“I’m not running around with my pants sagging, so how am I not acting like a lady?”: Intersections of Race and Gender in the Experiences of Female Middle School Troublemakers

Careful examination of the discipline gap reveals growing disproportionality in the use of exclusionary discipline measures with female students of color, particularly African American females. Most often, adolescent girls of color are disciplined for subjectively defined behaviors, or behaviors considered inappropriate by educators. This study seeks to understand how seven middle school girls of color explain and justify their compliant and noncompliant behaviors and how their interactions with educators shape their beliefs about such behaviors. Using the theory of intersectionality, we examine how these girls both experience oppression and resist it within various domains of power. Findings show that a hostile school environment characterized by a lack of academic and social support, challenges to justice and fairness, presumptions of guilt, miscommunications and misunderstandings, and peer conflict alienates these young females of color from the learning process. Additionally, findings suggest participants strive to be heard and respected at school, using it as a site of resistance and reflecting their individual empowerment and self-advocacy.     

Die Etablierung der akademischen Pädagogik als Reflexionstheorie des Erziehungssystems

Der Beitrag untersucht die These, dass sich die Etablierung der geisteswissenschaftlichen P?dagogik als dominierendes Paradigma der akademischen Erziehungswissenschaft nach 1918 nicht zuletzt den Reflexionsangeboten verdankt, die wichtige Vertreter dieses Paradigmas zur Bearbeitung zentraler Bezugsprobleme des Erziehungssystems formuliert haben. Bezogen auf die drei Bezugsprobleme eines funktional differenzierten Erziehungssystems — Selektion, Lehrplan und Profession — werden Beitr?ge von Eduard SPRANGER, Erich WENIGER und Herman NOHL diskutiert. Es wird gezeigt, dass eine Erkl?rung für den „Erfolg“ dieser geisteswissenschaftlichen P?dagogen darin liegt, dass sie an semantische Traditionen anschlie?en, diese aber vor dem Hintergrund realgeschichtlicher Anpassungszw?nge umarbeiteten.     

Intervention in fluency problems in pupils with Specific Language Impairment (SLI) / Intervención en problemas de fluidez en alumnado con Trastorno Específico del Lenguaje (TEL)

The aim of this research has been to prove the efficacy of an intervention programme on the problems of phonetic and semantic fluency and mazes in narrative discourse in children with Specific Language Impairment (SLI). The sample consisted of 34 children diagnosed with SLI and 34 children with normal language development. For the selection of the sample, the Clinical Evaluation of Language Fundamentals (CELF-3), Peabody Picture Vocabulary Test, Hearing Association and the Visual Association subtests of the Illinois Test of Psycholinguistic Abilities (ITPA), and the Kaufman Brief Intelligence Test (KBIT) were used. Performance in phonemes (F, A & S), semantic fluency (animals) and the appearance of mazes or repairs in a narrative task were also evaluated. The intervention programme consisted of 72 sessions of 15 minutes each, using phonetic and semantic fluency activities with phonetic and semantic clues. Differences between groups were statistically significant in repetitions and false connectors.     

Engaging fans and the community in social media: interaction with institutions of higher education on Facebook

Although many universities use social media to interact with stakeholders, little is known about the underlying mechanisms. Drawing on theories of self-presentation and community engagement, we develop a theoretical model to explain these crucial outcome factors. We then test the model based on secondary data from 159 universities. Our findings reveal the double-edged nature of community size: universities with a strong reputation tend to have more Facebook fans, but having many Facebook fans has detrimental effects on individual fan engagement. Furthermore, the frequency of updates is a crucial factor, as too frequent and too infrequent updates lead to lower levels of fan engagement. We discuss theoretical implications for online communities and derive implications for social media managers.     

Beyond Awareness: Black Studies for Consciousness and Praxis in Teacher Education

Critical Studyin' is a Black Studies-inspired, morally engaged pedagogy. With roots in anti-racist teaching, it is focused on race, ideology, and education. This study explores the learning experiences and outcomes of seven, preservice educators after taking a course that was based on Critical Studyin' and offered in a College of Education at one university in the Southeastern region of the United States. Researchers employed constructivist grounded theory techniques to the analysis of semi-structured interviews and course documents. Findings highlight the development of students' critical consciousness and agency as they engaged in critical interrogation of the complex relationships among race, culture, and classroom teaching. This study highlights the potential of Black Studies as a pedagogy teacher educators can enact to orchestrate disruptive learning experiences and environments necessary for anti-racist teaching. It adds further support for culture-centered approaches in educator preparation that scaffolds preservice educators in their development of justice-oriented perspectives and practices in education.     

Attitudes to innovation in peripheral economic regions

The objective of this study is to shed light on the identification of the internal and external factors that affect the attitudes towards innovation of companies located in regions situated on the periphery of economic centres. The main research questions are as follows: (1) What are the internal factors that predispose companies to seek access to innovation? (2) To what extent do external factors such as location and technological opportunities condition or stimulate favourable attitudes towards innovation? To test the hypotheses put forward to answer these questions, we formulate and estimate econometric specifications, taking a sample of more than 2000 companies situated in Andalusia (one of the less-favoured regions in Spain). Our results show that the cost of innovation and the level of indebtedness of a company have a statistically significant and negative effect on attitudes to innovation, whereas the technical qualifications of the employees, the propensity to export, and the company size (measured by the number of employees) have a significant and positive effect on a company's attitude towards innovation. Furthermore, technological opportunities and location exert positive effects on attitudes towards innovation.     

Development of an industrial engineering project

This paper presents a teaching strategy of the scheduling and developmental phase of an Industrial Engineering computer project. It is based on a real project which has been carried out by our department in collaboration with a local company. The classroom setting provides an environment where students can experience firsthand all phases of the development of an electronic product: design, development and implementation of a prototype board to the final commercial product.     

Cruel optimism in edtech: when the digital data practices of educational technology providers inadvertently hinder educational equity

ABSTRACT

As digital data become increasingly central to education, hopes for educational equity are pinned more strongly on educational technology providers. This paper examines the data practices of edtech providers who are not simply making token gestures towards justice and equality. Drawing on ethnographic interviews and Berlant’s notion of cruel optimism, it presents three data stories. The paper suggests that datafication in education provides a showcase of cruel optimism, i.e., when the object of desire is blocking one’s flourishing. The conclusion considers the constitutive paradoxes of datafied education, and implications for the current phase of edu-technical transformation.     

Critical Pedagogy in HIV-AIDS Education for a Maya Immigrant Community

In this article the authors discuss how the perspectives of Paulo Freire were instructive in addressing the challenges of HIV-AIDS education in Guatemalan Maya immigrant communities with minimal formal education and literacy. The forging of a community-based, collaborative, educational program offers several implications for effective teaching and learning among marginalized communities.