ABSTRACTIn the last decade, text-analytic methods have become a fundamental element of a political researcher's toolkit. Today, text analysis is taught in most major universities; many have entire courses dedicated to the topic. This article offers a systematic review of 45 syllabi of text-analysis courses around the world. From these syllabi, we extracted data that allowed us to rank canonical sources and discuss the variety of software used in teaching. Furthermore, we argue that our empirical method for building a text-analysis syllabus could easily be extended to syllabi for other courses. For instance, scholars can use our technique to introduce their graduate students to the field of systematic reviews while improving the quality of their syllabi.
The education processes within the knowledge society of the twenty-first century involve a complex analysis and transformation of learning and teaching proposals. The ubiquitous penetration of technology and especially of ICT contributes to new cultural profiles of social, political and economic organizations and of course also has an impact on education. The decentralization, personalization, increased flexibility, technologic convergence, and other effects of telematic networks call for both an extension of educational programs in the framework of lifelong learning programs and also require measures to overcome exclusion in the face of the new social, technologic and economic demands. Strategic learning, the teaching of comprehension, virtual collaborative groups, and teachers as facilitators – both in face to face and remote education – will help to develop autonomy, strengthen communication and technological abilities, and foster problem solving skills in order to make decisions and participate in the improvement of quality of life through flexible structures, open mentalities, and equitable ethical values. Within this framework, learning and teaching in the knowledge society of the twenty-first century will be conceived for personal self regulation and social self sustainable alternative development. The scenarios include creative competencies and flexible attitudes through the practice of comprehensive and critical reading and thinking, emotional education, free expression, contrasted transference into reality, and participation within diversity. The latter implies a respect to local identity to foster the search for universal peace, democratic coexistence and continuous improvement. ; El proceso educativo en la sociedad del conocimiento del siglo XXI exige análisis muy complejos y transformativos en las propuestas de enseñanza y aprendizaje debido a la ubicua penetración de tecnología y especialmente de las tecnologías de la información y la comunicación – TICs – las que están presentes en todas las relaciones sociales. Ello contribuye al nuevo perfil social, político, cultural y económico de las organizaciones sociales en general con un impacto especial en la educación. La descentralización, personalización, flexibilidad, y convergencia tecnológica de las redes telemáticas ha generado nuevos desafíos no sélo a la extensión de toda clase de programas educativos en el marco del aprendizaje a lo largo de la vida ("lifelong learning programs") sino también a la superación de la exclusión frente a las nuevas demandas sociales, tecnológicas y económicas que aparecen. El aprendizaje estratégico, la enseñanza para la comprensión, y el trabajo en grupos colaborativos entre profesores y tutores grupos como facilitadores – presenciales o a distancia – deberán ser orientados a desarrollar autonomía, fortalecer la comunicación y las competencias tecnológicas y de resolución de problemas. El objetivo es propiciar toma de decisiones maduras y participar en el mejoramiento de la calidad de vida a través de estructuras más flexibles, mentalidades abiertas y valores éticos equitativos. En este marco de referencia, el aprendizaje y la enseñanza para la sociedad del conocimiento del siglo XXI en sus propuestas educativas, tenderán a la autorregulación personal y al desarrollo social autosustentable. La inclusión de competencias creativas y actitudes flexibles a través de la práctica de la lectura comprensiva y del pensamiento critico en Internet, la educación emocional, el estímulo a la libre expresión, y la diversidad, transferencia a la realidad en términos de participación, respeto a la identidad local y la diversidad, deberá articularse con la búsqueda de la paz universal, la coexistencia democrática y el mejoramiento humano continuo. ; Les processus de l'éducation dans la société du savoir au XXIe siècle nécessitent une analyse et une transformation très complexes à travers leurs propositions en matière d'apprentissage et d'enseignement. La pénétration omniprésente de la technologie et particulièrement de l'informatique concernant toute la relation humaine, contribue à de nouveaux profils culturels des organisations sociales, politiques et économiques, et surement à un impact sur l'éducation. La décentralisation, la personnalisation, la flexibilité, la convergence technologique etc… des réseaux télématiques sont un défi pour toute extension de programmes d'éducation dans le cadre des programmes d'apprentissage à longueur de vie (Lifelong Learning), mais aussi afin de surmonter l'exclusion face aux nouvelles exigences sociales, téchnologiques et économiques. L'apprentissage stratégique, l'enseignement pour la compréhension, les groupes de collaborateurs virtuels, enseignants, professeurs agissant comme guides-facilitateurs – face à face ou à distance – seront entraînés à aider à développer l'autonomie, à renforcer les habiletés en communication et en technologie, les habiletés à résoudre les problèmes et le reste en vue de prendre des décisions et de participer à améliorer la qualité de vie par le moyen de structures flexibles, de mentalités ouvertes et de valeurs étiques équitables. Dans ce cadre, l'apprentissage et l'enseignement dans la société du savoir au XXIe siècle dans toutes ses propositions éducatives sera conçu en vue de l'autorégulation personnelle et du développement social alternatif autodurable dans des scénarios qui incluent les compétences créatives et des attitudes flexibles par la pratique de la lecture et de la pensée compréhensives et critiques, l'éducation émotionnelle, l'expression libre de stimulus, et en vue d'un transfert résolu par le contraste avec la réalité et la participation au sein de la diversité en respectant l'identité locale dans une quête de paix universelle, de coexistence démocratique et d'amélioration continue. ; Facultad de Humanidades y Ciencias de la Educación
