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Kurt Lewin (1890-1947) created an effective and scientific approach to addressing prejudice. His social science addressed change inside and outside of organizations, and situations small and large ranging from individual change to the reconstruction of Germany. Lewin's systemic perspective illuminates the role racism plays in the historic and contemporary struggle in the US between authoritarianism and democracy. In contrast, the DEIB (Diversity, Equity, Inclusion, and Belonging) movement has no clear theoretical foundation. Many practitioners lean heavily on a moral mandate, lecturing at participants and admonishing them to search themselves for biases. Lewin's own work on education anticipated the likely counter-reaction to such an approach and points the way towards reliable change through truly inclusive dialogue and action. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level of writing difficulties of grade 3 pupils of Clementa F. Royo Elementary School. It aimed to find out the effectiveness of the intervention and provide valuable insights into the writing challenges faced by third graders through the adaptation of the instrument of Crocker et al., 2020, contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the CATS (Copy, Alter, Transform, and Supply). This inquiry utilized descriptivequantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 40 of grade 3 section orange and pineapple in Clementa F. Royo Elementary School. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The statistical evidence, indicated by the mean of the pre-test was 2.37 with 0.18 standard deviation while the post-test was 3.90 with 0.32 standard deviation. The pre-test determine that the pupils having difficulties in writing while the post-test, after implementation of the CATS determines that the pupils are good in writing. The success of this program could serve as a model for similar educational interventions aiming to bolster academic skills among young learners. The results shows implementing CATS can improve in writing skills in elementary pupils with writing difficulties. [ABSTRACT FROM AUTHOR]

The purpose of this descriptive quantitative inquiry was to determine the level self-esteem of grade 10 students of Asuncion National High School. It aimed to find out the effectiveness of the intervention through the adaptation of the instrument of Crocker et al. (2003), contingencies of self-worth theory and measurement. It aimed to find out if there was a difference of the mean from the pre-test and post-test of the Soar to Self-Esteem Sufficiency (SSS) Program. This inquiry utilized descriptive-quantitative method in which numerical and non-numerical responds was analyzed. The participant of this research were the 45 students of grade 10 section Del Pilar in Asuncion National High School. After the implementation, an interview was made to determine the insights of the four (4) teachers and ten (10) students of the effectiveness of the intervention. The data collection was though Likert Scale and survey questionnaire which compose of In-Depth Interview (IDI) and Focus Group Discussion (FGD). The result found out that there was a difference between the pre-test and post-test based on its overall mean. The mean of the pre-test was 2.37 with 0.235 standard deviation while the post-test was 4.34 with 0.167 standard deviation. The pre-test determine that the students have low self-esteem while the post-test generates a very high self-esteem result. The insights of the teachers and students generates three (3) themes namely; active class participation, enthusiasm in learning and develop collaboration with other peers. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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.)

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students' voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students' voices. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Copyright of Revue Française de Gestion is the property of John Libbey Eurotext Ltd. 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.)

Copyright of Revista ID EST: Investigación, Desarrollo, Educación, Servicio, Trabajo is the property of Fundacion de Estudios Superiores Monsenor Abraham Escudero Montoya FUNDES 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.)

This article results from research comprised of fieldwork ethnography, participant observation, collection of life stories, interviews and testimonials of refugees, asylum seekers and migrants, living in Portugal. We focus on a particular experience of the research named Living in a Different Culture (LDC), which took place between 2017 and 2019, aimed at participants who shared the goal of becoming university students, before migration. LDC supported students who wanted to continue their academic training and those wanting to find alternative pathways of inclusion and autonomy, using new academic skills and knowledge. The project included a tailored course in Portuguese society and culture, created with an anthropological lens, Portuguese language classes and other disciplines. Several of the students who attended the course, in both academic years, continued their studies, or found work within their area of expertise. Obstacles highlighted in the paper perpetuated cycles of precarious living and structural violence. We argue that by devaluing migrants and refugees' knowledges and skills, host society loses important resources to its own development. We conclude by stating that projects such as LDC require a long-term commitment with interinstitutional support, a sustainability strategy, and a decolonial mindset. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

What happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher’s historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program’s potential effects on the learning process and the construction of these pre-service teachers’ professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students’ narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers’ learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom.

