Your search found 8021 results.

Descriptors:
Females; Social Justice; Cultural Pluralism; Well Being; Foreign Countries; Social Change; Correlation; Freedom; Gender Differences; Guidelines; Personal Narratives; History; Cultural Context; Sex Fairness

Abstract:
The purpose of this paper is to understand historically and contextually the well-being and agency of selected female teachers in Turkey. The paper develops a justice model based on the capability approach to build on the relation between freedom and equality, and to take gender and cultural diversity as a key element. The research draws on results from in-depth biographical narratives of 15 participants from west Turkey, examining the real freedoms and opportunities of three different generations of female teachers through constructing a gendered look into women's lives. The study begins by developing a framework linking women's opportunities and freedoms drawing its normative compass from Martha Nussbaum's capabilities approach. It explores how female teachers' well-being can be understood in relation to key capabilities that individuals, communities and society have reason to value and how these capabilities and functionings can be expanded or constrained. The paper argues for the significance of thinking about capabilities in the professional lives of teachers who work for social change. Through a historical and generational sequence, it captures the egalitarian aspects of the capability approach, and strengthens its emphasis on freedoms of women. The findings of this enquiry indicate that there are persistent economic, cultural, ethnical, structural and gendered inequalities in women's lives, but that women also have agency to bring changes in their lives and through their teaching. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teachers; Teaching Methods; Learning Processes; Professional Development; Personal Narratives; Evaluation; Foreign Countries; Social Psychology; Theories; Cultural Context; History; Formative Evaluation

Abstract:
Analysis of the impact of professional learning and development (PLD) programmes for educators is complex. This article presents an analysis of a PLD initiative in which classroom teachers learned to use narrative assessment for students with "high" and "very high" learning needs. Using Cultural Historical Activity Theory (CHAT), the analysis showed how various tensions arose across the activity system of participants during the initiative. Tensions were associated with the roles of those involved, the narrative assessment approach, and the rules of the initiative. While the new narrative assessment approach resulted in benefits for the students and their parents, role conflict emerged in relation to established assessment approaches already used by the educators. It is argued that CHAT enables a more nuanced understanding of the complex ways in which teachers actually engage with official curriculum, pedagogy or assessment PLD initiatives, than do theories that position teachers as simply resistant to change. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing Processes; Protocol Analysis; Writing Research; Korean; Writing Strategies; Second Language Learning; Sociocultural Patterns; Cultural Context; Interviews; Second Language Instruction; Recall (Psychology); Learning Strategies; Case Studies; College Students

Abstract:
With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies deployed by L2 learners of Korean, focusing on the mediated actions involved in their writing processes. Two American learners of Korean in a college Korean programme participated in this study. Data were collected from three sources: interviews, think-aloud protocol, and stimulated recall. Based on the analysis of data, emerging themes and trends in learner strategy use were identified for each participant. The findings are discussed case by case in relation to each individual's sociocultural context. The data reveal that a learner's socially situated context is closely related to the kinds of writing strategies and mediating tools he or she uses or prefers. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attitudes; Minority Groups; Bilingual Education; Whites; Bilingualism; Bilingual Education Programs; Cultural Context; Census Figures; Regression (Statistics); Hispanic Americans; Population Distribution; Population Growth; Hypothesis Testing; Fear; Negative Attitudes

Abstract:
This study examines local contextual conditions that influence opposition to bilingual education among non-Hispanic Whites, net of individual-level characteristics. Data from the Texas Poll (N = 615) are used in conjunction with U.S. Census data to test five competing hypotheses using binomial and multinomial logistic regression models. Our results support a "racial threat" hypothesis, suggesting that increasing opposition to bilingual education among Whites corresponds to changes in the Hispanic population. We find opposition to bilingual education among non-Hispanic Whites to be most pronounced in areas with substantial growth in an already sizeable Hispanic population, and least pronounced in areas of high growth rates and historically low proportions of Hispanics. Importantly, our results highlight the relevance of the interaction between minority group size and minority growth rates in generating majority opposition to bilingual education programs in the United States. (Contains 1 table, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Cultural Differences; Cultural Context; Foreign Countries; Educational Research; Gender Issues; Research and Development; Gender Differences; Graduate Students; Masters Programs; Interviews; Islam; Islamic Culture; Student Attitudes

Abstract:
Globally, gender differences in education have been an area of policy concern, research, and development partnerships. The international agenda of gender equality has been adopted by national governments even in countries, such as Afghanistan, where predominant views are clearly at variance with this agenda. Attempts to analyse such conditions must be based on examination of gender and education in the broader political and cultural context. Gender issues have been a central theme in an EU-funded Master's programme in Educational Research and Development for Afghan students at Nangarhar University, conducted during 2008-2010. This article analyses the political and cultural context of gender in Afghanistan, which constitutes the framework for the Afghan students' understandings of gender and education. These are examined as expressed in texts produced by the students and in group interviews. On the basis of our analysis, the following tension is clear: the students are aware of the international agenda of gender equality in education, but at the same time they are concerned about problems in the practical application of this agenda in their own society and relate these concerns to their interpretations of principles of Islam and Afghan cultural traditions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Attitudes; Gender Differences; Genetics; Foreign Countries; Data Analysis; Comparative Analysis; Scientific Concepts; Religion; Parent Background; Educational Attainment; Multivariate Analysis; Monte Carlo Methods; Gender Bias; Social Environment; Cultural Context; Trend Analysis; Behavior Patterns; Questionnaires