Stable social organization in a wide variety of organisms has been linked to kinship, which can minimize conflict due to the indirect fitness benefits from cooperating with relatives. In birds, kin selection has been mostly studied in the context of reproduction or in species that are social year round. Many birds however are migratory and the role of kinship in the winter societies of these species is virtually unexplored. A previous study detected striking social complexity and stability in wintering populations of migratory golden-crowned sparrows (Zonotrichia atricapilla)--individuals repeatedly form close associations with the same social partners, including across multiple winters. In chapter one I test the possibility that kinship might be involved in these close and stable social affiliations. I examine the relationship between kinship and social structure for two of the consecutive wintering seasons from the previous study. I found no evidence that social structure was influenced by kinship--relatedness between most pairs of individuals was at most that of first cousins (and mostly far lower) and Mantel tests revealed no relationship between kinship and pairwise interaction frequency. Kinship also failed to predict social structure in more fine-grained analyses, including analyses of each sex separately (in the event that sex-biased migration might limit kin selection to one sex) and separate analyses for each social community. The complex winter societies of golden-crowned sparrows appear to be based on cooperative benefits unrelated to kin selection. Although the complex social structure detected in wintering golden-crowned sparrows is not predicted by kinship, genetic variation may play a role in variation of winter social traits. In chapter two, I investigate the genetic causes of variation in fitness-related traits in a winter population of golden-crowned sparrows. Individuals show great variation in morphological and behavioral traits that may play a role in winter dominance and ultimately survival. I found that individuals that were more heterozygous--based on internal relatedness measures reflecting individual genetic variation--were more socially dominant, had larger gold crown patches (which predict social dominance in some contexts) and had stronger social connections within their social networks. Although the underlying mechanism driving the HFCs detected in this study is unknown, the detection of moderate correlations between an individual's heterozygosity level and social dominance, winter plumage, and sociality is interesting. Theses traits connect in important ways to winter social behavior, suggesting that these HFC analyses detected true relationships. It is therefore feasible that more heterozygous individuals are more socially dominant because they may be, for example, better foragers and have energy to expend on aggressive behaviors. Another reasonable explanation for the relationship between heterozygosity and social dominance could be that more socially dominant birds could be older; heterozygosity might be linked to longevity. Although a physiological mechanism is unknown in sparrows, it is possible that plumage may reflect the general quality (e.g., better immune function) of the individual. As with social dominance, "core" individuals of a community (i.e., individuals that are more likely to be found flocking with other birds of their community) may also be older or higher quality individuals. "Core" individuals interact and have contact with others in the community and may therefore be at higher risk of encountering disease, parasite, and pathogens. If this measure of heterozygosity reflects immune function heterozygosity, then more heterozygous individuals may be more likely to be "core" individuals. The recent focus on preparing students to pursue careers in science, technology, engineering, and mathematics (STEM) fields have resulted in educational researchers investigating how best to support this goal. Government and private funding has been directed to STEM internship programs (particularly at the undergraduate level). These internship programs are designed to provide workplace opportunities as well as provide support from the program to acquire skills needed by students to transition from school to the workforce. Most of this support has been developed (by internship programs and researchers) in the sciences. Engineers are in high demand and universities and internship programs are tasked with preparing more engineering students to be professional engineers. Our development of the Solution Articulation Framework (SAF), supports learners' (interns) acquisition of argumentation skills in engineering; engaging in argumentative practices promotes content knowledge and communication skills in many disciplines but has not been explored deeply in the engineering education literature. We focused our attention on improving learners' engineering argumentation practices with a particular emphasis on articulation of engineering solutions.In chapter three, I identify a critical component (functional requirements) to effectively articulating a proposed engineering solution and offer an operational definition along with suggestions for implementing these ideas in engineering education. My findings were immediately used to revise our SAF and warrants further research on other components of the SAF. The research in this chapter advances the emerging research field in engineering education by highlighting the importance and difficulties associated with teaching argumentation skills in engineering.