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Introduction: The presence of post-traumatic stress disorder (PTSD) symptomatology in firefighters is an ever-pressing issue that requires close attention for adequate interventions. The present study investigated PTSD and global psychopathology prevalence in a sample of highly risk-exposed Portuguese firefighters, collected after the widespread deadly wildfires in 2017 that ravaged the country. Following an action research approach, the aim of this study was to depict this sample and examine the impact of cumulative adverse experiences on their mental health, which is a phenomenon worth attention. Method: From an initial sample of 283 firefighters who manifested interest in participating, a total of 139 firefighters from the Coimbra District, of whom 130 unequivocally experienced a potentially traumatic/adverse event as a firefighter, completed BSI (to obtain indicators on psychopathology), QEPAT (an inventory of adverse events possibly experienced as a firefighter), and PCL-5 (a measure of PTSD symptomatology) through an online survey during the year 2018 by the Regional Medical Organization, as proposed and supervised by the local Centre for Prevention and Treatment of Psychological Trauma (CPTTP). Results: We found a global prevalence of 8.6% of possible PTSD and 14.4% of possible psychopathology (n = 139). When considering only firefighters who unequivocally reported a potentially traumatic/adverse event as a firefighter (n = 130), 9.2% present possible PTSD, and 13.8% present possible global psychopathology. This sample experienced a mean of 28 adverse events during firefighting work. Linear regressions (n = 118) demonstrated that the perceived severity of the most traumatic event reported and the experience of more adverse events were both related to an increase in PTSD symptomatology. Global psychopathology was associated with PCL-5 scores, with an emphasis on paranoid ideation, hostility, depression, anxiety, and phobic anxiety. Discussion: The severe wildfires of 2017 did not impact PTSD scores in this sample (collected the year after), suggesting that cumulative adverse events are more important than particular episodes. However, the number of reported events was related to PTSD scores. These results can be used to develop interventions that target all firefighters by addressing risk and protective factors. This action research study motivated specialized aid for firefighters involved in this study. [ABSTRACT FROM AUTHOR]

What happens when affection and the awareness of affectivity, in the sense of 'love' or 'tenderness', become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher's historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program's potential effects on the learning process and the construction of these pre-service teachers' professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students' narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers' learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom. [ABSTRACT FROM AUTHOR]

This study investigated student teachers' reflections on the pedagogical affordances of digital media and digital citizenship education in the context of language teaching and learning in multilingual classrooms. The project Multimodal Literacy and Linguistic Landscape was carried out jointly in Switzerland and France to explore the novel interconnection between multimodal literacy and linguistic landscape research in the context of digital citizenship education. The purpose of this project was to carry out a digital exchange between student teachers of the two universities, in order to create several multimodal storytelling performances using digital media. These interactive digital storytelling performances were based on a selection of Tomi Ungerer's picturebooks and presented to preschool and primary classes in the two countries, with the aim of promoting pluriliteracy as part of digital citizenship education. The investigation was guided by the following research questions: What are the effects of the international digital exchange on student teachers' attitudes and beliefs towards creative and multimodal pedagogical approaches? What are the impacts of this intercultural exchange on their multimodal performances, as well as their linguistic, cultural and professional identities? How can digital citizenship education be implemented in language teaching and learning in multilingual classrooms and in multilingual teacher education at university?

Agroecology is increasingly recognized as a relevant framework for envisioning the transition of agriculture and food systems, but is often tackled in a dualistic perspective opposing strong or radical visions of agroecology to weak or incremental ones. This article is based on a collective, reflexive and comparative analysis of eight research projects dealing with agroecological transitions at the scale of farming systems and agrifood systems. Each project brought together a diversity of actors having different visions of ecologization. The aim of this article is to describe how and with what benefits this diversity of visions was addressed in the projects. We show that taking into account the diversity of visions is necessary for understanding agroecological transitions, and that beyond this, sharing this diversity among the concerned actors is necessary for accompanying them in an inclusive way and, under certain conditions, enrich transition pathways. We also show the need to adopt analytical approaches to characterize the visions along with participatory action-research approaches allowing to share them and support transitions. Finally, the collective and reflexive process we carried out for this article also enabled the researchers to situate their projects and themselves with regard to their role in the agro-ecological transitions. [ABSTRACT FROM AUTHOR]

