Teaching in a Time of Crisis
01 Jun 2019-pp 85-160
TL;DR: The authors focused on the life and work of Mouloud Feraoun, a successful novelist who remained dedicated to his work as a teacher in a French primary school, even when his work placed his life at threat from both sides in the Algerian war of independence (during which the FLN at one point called a boycott of French schools).
Abstract: Against the broader backdrop of histories and debates sketched out in earlier chapters, Chapter 3 focuses in detail on the life and work of Mouloud Feraoun, touching on other important figures including Jean Amrouche and Albert Camus. Feraoun was a successful novelist who remained dedicated to his work as a teacher in a French primary school, even when his work placed his life at threat from both sides in the Algerian war of independence (during which the FLN at one point called a boycott of French schools). He finished his life working for the CSEs (Centres sociaux 裵catifs) established by the French authorities during the war. The chapter tries to shed light on this heroic/anti-heroic commitment to education, and how we can understand, and perhaps justify, his decision to remain part of the colonial education system in the context of a violent anti-colonial war, despite his commitment to Algerian independence. [150]
Citations
More filters
TL;DR: In this article, the authors describe how to have Becoming a Critically Reflective Teacher eBooks, which are safer and virus-free than those available in the physical book format.
Abstract: In case you might be trying to understand how to have Becoming a Critically Reflective Teacher eBooks, you must go thorough research on well-liked search engines with the keywords and phrases download Edward Buchanan PDF eBooks in order for you personally to only get PDF formatted books to download which are safer and virus-free you'll discover an array of websites catering for your requirements. The majority of these internet sites possess a large collection of PDF eBooks which it is possible to use to your advantage.
1,328 citations
31 Oct 2017
TL;DR: The modern evolution of America's Flagship Universities by Eugene M. Tobin this article has been studied extensively in the field of educational attainment: overall trends, disparities, and the public universities we study.
Abstract: Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377
696 citations
TL;DR: Books and internet are the recommended media to help you improving your quality and performance.
Abstract: Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.
326 citations
TL;DR: In this paper, building resilience: social capital in post-disaster recovery is discussed. But the authors focus on building resilience, not social capital, and do not address the social capital issue.
Abstract: (2013). Building Resilience: Social Capital in Post-Disaster Recovery. Quality Management Journal: Vol. 20, No. 2, pp. 60-61.
194 citations
01 Sep 2014
TL;DR: In this paper, Butin argues that a lack of one unitary model for service-learning creates difficulties for integration into traditional conventions of higher education and suggests that a more broadly theoretical foundation for service learning is warranted in order to encourage other educators to consider its adoption and implementation.
Abstract: Service-learning in theory and practice: The future of community engagement in higher education. Dan W. Butin. (2010). New York: Palgrave MacMillan. 174 pp. (ISBN 9780230622517).Many organizations support ever increasing numbers of service-learning initiatives in colleges and universities across the continent (Hollander, 2010), making an examination of such initiatives of particular interest to Canadian scholars involved in comparative and international research. Dan Butin maintains that a lack of one unitary model for service-learning creates difficulties for integration into traditional conventions of higher education. For this reason Butin establishes limits and possibilities for service-learning, explores philosophical shifts needed for an institutionalizing of service-learning in higher education and offers suggestions for an attainable future for service-learning.Following an informational foreword by Elizabeth Hollander and an impassioned preface by the author, Butin demonstrates the limitations and potential of service-learning in higher education. Throughout Chapter 1 Butin attempts to define and conceptualize service-learning from multiple perspectives, and tenders technical, cultural, political and antifoundational typologies. Chapter 2 explores the pedagogical, political, and institutional limits of servicelearning and the impediment that these limits pose to its institutional longevity. In Chapter 3 Butin explains how external and internal limitations of service-learning represent powerful and transformative possibilities in higher education.Chapter 4 examines the disciplining of service-learning as an intellectual movement comparable to women's studies. While Chapter 5 explores how some programs are already institutionalizing service-learning through recognized certificates, minors, and majors. Butin utilizes Chapter 6 to take the reader through an examination of other disciplines that provide additional insights into the evolution and incorporation of community engagement within the academy.Butin persuades service-learning scholars and practitioners to reexamine "what they do and how they do it" since he believes that service-learning and community engagement should be no more novel or noteworthy than any other scholarly task (126). Chapter 7 helps faculty to view community engagement as another means of being a good scholar through the production and dissemination of knowledge and the search for truth. While Chapter 8 places servicelearning and community engagement within the larger picture of the major contemporary trends and tensions in higher education.A solid and logical structure is provided by Dan Butin which aids the reader since his arguments can sometimes be rather complex. This book should not be a starting point for scholars new to the field of service-learning since it is not concerned with the fundamentals of community-engaged learning models but it does offer insights useful to those concerned with the future of such programs in higher education. Butin focuses on defining and conceptualizing service-learning in higher education and the place it occupies within the sphere of academia.Hironimus-Wendt & Lovell-Troy state, "[i]ndeed some of our own colleagues have questioned the strong emphasis on a 'transformative' role ascribed to service learning, particularly regarding community change" and suggest a "more broadly theoretical foundation for service learning is warranted in order to encourage other educators to consider its adoption and implementation" (1999, p. 363). To support this suggestion, they reference the work of John Dewy and George Herbert Mead who are considered by some to be the originators of the servicelearning concept, demonstrating that even in the preliminary stages, during the early 1900s, the leading experts held very different beliefs as to the exact role that experiential education could play in student development.This publication is suitable for a scholarly audience already familiar with service learning, and are interested in a deeper examination, classification and possible future evolution of the phenomenon. …
121 citations
References
More filters
Journal Article•
TL;DR: Copyright (©) 1999–2012 R Foundation for Statistical Computing; permission is granted to make and distribute verbatim copies of this manual provided the copyright notice and permission notice are preserved on all copies.
