The State,Privatisation and Educational Policy: A critique of neo-liberalism in Latin America and some ethical and political implications

This article discusses external assistance and aid in Latin America in neo-liberal times. A central component of external assistance in educational policy is the proposal for an ethos and model of privatisation in the context of a neo-liberal state though with a prominent role played by neo-liberal international organisations. The drastic changes from a liberal state to a neo-liberal state are analysed theoretically. Some of the key dilemmas and tensions of external aid are also analysed, touching on the roles of the World Bank and the key elements of its lending processes, particularly its research policies. The paper addresses in its last section key ethical and political dilemmas of educational research and planning in Latin America.     

The University of Santo Tomas viewed from the lens of total quality management: Implications to total quality education

Considered as a major management approach for improving organizational performance and competitive advantage, Total Quality Management (TQM) poses a challenge to dynamic institutions to adopt a systemic philosophy that places emphasis on customer needs and a commitment to a culture of excellence. Higher education institutions (HEIs) as learning organizations are expected to respond proactively to this challenge by examining closely how their educational centerpiece operates in an environment of quality. This inquiry aims to determine how the oldest university in Asia implements TQM as regards its Vision, Involvement, Continuous Improvement, Training and Education, Ownership, Reward, Yearning for Success, and Customer Focus (VICTORY-C). Moreover, it documents the best practices of the institution under study, categorized in the light of TQM principles and identifies implications for total quality education.     

Factors influencing teachers’ adoption of AR inquiry games to foster skills for Responsible Research and Innovation

Responsible Research and Innovation (RRI) is a contemporary approach to promote science with and for society for aligning scientific innovations with societal needs. Literature about education for RRI is limited because it is not a widespread practice at the moment. To explore this gap, this study examines teachers’ views about a novel inquiry game with Augmented Reality to foster inquiry skills for RRI. This game about Genetic-Modified food was used by 18 educators from Secondary and Higher Education who engaged 390 students to form opinions about risks and benefits of GM cereal. The thematic analysis of qualitative data: semi-structured questionnaires, teaching reports and focus groups, revealed motivations and practices that influence teachers’ adoption of OER created with new technologies. Findings revealed that the 3-phase-model approach used in the game engaged students to “CARE” about global issues, “KNOW” science concepts and “DO” actions through an active open schooling network. The key drivers for educators’ adoption of AR inquiry games are to make learning more meaningful and engaging through students-centred approaches and topical resources for them to develop scientific knowledge and skills. However, the key requirements for that are easy-to-use technologies and pedagogical strategies for identifying learner’s achievements and difficulties.     

Control as Care: How Teachers in “No Excuses” Charter Schools Position Their Students and Themselves

Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.     

Cultural discontinuity between home and school and American Indian and Alaska Native children's achievement

An assumption of culture-based education with respect to American Indian and Alaska Native (AI/AN) children is that discontinuity between home and school cultures is responsible for educational underachievement. Using data from the 2009 round of the National Indian Education Study, a subset of the larger National Assessment of Education Progress (NAEP), the author constructed a measure of cultural discontinuity and examined its relationship to AI/AN students' Grade 4 and 8 reading and mathematics achievement. Contrary to the cultural discontinuity hypothesis, there is no statistically significant negative relationship when the culture of the home is discontinued at school. On the Grade 4 NAEP reading assessment, in particular, cultural discontinuity was positively associated with students' achievement, net of both student- and school-level controls. Findings suggest that the assumptions of culture-based education may be overstated, though longitudinal data are still needed to be able to make causal claims.     

Effects of fixed vs. self-suggested rest between sets in upper and lower body exercises performance

In its last position stand about strength training, the American College of Sports Medicine recommends a rest interval (RI) between sets ranging between 1 and 3?min, varying in accordance with the objective. However, there is no consensus regarding the optimal recovery between sets, and most studies have investigated fixed intervals. Therefore, the aim of this study was to analyse the effects of fixed versus self-suggested RI between sets in lower and upper body exercises performance. Twenty-seven healthy subjects (26?±?1.5; 75?±?15?kg; 175?±?12?cm) were randomly assigned into two groups: G1: lower body exercises and G2: upper body exercises. Squat and leg press 1 repetition maximum (1RM) were tested for the G1 and bench press and biceps curl 1RM for G2. After the 1RM tests, both groups performed three sets to concentric failure with 75% of 1RM in combination with different RIs (2?min or self-suggested) on separate days and the exercises performance was evaluated by the number of repetitions. The results demonstrated no significant differences in the number of repetitions between 2?min and self-suggested RIs that presented similar reductions with the sets progression. It was also shown that the self-suggested RI spent less time recovering than the 2?min RI group on average. This suggests that for individuals with previous experience, the self-suggested RI can be an effective option when using workloads commonly prescribed aiming hypertrophy. Also, the self-suggested RI can reduce the total training session duration, which can be a more time-effective strategy.