Strategies to address the nutritional needs of adolescent girls and young women often focus on supplementation. In this study, an action‐research approach involving a nutrition education and entrepreneurship intervention was carried out among adolescent girls and young women in poor neighborhoods of Medellín, Colombia. The intervention group significantly increased its intake of several nutrients, including energy, protein, total fat, saturated fat, monounsaturated fat, polyunsaturated fat, cholesterol, dietary fiber, calcium, zinc, and vitamins A, B2, B3, B9, and C. A significant increase was observed in the intake of the Global Diet Quality Score (GDQS) healthy food groups (other fruits, other vegetables, legumes, high‐fat dairy products), accompanied by a decrease in the consumption of some unhealthy food groups (sweets and ice creams). A multivariate regression controlling for age, socioeconomic status, occupation, Household Hunger Scale, mean probability of adequacy, physical activity, and body self‐perception showed that the nutrition intervention improved the total GDQS by 33% in the intervention group—a substantial improvement notwithstanding the study group's precarious social and economic conditions. We conclude that nutrition education and entrepreneurship models based on this approach may improve the dietary profile of this population and reduce future pressures from nutrition‐related chronic diseases. [ABSTRACT FROM AUTHOR]

Adolescent and young women face grave nutrition challenges, but limited evidence exists on solutions to improve their diets. Action‐research was done over 3 years (2020–2022) in secondary cities of Colombia (Medellin) and Vietnam (Thai Nguyen) to identify nutrient deficits in adolescent and young women diets; elaborate food‐based recommendations to improve their nutritional status using Optifood linear programming; and engage respondents in incorporating suggested recommendations to their diet using a Social Innovation Challenge approach. A total of 1001 respondents were interviewed in Vietnam, 793 in Colombia. The probability of nutrient inadequacy in both locations was highest for iron and calcium, followed by the risk of deficiency for several other vitamins and minerals. Social Innovation Challenge teams (11 in Vietnam, 9 in Colombia) were created and supported in developing solutions to improve diets and tackle those deficiencies. Awards and resources were transferred to the most promising solutions to enable their implementation. Pre/post measurements of the interventions' impact using the Global Diet Quality Score as outcome metric showed significant improvement in the diets of Challenge participants. After introducing a series of companion articles that offer detailed results on those various steps, this paper draws strategic lessons from an action‐research perspective. [ABSTRACT FROM AUTHOR]

IntroductionThe presence of post-traumatic stress disorder (PTSD) symptomatology in firefighters is an ever-pressing issue that requires close attention for adequate interventions. The present study investigated PTSD and global psychopathology prevalence in a sample of highly risk-exposed Portuguese firefighters, collected after the widespread deadly wildfires in 2017 that ravaged the country. Following an action research approach, the aim of this study was to depict this sample and examine the impact of cumulative adverse experiences on their mental health, which is a phenomenon worth attention.MethodFrom an initial sample of 283 firefighters who manifested interest in participating, a total of 139 firefighters from the Coimbra District, of whom 130 unequivocally experienced a potentially traumatic/adverse event as a firefighter, completed BSI (to obtain indicators on psychopathology), QEPAT (an inventory of adverse events possibly experienced as a firefighter), and PCL-5 (a measure of PTSD symptomatology) through an online survey during the year 2018 by the Regional Medical Organization, as proposed and supervised by the local Centre for Prevention and Treatment of Psychological Trauma (CPTTP).ResultsWe found a global prevalence of 8.6% of possible PTSD and 14.4% of possible psychopathology (n = 139). When considering only firefighters who unequivocally reported a potentially traumatic/adverse event as a firefighter (n = 130), 9.2% present possible PTSD, and 13.8% present possible global psychopathology. This sample experienced a mean of 28 adverse events during firefighting work. Linear regressions (n = 118) demonstrated that the perceived severity of the most traumatic event reported and the experience of more adverse events were both related to an increase in PTSD symptomatology. Global psychopathology was associated with PCL-5 scores, with an emphasis on paranoid ideation, hostility, depression, anxiety, and phobic anxiety.DiscussionThe severe wildfires of 2017 did not impact PTSD scores in this sample (collected the year after), suggesting that cumulative adverse events are more important than particular episodes. However, the number of reported events was related to PTSD scores. These results can be used to develop interventions that target all firefighters by addressing risk and protective factors. This action research study motivated specialized aid for firefighters involved in this study.

