Towards Cultural Competency with a Latino Community: A Cross-Cultural Teaching Model

Social work programs that prepare students for culturally competent practice rely on the principle that cultural identity and differences are positive; and that social work services need to be delivered in ways which are culturally acceptable to clients and enhance their ethnic group participation and power. Cross-cultural experiences facilitate the development of cultural competence. Equipping students in the necessary affective, cognitive, and behavioral areas for cross-cultural learning and competent practice call for teaching approaches that capitalize on the adult learning process; and where meaningful learning can be transformed to a learning process beyond the academic experience. This paper presents a cross-cultural teaching model designed to facilitate a culturally transformative learning process within the classroom and with the Hartford Latino Community in Connecticut.     

Neoliberalism in the Academic Borderlands: An On-going Struggle for Equality and Human Rights

The article examines the negative impact of neoliberal policies upon the work of border intellectuals within the university, whose scholarship seeks to explicitly challenge longstanding structural inequalities and social exclusions. More specifically, the notion of neoliberal multiculturalism is defined and discussed with respect to the phenomenon of economic Darwinism and the whitewashing of contemporary academic labor, despite a tradition of progressive struggle within the academy. In response to the current counter-egalitarian climate of neoliberalism, a call is issued for a critical pedagogy that supports a revolutionary vision of human rights and democratic life.     

Argumentación y conocimiento científico escolar

Resumen

En este artículo se analiza el contexto interactivo que propicia la participación de los alumnos en la construcción social del conocimiento de ciencias naturales en la escuela primaria. La descripción se centra en las intervenciones de los alumnos, elaboradas en interacción con el docente, en las que expresan explicaciones alternativas y argumentan sus ideas.     

Incremento de vocalizaciones espontáneas en deficientes mentales profundos: un caso práctico

RESUMEN

El objetivo de este trabajo fue incrementar las vocalizaciones espontáneas en un deficiente mental profundo como requisito previo antes de su incorporación a los programas de implantación del habla. El procedimiento utilizado resultó eficaz no sólo en las sesiones de tratamiento sino en su medio ambiente.     

A qualitative approach to understanding the role of lecture capture in student learning experiences

Lectures continue to be the dominant form of university teaching, and lecture capture technologies are tentatively taken up to support this form of delivery, rather than being used as a viable alternative. Much of the previous research, however, has been self-reports or survey-based, with far less attention given to qualitative explorations. This study aims to bridge this gap by using qualitative methods in order to examine students’ experiences of lecture capture provisions within the context of their own learning by utilising six focus groups to generate data. Thematic analysis was used to understand group opinions and experiences of lecture capture within university teaching. Two conceptual themes emerged: enhancing the learning environment and working and learning strategically. Results show that the value of lecture capture provisions could not be fully evaluated by students without considering their current learning environments. The main positive function of lecture capturing was to alleviate negative perceptions of lectures as a learning event, but it also provided students an opportunity to learn strategically. The extent to which lecture capturing develops and enhances the learning experience is discussed. Recommendations for how universities could utilise lecture capturing are proposed.     

Personal factors and personal information activities behaviors of faculty in selected universities in Ghana

This study examined how demographic characteristics of faculty influence their personal information activities behaviors, namely information creation, information organization, and information storage. Data was collected from a sample of 235 faculty in six universities in Ghana using a questionnaire. Age, gender, rank and university of affiliation predicted personal information activities behaviors in different directions and with different magnitudes. Gender made a difference in information organization and information storage while age made a difference in respect of information creation and information organization only. Faculty ages 4049 years created information the most, followed by those above 50 years. Males stored information more than females. Rank made a difference in information creation, organization and storage, but university of affiliation made a difference in information creation and information storage, and not information organization. It is common among information system designers and managers to implement information management systems without considering the differential influence of personal variables on human information behaviors. This omission denies information users adequate access and maximum use of the information in their information space. Institutional leaders and PIM systems designers should consider demographic and other personal factors of faculty in information literacy programs. Profiling of users' personal characteristics when designing personal information management systems will enhance maximum access and utilisation of personal information.     

Space concepts for young children

Conclusion The young child is in motion most of the time. Through movement, the child achieves mastery of the space he or she lives in. Teachers can “move” with the child by using topologically oriented science activities. Such activities capitalize on natural inclinations. They encourge the understanding of relationships which are basic to the developmental tasks with which the child is working. Cynthia Szymanski Sunal has taught children of a variety of ages and is at present studying the perceptual development of the young child. She may be contacted at Essex Community College, Baltimore County, Maryland 21237. Dennis W. Sunal is a specialist in science education who has developed programs for preschool-primary children.