Cultural Persistence,Political Resistance,and Hope in the Community and School-Based Art of a Puerto Rican Diaspora Neighborhood

The authors describe themes of cultural persistence, political resistance, and hope in the art of one Puerto Rican neighborhood in the Midwestern United States. The themes are described across three contexts: community mural art, poetry from students in an alternative high school, and poetry from seventh grade students in a neighborhood middle school. In describing currents of Puerto Rican identity-making, resistance to gentrification, and struggles against local oppression that are evident in all three contexts, the authors argue that as they name their worlds, students commit acts of social justice through their perpetuation of historical and cultural themes situated within a tradition of community activism.     

Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers: An Elusive Goal

This article examines minority teacher recruitment policies and programs of the past two decades and explores their influence on the racial/ethnic makeup of the teaching force in elementary and secondary public schools. The results show that while important progress has been made toward increasing the overall number and proportion of minority teachers in the public schools, those gains have been eclipsed by the rapid growth of the minority student population. As a result, the racial/ethnic gap between students of color and their teachers has actually increased over the years. The authors provide an overview of current minority teacher recruitment state policies and introduce the Teacher-Student Parity Index, a new metric for comparing the proportions of teachers and students from different racial/ethnic groups to gain a more textured understanding of the demographic reality of today's schools than is presently found in the literature. The authors conclude with recommendations for policy and research.     

Educational psychology within teacher education

In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice.     

Synchronic Tutoring of a Virtual Community

The role of tutors has changed over time, depending on models of learning and on the technology available. This article discusses the evolution of the tutor role and presents a new model concerning the tutoring functions in a synchronous virtual community. The definition of a virtual community starts from a theory of communities of learning and takes the features of the virtual environment into account. A project set in order to verify the tutors' features in a synchronous virtual community with an educational aim will be described in detail. The chats on-line are analyzed combining two analysis systems: (a) a category system describing the tutor's on-line functions; and (b) a discourse analysis exploring the dialogical and interactive dimensions of the tutor interventions. Results gathered from this study highlight typical features of tutoring on-line a virtual community. On-line tutorship appears to be a fluid, situated and dynamic process of meaning negotiation. Tutors are able to take over each others' specific roles and students act as tutors to each other.     

The Panther

His vision, from the constantly passing bars,
Has grown so weary that it cannot hold anything else
It seems to him there are a thousand bars;
and behind the bars, no world.     

Beauty,effort and talent: a brief history of Brazilian women’s soccer in press discourse

This essay offers a brief historical background to the evolution of women’s soccer in Brazil. It focuses on the main obstacles women faced to pursue the game, which was forbidden to women in Brazil in 1941. By analysing how the newspapers treat women’s teams, the essay will try to highlight significant changes in the stereotypes that long guided perceptions of people about women soccer players.     

The effects of teacher support,parental monitoring,motivation and self-efficacy on academic performance over time

European Journal of Psychology of Education - This study aimed to investigate the contribution of teacher support and parental monitoring to academic performance over three years, testing the...     

Criss-cross heart three-dimensional printed models in medical education: A multicenter study on their value as a supporting tool to conventional imaging

The utility of three-dimensional (3D) printed models for medical education in complex congenital heart disease (CHD) is sparse and limited. The purpose of this study was to evaluate the utility of 3D printed models for medical education in criss-cross hearts covering a wide range of participants with different levels of knowledge and experience, from medical students, clinical fellows up to senior medical personnel. Study participants were enrolled from four dedicated imaging workshops developed between 2016 and 2019. The study design was a non-randomized cross-over study to evaluate 127 participants' level of understanding of the criss-cross heart anatomy. This was evaluated using the scores obtained following teaching with conventional images (echocardiography and magnetic resonance imaging) versus a 3D printed model learning approach. A significant improvement in anatomical knowledge of criss-cross heart anatomy was observed when comparing conventional imaging test scores to 3D printed model tests [76.9% (61.5%–87.8%) vs. 84.6% (76.9%–96.2%), P < 0.001]. The increase in the questionnaire marks was statistically significant across all academic groups (consultants in pediatric cardiology, fellows in pediatric cardiology, and medical students). Ninety-four percent (120) and 95.2% (121) of the participants agreed or strongly agreed, respectively, that 3D models helped them to better understand the medical images. Participants scored their overall satisfaction with the 3D printed models as 9.1 out of 10 points. In complex CHD such as criss-cross hearts, 3D printed replicas improve the understanding of cardiovascular anatomy. They enhanced the teaching experience especially when approaching medical students.     

Gender (im)balance in the pool of graduate talent: the portuguese case

Tertiary Education and Management - Doctoral education has grown substantially, resulting in a larger and diverse pool of graduates for research. Simultaneously, gender balance in research has...