Recognition and preservation of local knowledge, practices, and ways of being are tenets of decolonial practices. However, understanding how, in which ways, and – mainly – who does the decolonial work is still unclear. The Education, Land, and Reconciliation Project (EDUCARE in Spanish) is an action-research initiative co-created between former guerrilla members who are reincorporating into Colombian society while building their new rural community and a group of community and educational psychologists and researchers from an urban university. This project aims to co-construct an educational model recognising peasant (campesino) practices and values and the philosophy of Good Living (Buen Vivir). The purpose of this paper is to present a systematic dialogue among six women: three former guerrilla members who are part of the project and three researchers (at different moments in their careers) about the roles, tensions, and learnings between partners in the project and how they positioned themselves throughout the process. Through focus group discussions and dialogical encounters, we jointly explore the journey of co-implementation. We focus on questions about what counts as knowledge production, and the tensions that arise within the community and outside it as a result of this collaborative effort. [ABSTRACT FROM AUTHOR]

Even when they have access to housing and employment, international migrants struggle to develop their own agency, i.e. the capacity to act in their own life contexts, exercising citizenship rights within substantive inclusion processes in the wider communities. The territorial context in fact, especially in rural and mountainous areas such as the Alpine ones analysed here, seems in many ways to represent a limit to the development of capacities and exercise of rights. Difficulties in accessing public space and public sphere, scarce social recognition, low status, housing isolation (as is the case of those who live in small mountain villages), professional ghettoisation: these are factors that, even in presence of an acceptable working and housing inclusion, make it difficult for international migrants to exercise their rights, to have their skills recognised, and, ultimately, to develop an agency genuinely linked to their capabilities. In this article, with reference to the action-research activities carried out in 2020-22 by the Horizon2020 MATILDE project in the Italian Alpine areas of South Tyrol and the Metropolitan City of Turin, attention is focused on the policies that could favour the effective migrants' agency in mountain territories. [ABSTRACT FROM AUTHOR]

Using the case of the 'Grandangolo' project in Turin, funded by the European Union (EU) through the 4th call on urban security of the Urban Innovative Actions (UIA) programme, the paper discusses the role of the university and the relationship between the latter and local actors in enabling social innovation ecosystems through public funds. In a complex system where greater engagement of neighbourhoods is increasingly required in order to find solutions to local issues, university action-research laboratories can help achieve this task. [ABSTRACT FROM AUTHOR]

Background: Nowadays, as a result of globalization, markets are more competitive, and customers are more demanding. To respond to these challenges, organizations must develop mechanisms for continuous improvement in order to eliminate waste and increase the efficiency and effectiveness of processes. Thus, the present study carried out at an industrial unit responsible for the customization of cork stoppers for wines had as its main objectives to identify and eliminate or at least reduce waste; improve production and internal logistics flows; balance workloads; improve productivity; reduce lead time; motivate employees and promote the spirit of continuous improvement. Methods: The action-research methodology was used, whereby several cycles of data recovery and analysis, identification and implementation of opportunities for improvement, assessment and standardization were carried out. Therefore, the Total Flow Management (TFM) model was implemented, and several methods and tools were used, such as Value Stream Mapping (VSM), work measurement and 5S's. Results: Several wastes and overloads were identified, and some actions were implemented, such as workload balancing, layout changes, implementation of visual management and supermarkets. That said, it was possible to reduce lead time by 4 days, improve productivity from 26.63 ML (a thousand cork stoppers)/h to 35.75 ML/h, and promote flexibility. In addition, employees were motivated, and a culture of continuous improvement was fostered. Conclusions: This project demonstrated that it is possible to implement improvement actions, with good results, without high investments, as well as motivating employees and taking advantage of their best capabilities. Additionally, it was demonstrated that the use of TFM can be very useful in continuous improvement, with evident improvements in production and internal logistics flows. So, this project demonstrated the practical implementation of TFM regarding basic reliability, production and internal logistics flow, and the simultaneous use of several methods and tools to implement continuous improvement. Thus, significant improvements were possible on the factory floor, as well as improving employee motivation their personal development and encouraging the focus on continuous improvement. Therefore, it responds to the gap identified in the literature. [ABSTRACT FROM AUTHOR]

