help promote the learning of this property. This report shows results of a first stage of an educational experiment as part of an ongoing research. It describes how through the trajectory, high school students are able to recognize ways of finding numbers in an interval using various semiotic representations. We also describe some difficulties that students had to recognize the non-existence of a successor in real numbers. [For the complete proceedings, see ED630060.]
- Published
- 2021
40. A Review of Research on the Use of Social Media in Language Teaching and Learning
- Author
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Istifci, Ilknur and Dogan Ucar, Asiye
- Abstract
The various possibilities that social media offers to language learners and teachers have long been recognized by researchers within the field of language instruction, and many studies have been carried out in an attempt to address and unpack its potential contributions. This paper aims to review such research on the use of mainstream social media in language teaching and learning published in "Computer Assisted Language Learning," a top tier (i.e., Q1) journal indexed in major citation index systems (e.g., Arts & Humanities Citation Index, the Social Sciences Citation Index and Scopus), between the years 2016-2020 inclusive. For the purposes of the study, a total of 23 articles that meet the selection criteria is reviewed and presented in five sections. The first section deals with the majority of the articles, which are found to be on the use of social networking in language teaching and learning. In the following sections, studies on the use of videoconferencing, wikis, blogging and forums are discussed. Collectively, the studies reviewed in this paper outline a critical role for the use of social media in language instruction and the study aims to provide valuable insights for researchers, teachers and learners.
- Published
- 2021
41. Differentiated Meanings of Education in the Reintegration of Ex-Combatants in Colombia
- Author
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Arango, Maria Paulina and Zuilkowski, Stephanie
- Abstract
With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants' narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country's socio-economic hierarchy.
- Published
- 2023
- Full Text
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42. Politics, Power & Partnerships: The Imperial Past and Present of International Education and Development (BAICE Presidential Address 2022)
- Author
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Novelli, Mario
- Abstract
This paper explores the complex relationship between academic researchers working in the area of 'International Development and Education' and foreign intervention in the Global South. I make the case for stronger definitional links between 'colonialism' and 'development'. In this, I pay attention to how 'soft' and 'hard' sides of colonial strategy operated symbiotically and evidence parallel occurrences in Post 9/11 Western-led military/development activities. Drawing on 'education' examples, I reflect on our fields entanglements in the messy politics, partnerships and funding regimes of our unequal global order and the ways that we, as both researchers and practitioners, become 'implicated'. I also explore sites of counter-hegemony that span similar timeframes, including my engagements with popular education in social movements in Colombia, and make the case for a radical educational internationalism.
- Published
- 2023
- Full Text
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43. Incouple Numbers and Dedómetros: Listening for Meaning in Bilingual Children's Mathematical Lexical Inventions
- Author
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Martínez Hinestroza, José, Peña-Pincheira, Romina S., and Adams Corral, Melissa
- Abstract
Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions--bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language--as a source of meaning. Consistent with tenets from translanguaging, we recognize lexical inventions as a creative language practice defying idealized language norms. A raciolinguistic theoretical perspective informs our interpretation of children, teachers, and researchers as listening subjects. The purpose of this paper is to explore how mathematical lexical inventions can prompt a translanguaging space where children, teachers, and researchers resist listening subject positions that predispose them to listen for predetermined language practices. Drawing on two lesson transcripts, one from a fourth-grade English-immersion classroom in Colombia and one from a third-grade Spanish-immersion classroom in the United States, we used moment analysis in translanguaging spaces to identify spontaneous and critical moments where lexical inventions prompted mathematical explorations. We argue for adopting listening subject positions as learners of transgressive language practices that are part of interactions between children and mathematics.
- Published
- 2023
- Full Text
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44. Bringing Interactional Identities into the Study of Classroom Interaction in ELT Education
- Author
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Lucero-Babativa, Edgar
- Abstract
This paper of a literature review presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom interaction is presented from global and local perspectives. Three reasons for studying interactional identities in the ELT field are discussed in the final part of the paper whose conclusions invite to incorporate this construct into the study of what teachers are and do for language learning and use in classroom interaction in English language teaching education.
- Published
- 2020
45. Statistics for Classroom Language Assessment: Using Numbers Meaningfully
- Author
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Giraldo, Frank
- Abstract
Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and assessment decisions in the language classroom. Therefore, interpretations for criterion-referenced assessment underlie the paper. Finally, I discuss limitations and include recommendations for teachers to use statistics.
- Published
- 2020
46. Fostering Cultural Competence Awareness by Engaging in Intercultural Dialogue -- A Telecollaboration Partnership
- Author
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Villalobos-Buehner, María
- Abstract
This study measured changes in cultural awareness levels between two groups of US students in their third semester of a Spanish class. One group (experimental group) collaborated via Skype with a group of English language learners from a Colombian university and the other group (control group) did not. The experimental group met seven times during the semester to discuss a variety of cultural topics such as health care and gastronomy. The control group addressed the same topics by examining them among members of the same class. Both groups answered a pre and post self-awareness questionnaire. Mixed factorial analysis of variance (ANOVA) results showed significant differences between the two groups. There was no change in scores from pretest to posttest for the control group, but scores in the trained group increased significantly. Students from the treatment group show substantial gains in skills, knowledge, and awareness of themselves in their interactions with others in one semester. [For the complete proceedings, see ED600837.]
- Published
- 2019
47. Imagined Identities and Imagined Communities: Colombian English Teachers' Investment in Their Professional Development
- Author
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Ovalle Quiroz, Marcela and González, Adriana
- Abstract
English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities--as proficient English speakers, ELT experts, and ICT competent users--and their affiliation to an imagined community of "bilinguals." The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies.
- Published
- 2023
48. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
- Author
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
- Abstract
In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
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- 2023
49. Decolonial Practices in Higher Education from the Global South: A Systematic Literature Review
- Author
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Maryluz Hoyos Ensuncho
- Abstract
Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.
- Published
- 2023
50. English Teachers' Perceptions of a Language Assessment Literacy Course
- Author
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Giraldo, Frank, Escalante-Villa, Daniela, and Isaza-Palacio, Daniela
- Abstract
Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers' profile. However, the literature on LAL is limited regarding teachers' perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.
- Published
- 2023
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