Abstract: Copyright (©) 1999–2012 R Foundation for Statistical Computing. Permission is granted to make and distribute verbatim copies of this manual provided the copyright notice and this permission notice are preserved on all copies. Permission is granted to copy and distribute modified versions of this manual under the conditions for verbatim copying, provided that the entire resulting derived work is distributed under the terms of a permission notice identical to this one. Permission is granted to copy and distribute translations of this manual into another language, under the above conditions for modified versions, except that this permission notice may be stated in a translation approved by the R Core Team.
272,030 citations
TL;DR: In this article, a model is described in an lmer call by a formula, in this case including both fixed-and random-effects terms, and the formula and data together determine a numerical representation of the model from which the profiled deviance or the profeatured REML criterion can be evaluated as a function of some of model parameters.
Abstract: Maximum likelihood or restricted maximum likelihood (REML) estimates of the parameters in linear mixed-effects models can be determined using the lmer function in the lme4 package for R. As for most model-fitting functions in R, the model is described in an lmer call by a formula, in this case including both fixed- and random-effects terms. The formula and data together determine a numerical representation of the model from which the profiled deviance or the profiled REML criterion can be evaluated as a function of some of the model parameters. The appropriate criterion is optimized, using one of the constrained optimization functions in R, to provide the parameter estimates. We describe the structure of the model, the steps in evaluating the profiled deviance or REML criterion, and the structure of classes or types that represents such a model. Sufficient detail is included to allow specialization of these structures by users who wish to write functions to fit specialized linear mixed models, such as models incorporating pedigrees or smoothing splines, that are not easily expressible in the formula language used by lmer.
50,607 citations
"Teaching in a Time of Crisis" refers methods in this paper
...The lmer and lmerTest packages were used to select the LME models (34, 35)....
[...]
...LME models were created using the lme4 package (34)....
[...]
Book•
01 Jan 1997TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …
46,839 citations
"Teaching in a Time of Crisis" refers methods in this paper
...To this end, we developed our Science Bootcamp CURE for first-year STEM majors to meet key CURE criteria while drawing on community of practice theorizing (20, 25, 26), social cognitive theory (27), and self-determination theory (28, 29)....
[...]
Book•
05 Mar 2009TL;DR: This chapter discusses writing Analytic Memos About Narrative and Visual Data and exercises for Coding and Qualitative Data Analytic Skill Development.
Abstract: An Introduction to Codes and Coding Chapter Summary Purposes of the Manual What Is a Code? Codifying and Categorizing What Gets Coded? The Mechanics of Coding The Numbers of Codes Manual and CAQDAS Coding Solo and Team Coding Necessary Personal Attributes for Coding On Method Writing Analytic Memos Chapter Summary The Purposes of Analytic Memo-Writing What Is an Analytic Memo? Examples of Analytic Memos Coding and Categorizing Analytic Memos Grounded Theory and Its Coding Canon Analytic Memos on Visual Data First-Cycle Coding Methods Chapter Summary The Coding Cycles Selecting the Appropriate Coding Method(s) Overview of First-Cycle Coding Methods The Coding Methods Profiles Grammatical Methods Elemental Methods Affective Methods Literary and Language Methods Exploratory Methods Forms for Additional First-Cycle Coding Methods Theming the Data Procedural Methods After First-Cycle Coding Chapter Summary Post-Coding Transitions Eclectic Coding Code Mapping and Landscaping Operational Model Diagramming Additional Transition Methods Transitioning to Second-Cycle Coding Methods Second-Cycle Coding Methods Chapter Summary The Goals of Second-Cycle Methods Overview of Second-Cycle Coding Methods Second-Cycle Coding Methods Forms for Additional Second-Cycle Coding Methods After Second-Cycle Coding Chapter Summary Post-Coding and Pre-Writing Transitions Focusing Strategies From Coding to Theorizing Formatting Matters Writing about Coding Ordering and Re-Ordering Assistance from Others Closure Appendix A: A Glossary of Coding Methods Appendix B: A Glossary of Analytic Recommendations Appendix C: Field Note, Interview Transcript and Document Samples for Coding Appendix D: Exercises and Activities for Coding and Qualitative Data Analytic Skill Development References Index
22,890 citations
"Teaching in a Time of Crisis" refers methods in this paper
...During this process, codes were added, code definitions were redefined, code categories were collapsed, and interviews were reexamined at the summation of coding to ensure consistency in our analysis (23)....
[...]
...Author DJ-R analyzed all interview data using ethnographic content analysis (22), specifically using the inductive concept coding approach (23)....
[...]
Book•
01 Jan 1967
TL;DR: In this paper, the discovery of grounded theory is discussed and grounded theory can be found in the form of a grounded theory discovery problem, where the root cause of the problem is identified.
Abstract: The discovery of grounded theory , The discovery of grounded theory , کتابخانه مرکزی دانشگاه علوم پزشکی تهران
22,245 citations
"Teaching in a Time of Crisis" refers methods in this paper
...As in coding protocols used in grounded theory methodology (18), concept coding examines ethnographic content for emerging themes and places them into categories and subcategories....
[...]