In many parts of the Global South, small fish represent an important food, combining multiple essential nutrients with availability at low cost and in small quantities. This can make them of particular importance to poorer people. Farmer-managed culture-based fisheries in West Bengal, India, can provide important local sources of small fish of the type that surveys revealed were preferred by poorer households. The study sought to assess the potential to increase farmer incomes and small-fish production from these fisheries. During the dry season, the ponds were stocked with a mixture of fish and prawns, often including the piscivorous Bhetki (Lates calcarifer) popular in urban markets. These are harvested along with small wild fish that have entered the ponds as they were filled. A collaborative experiment with small-scale farmers assessed the effect of stocking/not stocking bhetki and alternative feeding practices on farmer income and small fish production and availability. Together, not stocking bhetki and the alternative feeding practices could increase average yields and incomes by about 15% and 11% respectively. Much of this additional yield was of small fish resulting from lower predation rates. Despite the clear financial benefits, farmers indicated that they were unlikely to stop stocking bhetki and therefore not increase small fish availability. While appearing counterintuitive, the reasons given for this were the relative simplicity of selling bhetki to traders compared with the challenges of selling small fish to poor people. These challenges have important implications for efforts to increase the availability of small fish to poor consumers. [ABSTRACT FROM AUTHOR]

This paper presents some results from a Master's research in Science Teaching, which was designed following the steps of Action Research and uses the Project-Based Learning (PBL) methodology applied with the principles of Collaborative Learning. The overall objective is to investigate the influence of PBL combined with student/student, student/teacher, student/digital technologies collaboration on students' conceptual learning. The project was applied to the ninth grade of a public school with the participation of the researcher in partnership with the class teacher. Based on the reflections about the results, it was concluded, among many aspects, that the researcher/teacher partnership is essential for the good progress of the project. In addition, a project involving PBL requires time availability. As for digital technologies, these are efficient tools to promote collaboration among students, but they require pedagogical planning on the part of the teacher who intends to use them. [ABSTRACT FROM AUTHOR]

The Cuexcomate Community Centre Project is carried out within the reconstruction context in Mexico, after the September 2017 earthquakes. The following notice shows the architectonic aspects of resilience and sustainability in the project, which main aim is to analyse the social, environmental, and economical scope in the design and construction of the aforementioned Centre by means of using Compressed Earth Blocks. Methodologically speaking, this research assembles data from the participative designing process, as well as the social housing production that nourishes researchaction issues. The co-produced research is a source of qualitative data supporting the design and construction of the Community Centre. The outcomes of the research shows, alongside the several stages of the participative process (management, design, construction, operation), how resilience is a rectangular process where the different agents may contribute to reducing vulnerabilities from the sustainable architecture. [ABSTRACT FROM AUTHOR]

Even when they have access to housing and employment, international migrants struggle to develop their own agency, i.e. the capacity to act in their own life contexts, exercising citizenship rights within substantive inclusion processes in the wider communities. The territorial context in fact, especially in rural and mountainous areas such as the Alpine ones analysed here, seems in many ways to represent a limit to the development of capacities and exercise of rights. Difficulties in accessing public space and public sphere, scarce social recognition, low status, housing isolation (as is the case of those who live in small mountain villages), professional ghettoisation: these are factors that, even in presence of an acceptable working and housing inclusion, make it difficult for international migrants to exercise their rights, to have their skills recognised, and, ultimately, to develop an agency genuinely linked to their capabilities. In this article, with reference to the action-research activities carried out in 2020-22 by the Horizon2020 MATILDE project in the Italian Alpine areas of South Tyrol and the Metropolitan City of Turin, attention is focused on the policies that could favour the effective migrants’ agency in mountain territories.

