An Exploration of “Hyper-Local” Community-University Engagement in the Development of Smart Cities

The use of big data in smart cities poses new questions about higher education and community-university engagement practices in addressing longstanding social and economic exclusion in urban communities. Drawing on transdisciplinary ideas in higher education, cultural theory, and science and technology studies, primary concerns in the era of big data are considered with current conceptualizations of higher education engagement and anchor institution purposes. Tensions in the narratives of civic engagement and democratic practice for community well-being are juxtaposed with tensions in the smart citizen narrative implied by the idealized smart city design. A new framing of community-university relations under what I term “hyper-local” engagement is suggested for more justice-oriented and democratic practices when universities interact with their surrounding communities given the impending and sweeping changes occurring from the use of big data in social policy.     

Conceptualising the surveillance of teachers

Schools are risky places: the risk of a poor Ofsted report, the risk of sliding down league tables, the risk of teachers abusing children, the risk of teachers being falsely accused of abuse. As a result of risk anxiety and the ever-increasing sophistication of technology, the surveillance of teachers has proliferated, becoming a future-oriented pursuit to manage this risk. Drawing on the surveillance studies literature, this article attempts to theorise the surveillance of teachers. Firstly the article argues that there are three types of teacher surveillance: the vertical perpetuated by Ofsted and senior school leaders such as teaching observations and learning walks, but also students recording their teachers on mobile phones; horizontal surveillance enacted by peers in terms of concertive control, but also parental surveillance via online and offline networks; and, finally, intrapersonal surveillance embracing reflective practice, data reporting and self-policing proximity from children. The article then concludes by arguing that while surveillance in schools embraces the themes of modern surveillance in general, by doggedly retaining the proximal and the interpersonal, it should be considered a hybrid form between traditional and modern forms of surveillance.     

The efficacy of collaborative networks in preparing teachers

Within the last two decades intercultural teacher education has become a priority in many European countries. The consensus among researchers, it seems, is that intercultural education should begin with the initial training of teachers. In this paper we present the implementation of a collaborative action research programme in which we built a collaborative network through which we tried to help student teachers develop practices of intercultural education. First, we briefly examine the existing situation regarding teacher education in Cyprus and we discuss generally teacher education in relation to intercultural education. Subsequently, we explain the term ‘collaborative networks’ and then analyse the methodology we followed for the research that led to this paper. Finally, we present and analyse, with additional research, the themes that arose through our paper's former data analysis.

Pendant les dernières décennies, dans beaucoup de pays européens, l'éducation interculturelle a pris une place très importante parmis les sujets développés dans le domaine éducatif. Des chercheurs pensent que l'éducation interculturelle doit commencer dès la formation initiale des enseignants (des maîtres). Dans cet article, nous présentons un programmeme de «recherche‐action» collective, pour lequel nous avons créé un réseau de collaboration. A travers ce programmeme nous tentons d'aider les élèves maîtres à développer des pratiques d'éducation interculturelle. Pour commencer, nous examinons brièvement la situation actuelle à Chypre, en ce qui concerne la formation des enseignants et nous nous penchons ensuite sur la dimension interculturelle de l'éducation. Par la suite, nous examinons la notion de «réseaux de collaboration» et analysons la méthodologie suivie pour mener à bien notre recherche, et aboutir à cet article. Pour finir, nous présenterons et argumenterons les principaux sujets dégagés de l'analyse des données.

En las ultimas dos decadas la educacion de profesores intercultural se ha vuelto una prioridad en muchos paises europeos. Parece ser que el consenso entre investigadores es que la educación intercultural deberia empezar con la formación inicial de profesores. En este articulo presentamos la aplicación de un programmea de investigación de mecanismo colaborativo en el que creamos una red de colaboración a traves de la cual intentamos ayudar a los profesores alumnos a desarrollar practicas de educación intercultural. Primero, examinamos brevemente la situación existente tocante a la educación de profesores en Chipre y contrastamos de forma general la educación intercultural con respecto a la de profesorado. Posteriormente, explicamos el termino ‘red de colaboración’ y después analizamos la tecnica que seguimos para la investigación que nos llevo a escribir este articulo. Finalmente, presentamos y analizamos, con investigación adicional, los temas que surgieron a traves de nuestros analisis de datos del articulo anterior.

In den letzten zwei Jahrzehnten hat die interkulturelle Lehrerausbildung in vielen europäischen Ländern zentrale Bedeutung erlangt. Es scheint in der Forschung mittlerweile Konsens darüber zu herrschen, dass interkulturelle Schulung schon bei der Lehrerausbildung einsetzen sollte. In diesem Artikel präsentieren wir die Ergebnisse eines Forschungsprogrammems für kollaborative Netzwerke, in dessen Rahmen ein kollaboratives Netzwerk aufgebaut wurde, durch das wir versuchen, Referendaren bei der Entwicklung interkultureller Lehr‐ und Lerntechniken zu helfen. Wir werden zuerst die gegenwärtige Situation der Lehrerausbildung auf Zypern analysieren und uns dann allgemein mit der Lehrerausbildung in Bezug auf interkulturelle Lerninhalte beschäftigen. Danach werden wir den Terminus “kollaborative Netzwerke” erklären und dann die Methodik erläutern, der wir während der Forschungsarbeit, die zu diesem Artikel geführt hat, gefolgt sind. Im Schlussteil präsentieren und analysieren wir, unter Berücksichtigung weiterer Forschungsarbeiten, die Themen, die während der Datenanalyse in den Vordergrund getreten sind.     

International Student Support Groups: Learning from Experienced Group Members and Leaders

A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.     

When victims don't cry: children's understandings of victimization, compliance, and subversion

How do children understand situations in which the targets of moral transgressions do not complain about the way they are treated? One-hundred and twenty participants aged 5, 7, 10, 13, and 16 years were interviewed about hypothetical situations in which one child ("transgressor") made an apparently unfair demand of another child ("victim"), who then responded by either resisting, complying, or subverting. In general, 5-year-olds judged compliance positively and resistance negatively and 7- to 16-year-olds judged resistance positively and compliance negatively; all but 16-year-olds judged subversion negatively. Most participants judged the transgressor's actions negatively, regardless of how the victim had responded. The findings are discussed in terms of their implications for children's developing understandings of victimization.     

Using special needs assistants effectively

Leigh Jerwood, the SENCo at Hardley School (a foundation, 11-18, school in Hampshire) considers how teachers can optimise the use of special needsassistants in mainstream secondary schools. Her findings demonstrate that whilst role clarity and collaborative teamwork are increased when assistants are attached to faculty areas, they are most effective in classes where teachers possess good management skills.     

The scientific attitude inventory: A revision (SAI II)

The Scientific Attitude Inventory (SAI) was developed and field tested 25 years ago. It has been used extensively throughout the world, and it continues to be used. Reports of its use and suggestions for revision provide impetus for revision. The revision retains the original position statements of attitudes assessed and the original attitude statements with changes made only to improve readability and to eliminate gender-biased language. Also, in response to critical analysis, the SAI II uses a five-response Likert Scale. The new version is shorter, 40 items instead of 60 in the original. The SAI II was field tested with 557 students in Grades 6, 9, and 12. The top and bottom 27% of scorers for the total inventory were compared for the subscales. A statistically significant difference was obtained for each t-test comparison. Face validity for the SAI II is claimed on the basis of the original judgments of a panel of judges regarding the attitude position statements which have not been altered. A split-half reliability coefficient of .805 was computed for the entire group of 557 respondents. Cronbach's alpha reliability coefficient is .781. J Res Sci Teach 34: 327–336, 1997.