Observations and experiences confirm that most university instructors and lecturers have migrated from traditional teaching, but many teaching styles are not transformative. That is, university classrooms are still within "teach and go" without concerted consideration to the future products of classroom stakeholders. This study examined transformative pedagogy as a teaching philosophy that increases critical epistemology towards students' transformation. This theoretical paper adopted the theory of decoloniality, located within transformative world view and designed with conceptual analysis as a means to interpret the assumptions of transformation in the university classroom. The study argued that collaborative knowledge construction enhances professional trust between the lecturer and the students, encouraging freedom that could be regarded as social and academic support for students towards transformation. Therefore, the study concludes that transformative pedagogy laced with humanity, collectivism, grouping, and unity of purpose in generating knowledge is a decolonised teaching philosophy. The study, therefore, recommends that collaborative knowledge construction, professional trust and relationships, freedom within the classroom, social and academic support for students are dimensions of transformative pedagogy, therefore, should be practised by university lecturers and/or instructors.
Received: 4 January 2022 / Accepted: 5 March 2022 / Published: 5 May 2022
Australia continues to be an attractive destination in the world for international students. For higher education institutions to remain globally competitive there is a need to deliver high quality teaching and learning programs and adequate support structures. This paper forms part of a wider study on improving work placement for international students, their mentors and other stakeholders at Deakin University (Australia) and adds to the body of knowledge on international students as seen through the eyes of academic staff. It explores the lived experiences of seven academics as they navigate what is required of them when teaching international students in teacher education programs. Drawing on semi-structured interviews, we used Interpretative Phenomenological Analysis (IPA) as an analytical tool to code and analyse our data. Some of the challenges, dilemmas and opportunities are discussed under three overarching themes (Academic staff teaching experiences, Perceptions of navigating the Australian Cultural Context, and Staff valuing student opportunities). Based on the findings, we offer recommendations for higher education institutions to consider for academic staff when supporting students (international and local) from diverse cultures and languages.
Intro -- EXPANDING TEACHINGAND LEARNING HORIZONSIN ECONOMIC EDUCATION -- CONTENTS -- FOREWORD -- ABOUT THE AUTHORS -- PART I. RESEARCH -- THE ACHIEVEMENT OF COLLEGE BUSINESSAND ECONOMICS MAJORS ON THE MAJORFIELD TEST IN BUSINESS -- INTRODUCTION -- THE TEST -- REVIEW OF POTENTIAL FACTORS AFFECTING ACHIEVEMENT -- Gender -- General Ability or Achievement -- Race, Ethnicity, and International Status -- Age and Class Standing -- Transfer Status -- Business Major -- Overall Business Achievement and Course Effects -- DATA AND SAMPLE -- Descriptive Results -- CROSS-SECTIONAL ANALYSIS -- Model 1: Effects of Majors -- Model 2: Course Effects -- Model 2 Extended: Course Effects by Major -- Model 3: Course Transfer Effects -- Model 4: Transfer Course and Major Interaction -- CONCLUSIONS AND IMPLICATIONS -- NOTES -- REFERENCES -- CHICKS DON'T DIG IT:GENDER, ATTITUDE AND PERFORMANCEIN PRINCIPLES OF ECONOMICS CLASSES -- INTRODUCTION -- DATA AND METHODOLOGY -- ESTIMATION MODELS -- DISAGGREGATING THE ATTITUDE MEASUREMENT -- CONCLUSION -- NOTES -- APPENDIX 1: MODEL AND SPECIFICATION -- APPENDIX 2: SPECIFICATION TESTING -- A. Testing Validity of Instruments for IV estimation -- B. Testing for Sample Selection -- REFERENCES -- EXPERIENCES WITH, AND ATTITUDES TOWARDS,CHEATING AMONG BUSINESS STUDENTSAND THEIR PEERS -- INTRODUCTION -- BACKGROUND -- DATA AND METHODOLOGY -- RESULTS -- SUMMARY AND IMPLICATIONS -- APPENDIX. DEMOGRAPHICS OF SURVEY RESPONDENTS -- REFERENCES -- DO THEY, OR DON'T THEY? A REVIEWOF EVIDENCE ON CHEATINGBY ECONOMICS MAJORS∗ -- INTRODUCTION -- A VERY SHORT COURSE IN THE ECONOMIC THEORY OF CHEATING -- The Literature on Cheating -- Cost-Benefit Studies -- Survey-Based and Review Studies -- Econometric Studies -- Do Economists Think Differently? -- Some Unresolved Questions -- Problems with Survey Data.