The COVID-19 pandemic affected education communities by turning students and teachers abruptly to online teaching. This imposition of digital education is being investigated by various researchers all over the world since it has changed the way we conceive of the use of technology in classrooms and in our lives in general. Nevertheless, the students' voice is being neglected and not taken seriously into account. In this paper an action research is presented with the teacher acting as researcher and the students as co-researchers. This action research took place during the first wave of the pandemic (March 2020-May 2020) in Crete, Greece. The students, after investigating the online education in general and after various discussions, in their final accounts reflected upon a. the changes in their role as students, b. the changes in the role of the teacher, c. they proposed the role that a teacher should have today. The teacher-researcher analyzed these three categories with Critical Discourse Analysis to identify the discourses the students promoted or silenced. The findings showed that online education is not a success story as promoted by researchers, policymakers, and other stakeholders; rather it lacks human elements like humor, psychological support, and instant interaction. [ABSTRACT FROM AUTHOR]

L'article examine le dispositif d'enquête en psychodynamique du travail en tant que méthodologie d'intervention. Il présente les présupposés théoriques et les modalités pratiques du cadre d'intervention qui caractérisent le dispositif. En précisant les raisons pour lesquelles le dispositif est situé dans le domaine de la recherche-action, les auteurs commentent les caractéristiques de la méthodologie de l'enquête en psychodynamique du travail. Déployée sur le terrain, au sein des entreprises et des institutions, l'enquête se présente d'abord comme un dispositif orienté vers la recherche de transformation de l'organisation du travail, mais elle constitue également une méthode spécifique mobilisée au service de la production de connaissances et donc de la recherche. Face aux nouvelles organisations du travail et aux transformations des rapports sociaux de travail, la méthodologie de l'enquête est soumise à des aménagements dont les auteurs rappellent les principales modalités. La discussion épistémologique permet de présenter le statut de la subjectivité et les modalités de son objectivation par le dispositif. Cette recherche d'objectivation repose sur l'analyse du couple souffrance/plaisir au travail à partir du repérage des stratégies de défenses individuelles et collectives. Le dispositif de l'enquête en psychodynamique du travail est envisagé comme une pratique située avec comme visée l'élucidation des conditions intrapsychiques et intersubjectives relatives à la dimension de l'action. This article examines the investigation in the psychodynamics of work as an intervention methodology. It presents theoretical presuppositions and practical modalities of the intervention framework that characterize this feature. By specifying the reasons why the investigative model is situated in the field of research-action, the authors comment on the characteristics of the methodology of the investigation in the psychodynamics of work. Deployed in the field, within companies and institutions, the survey is first of all a feature oriented towards the research on transforming the organization of work, but it also constitutes a specific method mobilized in the service of the production of knowledge and thus of research. Faced with new workplace organizations and the transformations of the social relations of work, the methodology of the survey is subject to adjustments, the main ones of which are enumerated by the authors. The epistemological discussion allows us to present the status of subjectivity and the modalities of its objectification by the investigative model. This search for objectification is based on the analysis of suffering/pleasure at work from the identification of individual and collective defense strategies. The investigation in the psychodynamics of work is considered as a situated practice with the aim of elucidating intrapsychic and intersubjective conditions related to action. [ABSTRACT FROM AUTHOR]

Educational design research has been gaining momentum in recent years, particularly in the field of educational studies. The objective of this study was to discover the potential of research in educational design for the development of a management group at a medical school, on the subject of evaluation of teaching performance by students. This is a descriptive study, with a qualitative approach, conducted from the approach model for research in educational design. The content analysis is described here, in the thematic modality, carried out in the first mesocycle of this research, consisting of three phases: Are they: analysis and exploration of the theme; design and construction of the product; evaluation and reflection. The study was carried out with 18 participants, which, through observation, notes and diagnoses, made it possible to identify categories associated with the characteristics of a pedagogical process that seeks change in the evaluation of teaching performance by students. The results revealed the categories: collaborative work; communication between participants; preparation for the theme; construction of solutions and theoretical production. It was possible to conclude that the approach was correctly indicated and the use of research in educational design helped to highlight actions, reactions and challenges, contributing to the design of short, medium and long term proposals in order to transform and improve the teacher evaluation by the student at that institution. The present study is offered as a contribution to show that educational design research has great potential to deepen and seek solutions to complex and uncomfortable issues in higher education. [ABSTRACT FROM AUTHOR]

In this article, we provide a detailed account of the design process, implementation phase and results of a teaching innovation project aimed at training undergraduate and graduate students in ways to design, compose and disseminate scientific infographics. The project –titled Visualize It: Infographics on Government, Administration and Public Policy– involved a rather broad group of teachers from the Autonomous University of Madrid, in collaboration with teachers from other Spanish universities (UCM, URJC, UCLM, EHU-UPV and UdG), and was conducted during the academic years of 2020/2021 and 2021/2022. This article first offers a theoretical approach to the concept of infographics, and then it gives a detailed account of infographics usefulness both as a teaching and work-related tool. After that, we offer a description of the way in which this practice was designed, giving the reader a detailed account of the methodology used for its implementation and of the implementation phase itself. Then, we compile the results obtained in surveys distributed to students and teachers, aimed at measuring the effects, levels of success and failures of this practice. The article closes with a brief discussion of these very results, and with a list with some ways to improve and/or optimize it. [ABSTRACT FROM AUTHOR]

Copyright of Qualitative Research in Education (2014-6418) is the property of Qualitative Research in Education 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.)