Abstract:
Innatism is the belief that most of the human personality can be determined by genes. This ideology is dangerous, especially when it claims to be scientific. The present study investigates conceptions of 1060 students from Estonia and France related to genetic determinism of some human behaviours. Factors taken into account included students' religion, gender, parents' education level and the school curriculum. The data analysis used [chi][squared] for single comparisons but also multivariate analyses as between-class analysis and the Monte Carlo test to differentiate samples. The difference in the answers from students of the two countries is strongly significant, Estonian students' answers being more innatist and linked with more intolerant attitudes than French ones, although in both cases the majority is tolerant. For each country, very few factors differentiate students: only gender in France for the question on sexism and schools in Estonia. These findings show how sociocultural context is important for questions containing values interacting with scientific knowledge. The interpretation of the results infers significantly different trends among Estonian and French students' conceptions about the determinism of human behaviours and performances. (Contains 1 table and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Educational Change; Curriculum Implementation; Teacher Educators; Elementary School Teachers; Teacher Attitudes; Teacher Education; Faculty Development; Cultural Context; Foreign Countries

Abstract:
This study examines: 1) how Korean elementary school teachers perceive recent curriculum reforms; 2) where their perceptions emanate from; and 3) what support teachers need in order to implement curriculum reforms actively and effectively. This study has shown that teachers generally harbour negative and unconstructive feelings about curriculum reform. These feelings negatively impact their involvement in and commitment to implementing reform. Several issues to be considered for teacher training and support evolved from our analysis of teachers' perceptions of the curriculum reform and the implementation: first, teachers are insufficiently provided with professional development programmes that support curriculum implementation; second, teachers lack opportunities to work through implementation problems and difficulties with peer teachers; and last, contextual and cultural constraints inhibit implementation of curriculum reform. Based upon these findings, this study makes several suggestions for teacher educators and curriculum policymakers. (Contains 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Conflict; Foreign Countries; Problem Solving; Correlation; Role of Education; Attribution Theory; Cultural Context; Social Environment; Social Change; Program Design; Educational Policy

Abstract:
This Introduction discusses approaches to and perspectives on analyzing the complex relationship between education, fragility, and conflict and its underlying causes and dynamics. It argues for the need for contextual and time-bound multi-level analyses of interlinked societal dimensions in order to address the ultimate purposes of education policies and programmes, whether they aim to ameliorate or transform existing conditions. Examples are presented of the ways these dimensions apply to the country cases on Afghanistan, Bolivia, Nepal, and Sudan and to the discussion of why quality data is important for analysis, and for policy and programme design. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle Class; Cultural Differences; Cross Cultural Studies; Infants; Caregivers; Mothers; Socialization; Emotional Response; Sociocultural Patterns; Parent Child Relationship; Foreign Countries; Discourse Analysis; Cultural Context; Social Environment; Agricultural Occupations

Abstract:
This article addresses the socialization of emotion expression in infancy. It argues that in order to adequately understand emotion development we need to consider the appraisal of emotion expression through caregivers in mundane, everyday interactions. Drawing on sociocultural and Bakhtinian theorizing, it claims that caregivers' appraisals of infants' emotion expression are dialogically intertwined with broader speech genres or "communicative genres" of a community and the emotional-volitional tone and normative orientations embedded in them. It aims to investigate how communicative genres become visible in early caregiver-infant interactions. In a comparative study with 20 farming Cameroonian Nso mothers from Kikaikelaki and 20 German middle-class mothers from Muenster and their 3-month-old infants, we investigated discursive practices used by the mothers in reaction to the infants' expression of negative affect. We found distinct patterns of coconstructing the interaction that point to different normative orientations and communicative genres that can be considered to be specific to the two sociocultural contexts. These communicative genres were found to be in line with broader cultural ethnotheories on good child care in these two communities found in previous studies and by other researchers. (Contains 2 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Theories; Graduate Students; Course Descriptions; Reflection; Learner Engagement; Learner Controlled Instruction; Learning Activities; Multiple Literacies; Technological Literacy; Teacher Education Curriculum; Cultural Context; Communities of Practice; Group Dynamics; Instructional Development; Student Attitudes

Abstract:
This paper is a course description of a Digital Literacies class offered to both undergraduate and graduate students at an American university. The purpose of this paper is: (1) to describe the pedagogical bones of this course, drawing upon theories of learning in a participatory culture, including a discussion of how, and where, the course fell short; and (2) to reflect upon the process of teaching this course while trying to involve students in substantial and meaningful ways, even though the author, as professor, retained the final say on grading. The author highlights specific course activities where students had significant input. Although this is not a report of a data-driven research project, students' voices and thoughts play a significant role in this paper as they provided feedback on the implementation of this course. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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