Oregon Teacher Pathway: Responding to National Trends

ABSTRACT

National population trends demonstrate a shift in the U.S. ethnic population, similar to changes in the ethnic landscape of U.S. public schools. However, the teaching landscape has not adjusted to align with student demographics. Research highlights the academic and social/emotional benefit for students of color who experience having a teacher of color during their education. Therefore, it is valuable to consider frameworks for increasing the number of teachers of color in the educational landscape. Although there are initiatives for supporting these efforts in urban communities, rural communities often are not seen as having much need in this area. The authors of this article present literature and findings on the impact and needs for diversifying teacher education, and then outline a self-study of the Oregon Teacher Pathway (OTP) as a framework that takes into consideration promising practices for recruiting and supporting preservice teachers of color in rural eastern Oregon and other rural and urban communities.     

Seeing one another as “other”

In this paper, the authors discuss two complementary life history research projects investigating prospective teachers' identities in relation to their race and social class. Drawing on the experiences of one student from each study, they show how both whites and students of color primarily thought about one another as “others”—people who fundamentally differed from one another and whom they understood through preconceived ideas about a group. The authors draw on a Bakhtinian notion of how a “surplus of sight” enables one to develop understandings of an “other” and also of oneself.     

A Cross-Cultural Analysis of Organizational Dissent and Workplace Freedom in Five European Economies

Individuals in five European countries—Finland, France, Germany, Spain, and the United Kingdom (n = 1184)—completed a survey exploring the relationship between organizational dissent and workplace freedom of speech. Results revealed workplace freedom of speech is positively correlated with dissent among the entire sample in France and in Germany. Results in Spain were nonsignificant. In the United Kingdom, there was a negative relationship between workplace freedom of speech and dissent. There was a negative relationship between workplace freedom of speech and articulated dissent and a positive relationship with latent dissent in Finland. Moreover, MANCOVA testing showed nationality to have a significant effect on organizational dissent and workplace freedom of speech. Germans scored the highest on dissent and workplace freedom with Spain scoring the lowest.     

What is the relationship between social constructivism and Piagetian constructivism? An analysis of the characteristics of the ideas within both theories

For twenty years, social constructivism has been a paradigm in science teaching and not an easy bedfellow for piagetian constructivism, even though both have had the same thing in mind… a study of the learner. For this reason we attempt to find connections and bridges between them so that both may be enriched, to the benefit of science teaching.     

A joint learning approach with knowledge injection for zero-shot cross-lingual hate speech detection

Hate speech is an increasingly important societal issue in the era of digital communication. Hateful expressions often make use of figurative language and, although they represent, in some sense, the dark side of language, they are also often prime examples of creative use of language. While hate speech is a global phenomenon, current studies on automatic hate speech detection are typically framed in a monolingual setting. In this work, we explore hate speech detection in low-resource languages by transferring knowledge from a resource-rich language, English, in a zero-shot learning fashion. We experiment with traditional and recent neural architectures, and propose two joint-learning models, using different multilingual language representations to transfer knowledge between pairs of languages. We also evaluate the impact of additional knowledge in our experiment, by incorporating information from a multilingual lexicon of abusive words. The results show that our joint-learning models achieve the best performance on most languages. However, a simple approach that uses machine translation and a pre-trained English language model achieves a robust performance. In contrast, Multilingual BERT fails to obtain a good performance in cross-lingual hate speech detection. We also experimentally found that the external knowledge from a multilingual abusive lexicon is able to improve the models’ performance, specifically in detecting the positive class. The results of our experimental evaluation highlight a number of challenges and issues in this particular task. One of the main challenges is related to the issue of current benchmarks for hate speech detection, in particular how bias related to the topical focus in the datasets influences the classification performance. The insufficient ability of current multilingual language models to transfer knowledge between languages in the specific hate speech detection task also remain an open problem. However, our experimental evaluation and our qualitative analysis show how the explicit integration of linguistic knowledge from a structured abusive language lexicon helps to alleviate this issue.     

Initial Characterization of Colombian High School Physics Teachers’ Pedagogical Content Knowledge on Electric Fields

We explore the initial characterization of the pedagogical content knowledge of four, in-service, Colombian pre-university secondary education physics teachers on the concept of electric field. Two of them teach the content in English as a second language. The aim of the study was to obtain an image of the participants’ teaching of electric field and the inherent complexities that go with that. The results revealed that factors which involved their personal educational models, such as, how they interpret their school’s curriculum, the relationship they see between physics and mathematics, the most effective strategies for teaching physics, and the time they have available to develop the topic played a significant role. The teachers considered it essential to establish new strategies that would motivate the pupils by helping them visualize the electric field.     

技术革命对图书馆的影响

介绍技术革命对发达国家图书馆影响的文章近几年很多,但以翻译介绍、表层描述和理论阐释为多。最近,应邀在上海图书馆访问的 Gomez 先生,以美国基层公共图书馆馆长的身份,从实践工作的角度,论述了技术革命对美国图书馆的影响。本刊特选载他的这次!演讲,以期有助于国内同仁更全面地认识这个关系到图书馆生存发展的重大问题。注重理论联系实际是本刊的一贯宗旨,我们热切期望有更多的紧密联系各馆实际的好文章问世,推动图书馆现代化研究的进一步深入。