This article focuses on the processes of testing a collaborative linkage tool, which is oriented toward strengthening the performance of small and medium-sized companies (SMEs) in peripheral regions. For this purpose, the action–research methodology is used. This method allows for verifying the feasibility of applying the developed tool. Simultaneously, its design and improvement could corroborate different moments, stages, and steps of the tool, as well as supporting procedures in different situations. It also analyzes the coexistence of this liaison methodology with pre-existing models and the possibilities of enhancing said models and enriching the change agents involved. Besides, the experiences carried out made it possible to verify the flexibility of the tool and its support procedures. It can be tested also the possibility of application and its relationships with each of the different development agents in peripheral regions. During the action–research, some improvements were made to the instruments developed. These adjustments made it possible to reduce the risks inherent in liaison actions and to favor synergies to strengthen the business fabric.

The article proposes and illustrates a methodological framework that aligns with the action-research models and utopian methodology in particular, although it represents a more substantial leap forward, especially regarding the distributed nature of decision making in the different processes of research/intervention, and its multiple and systematic nature (linking theory, practice and politics). It is developed through four main phases: i) collective identification of the needs and the object of the study, ii) expansive co-design of the action-research, iii) dynamic and multiagency implementation, and iv) critical and participatory reflexive evaluation. It is examined more specifically how the phases proposed here can be illustrated by an ongoing project called 360Education Alliance (“Aliança Educació 360”) conducted in the context of Catalonia, Spain. It consists of a partnership presented in January, 2018, that currently involves more than 300 entities for promoting a community vision of education based on improving equity and social justice. Some opportunities deriving from this methodology are mentioned in the conclusion, emphasizing the transversal role of self-criticism as permanent inquiry of multiple agents involved in the process, including the participants themselves.

Supervised Teaching Practice (PES) should promote the development of skills associated with the profile of the teacher-researcher, namely: observation, recording, analysis, reflection. At the same time, it should provide children with rich and diverse experiences that produce education for (with) citizenship. The research project developed at PES was based on the European project UKIDS (Erasmus +) and was based on learning by project methodology, allowing for interdisciplinary knowledge. The challenges set in the project offer a variety of tasks to work on aspects such as initiative, motivation and innovation, as well as, trust and responsible social participation. Specifically, the Trash Value challenge, proposes to give a new life to waste, respecting a sustainable environment. Based on the implementation of this challenge and using the egg cartons, it was investigated how this material potentiated the development of social skills, reasoning and mathematical communication of children in the 4th year of schooling. The research methodology had characteristics of action-research, selecting different techniques and instruments for data collection. In addition to the pre-test and post-test carried out on the students and the teacher in charge of the class, audio recordings, field notes, photographic records and children’s productions were collected and organized in the form of multimodal narration. After conducting the study, it was possible to verify that the Trash Value challenge promoted the development of social skills, with a greater focus on cooperation, self-control and responsibility. Convergingly, problem-solving and mathematical communication skills have improved considerably, in an environment rich in children’s environmental awareness.

Copyright of Human Review is the property of Eagora Science 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.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

The measures put in place to stop the spread of the Covid-19 have had a major impact on the organization of educational processes. School teachers have been faced with overnight digitalization of their activities without always receiving adequate support with this transition. The present paper reports on a participatory action research project in the form of a tutoring program that sought to understand and respond to these challenges. The project took the form of an open learning initiative addressed to teachers in April – June 2020, followed by a data collection and analysis phase. 37 teachers in four Romanian counties benefited from personalized forms of support offered by 20 student- tutors enrolled in the Educational Sciences Department at the West University in Timişoara. All project activities were carried out at a distance, in the vast majority of cases, online. In analyzing the data produced by the project (tutor reflection log entries, qualitative interviews and focus groups with teachers and tutor students) we seek to answer the following research question: How did a collaborative learning process emerge as part of a participatory action research project carried out during the onset of online teaching and learning practices?. The collaborative learning responded to teachers’ immediate and individual needs regarding the development of digital competences, as well as related to pedagogical and emotional support. Through the tutoring program, the expected roles of the educational actors were reversed: since the undergraduate students were not primarily beneficiaries of the educational processes, but took on an active part as facilitators of the teachers’ learning processes. Thus, a competence transfer from the university to the pre- university environment took place, at a faster rate than it would usually happen.