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This research had two drivers: the persistent demand by policy makers for educators to achieve 'excellence' in teaching without defining what is meant; the paradoxes encountered by teachers across education who need to reconcile their personal and professionalism identity, and the political agenda. The research question was 'How is excellence in primary mathematics teaching perceived by primary mathematics teacher educators?'. Four different mathematics educator groups were interviewed producing narrative and mind-maps. An interpretative, thematic approach to analysis was adopted to explore understandings and beliefs. One outcome was three interwoven and interdependent themes - confidence, knowledge and supererogation -which contribute together to create excellent teaching in primary mathematics. The research showed that excellence is an aspirational ideal, embodied in the child who is the product of excellent teaching. This paper explores the role of primary school teachers' confidence in teaching mathematics, capacity for improvement and the potential impact on the pupils.
Three decades ago in his analysis of the academic profession, Logan Wilson found that the faculty in lesser institutions as well as the junior faculty in the major universities held teaching to have primacy over research. At the same time, however, "everywhere there (was) an attitude among the academic elite that dismisses meticulous attention to instruction as a deflection from the 'higher' purposes of scholarship and science." Research, not teaching, was found necessary for professional prestige and institutional recognition. Theodore Caplow and Reece J. McGee identified the conflict between teaching and research as "the leading problem for the individual faculty member." A faculty member is hired to teach but expected to do research and publish — at the expense of the former; and in fact, "academic success is likely to come to the man who has learned to neglect his assigned duties in order to have more time and energy to pursue his private professional interests."Other authors argue from a different perspective. Frank Pinner did not see teaching and research as alternatives but as "part of the same process of education, complementary activities in the academic community." Pinner went on to explain it was not possible to allocate time to each function due to differing teaching and research demands in different fields and due to individual work habits.
Three decades ago in his analysis of the academic profession, Logan Wilson found that the faculty in lesser institutions as well as the junior faculty in the major universities held teaching to have primacy over research. At the same time, however, "everywhere there (was) an attitude among the academic elite that dismisses meticulous attention to instruction as a deflection from the 'higher' purposes of scholarship and science." Research, not teaching, was found necessary for professional prestige and institutional recognition. Theodore Caplow and Reece J. McGee identified the conflict between teaching and research as "the leading problem for the individual faculty member." A faculty member is hired to teach but expected to do research and publish — at the expense of the former; and in fact, "academic success is likely to come to the man who has learned to neglect his assigned duties in order to have more time and energy to pursue his private professional interests."Other authors argue from a different perspective. Frank Pinner did not see teaching and research as alternatives but as "part of the same process of education, complementary activities in the academic community." Pinner went on to explain it was not possible to allocate time to each function due to differing teaching and research demands in different fields and due to individual work habits.
Three decades ago in his analysis of the academic profession, Logan Wilson found that the faculty in lesser institutions as well as the junior faculty in the major universities held teaching to have primacy over research. At the same time, however, "everywhere there (was) an attitude among the academic elite that dismisses meticulous attention to instruction as a deflection from the 'higher' purposes of scholarship and science." Research, not teaching, was found necessary for professional prestige and institutional recognition. Theodore Caplow and Reece J. McGee identified the conflict between teaching and research as "the leading problem for the individual faculty member." A faculty member is hired to teach but expected to do research and publish — at the expense of the former; and in fact, "academic success is likely to come to the man who has learned to neglect his assigned duties in order to have more time and energy to pursue his private professional interests."Other authors argue from a different perspective. Frank Pinner did not see teaching and research as alternatives but as "part of the same process of education, complementary activities in the academic community." Pinner went on to explain it was not possible to allocate time to each function due to differing teaching and research demands in different fields and due to individual work habits.
The COVID-19 pandemic has caused the most serious disruption of education systems in the new millennium. Algeria is not of any exception since most of its institutions mainly in economy and education are still threatened causing the collapse of years of progress. However, the sanitary crisis has stimulated innovation within the education sector. Distance learning solutions have been developed as quick responses to the government in order to support the education follow up. The present paper provides a critical analysis of the online education in the Algerian universities during the pandemic crisis. An electronic interview designed to teachers and learners as a research design based on a mixed research methodology was implemented to set the future framework of a successful e-Learning in the Algerian Higher Education. The results show that Education Continuity through e-learning platforms remains a debatable concern especially during unexpected situations.
1. Introduction -- 2. Cancel Culture, Popular Media, and Fandom -- 3. Cancel Culture, Black Cultural Practice, and Digital Activism -- 4. Cancel Culture, U.S. Conservatism, and Nation -- 5. Cancel Culture and Digital Nationalism in Mainland China -- 6. Conclusion.
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