Abstract Background In French Guiana, gold miners working illegally represents a major reservoir of malaria. This mobile population, mainly of Brazilian descent, enters the French Guianese forest from neighbouring countries, Suriname and Brazil. A complex and innovative intervention was piloted as a cooperation with the three involved countries involved to control malaria in this specific population. The principle was that health workers called “facilitators” provide the participants with a self-diagnosis and self-treatment kit along with adequate training and material to rapidly manage an episode of malaria symptoms on their own, when they find themselves isolated from health care services. Methods This paper describes the design, development, content of the intervention and players’ organization of this multi-country project, the opportunities and constraints encountered, and the lessons learnt at this stage. Results The choice not to implement the usual “Test and Treat” approach within the community is mainly driven by regulatory reasons. The content of medical messages tends to balance the tension between thoroughness, accuracy and efficacy. The wide range of tools developed through a participatory approach was intended to cope with the challenges of the literacy level of the target population. Despite the difficulties encountered due to language, regulation differences and distance between partners, cooperation was fruitful, due to the complementary of stakeholders, their involvement at all important stages and regular face-to-face meetings. Discussion and conclusion This experience shows the feasibility of an ambitious project of action-research in a border malaria context, involving several countries and with a mobile and undocumented population. It reveals some factors of success which may be transferable in analogous settings.

The article proposes a reflection on inclusive schools through the analysis of an international project aimed to reduce absenteeism and school failure for Roma children. The quality and quantity of Roma school attendance and performance are often influenced by the educational strategies and teach­ing models implemented in schools and by school organizations, adopted deliberately or not. An inclusive school is deeply linked to the quality of the school system, and the ability to create positive relationship between teachers and students and among students themselves. What most characterised the project is the simultaneous construction of an inclusive model of school where the concept of inclusion is considered a common good. The project is based on various actions involving teaching staff and Roma and non Roma students, following a systemic approach.

Background: Nowadays, as a result of globalization, markets are more competitive, and customers are more demanding. To respond to these challenges, organizations must develop mechanisms for continuous improvement in order to eliminate waste and increase the efficiency and effectiveness of processes. Thus, the present study carried out at an industrial unit responsible for the customization of cork stoppers for wines had as its main objectives to identify and eliminate or at least reduce waste; improve production and internal logistics flows; balance workloads; improve productivity; reduce lead time; motivate employees and promote the spirit of continuous improvement. Methods: The action-research methodology was used, whereby several cycles of data recovery and analysis, identification and implementation of opportunities for improvement, assessment and standardization were carried out. Therefore, the Total Flow Management (TFM) model was implemented, and several methods and tools were used, such as Value Stream Mapping (VSM), work measurement and 5S’s. Results: Several wastes and overloads were identified, and some actions were implemented, such as workload balancing, layout changes, implementation of visual management and supermarkets. That said, it was possible to reduce lead time by 4 days, improve productivity from 26.63 ML (a thousand cork stoppers)/h to 35.75 ML/h, and promote flexibility. In addition, employees were motivated, and a culture of continuous improvement was fostered. Conclusions: This project demonstrated that it is possible to implement improvement actions, with good results, without high investments, as well as motivating employees and taking advantage of their best capabilities. Additionally, it was demonstrated that the use of TFM can be very useful in continuous improvement, with evident improvements in production and internal logistics flows. So, this project demonstrated the practical implementation of TFM regarding basic reliability, production and internal logistics flow, and the simultaneous use of several methods and tools to implement continuous improvement. Thus, significant improvements were possible on the factory floor, as well as improving employee motivation their personal development and encouraging the focus on continuous improvement. Therefore, it responds to the gap identified in the literature.