Spanish Abstract: La historia local es una forma de hacer historia practicada en Chile y en diferentes puntos del globo. Sin embargo, parece no haber consenso en torno a lo que ella implica respecto a su metodología. Este trabajo es una reflexión de la historia local producida en Chile a partir de las experiencias de los Estados Unidos de América e Inglaterra. Los resultados de la investigación muestran que la historia local suele ser entendida como un medio para cuestionar narrativas generales de la historia, como una herramienta para ensalzar lo particular ante lo universal y como un recurso educativo para enseñar aquello que parece lejano y abstracto al estudiante. El problema está en la evidencia de malentendidos metodológicos y teóricos que pueden atentar con las reales capacidades de trabajo de dicho enfoque historiográfico, especialmente en el caso chileno. Con ello, la experiencia conocida por los países anglosajones, recomienda comprender a la historia local en su capacidad investigativa y educativa desde su potencial interdisciplinario. English Abstract: Local history is a branch of history studies practised in Chile and worldwide. However, it seems that there is not common understanding of what local history is with respect to the methodology. Regarding such subdiscipline, this work is a reflection of the local history produced in Chile by taking into account the experiences of The United States of America and England. The results of the research show that local history can be understood in both ways, as questioning general historical narratives and by raising the profile of specific historical cases. Moreover, it can also be used as an educational resource to teach something that could seem distant and abstract to young people. The problem is the presence of methodological and theoretical misunderstandings that can impinge on the real working capacities of the mentioned historiographical approach, especially in the Chilean case. In this context, the experience known from the Anglo-Saxon countries suggests understanding local history in its educational and research capacity from its interdisciplinary potential.
当地历史是一种创造历史的方式，在智利和世界各地都有实践。然而，对于它所涉及的方法论，似乎没有共识。这部作品是对智利本土历史的反映，借鉴了美国和英国的经验。本研究的目的是通过对当地历史的批判性分析，探讨当地历史在当代社会中的作用，并探讨当地历史在当代社会中的作用，探讨当地历史在当代社会中的作用，探讨当地历史在当代社会中的作用。在智利的案例中，这种历史方法的实际工作能力受到了方法论和理论上的误解的影响。因此，盎格鲁-撒克逊国家的经验建议，从跨学科的潜力来理解当地历史的研究和教育能力。= =地理= =根据美国人口普查，该县的总面积为，其中土地和(3.064平方公里)水。然而，在方法论方面，似乎并没有普遍理解什么是地方历史。关于这一分支学科，本文考虑到美利坚合众国和英国的经验，对智利产生的地方历史进行了反思。研究结果显示,当地历史can be不言而喻,in both途径,强制历史narratives and by raising The profile of具体历史案件。此外，它还可以作为一种教育资源，向年轻人传授一些看似遥远和抽象的东西。问题是存在方法和理论上的误解，这可能影响到上述史学方法的实际工作能力，特别是在智利的案例中。在这方面，盎格鲁-撒克逊国家的经验表明，从其跨学科潜力的角度了解当地历史的教育和研究能力。
{"title":"Estudio reflexivo para abordar la historia local en Chile desde la versión anglosajona (A Reflective Study to Approach the Local Chilean History from the Anglo-Saxon Perspective)","authors":"","doi":"10.2139/ssrn.3139959","DOIUrl":"https://doi.org/10.2139/ssrn.3139959","url":null,"abstract":"<b>Spanish Abstract:</b> La historia local es una forma de hacer historia practicada en Chile y en diferentes puntos del globo. Sin embargo, parece no haber consenso en torno a lo que ella implica respecto a su metodología. Este trabajo es una reflexión de la historia local producida en Chile a partir de las experiencias de los Estados Unidos de América e Inglaterra. Los resultados de la investigación muestran que la historia local suele ser entendida como un medio para cuestionar narrativas generales de la historia, como una herramienta para ensalzar lo particular ante lo universal y como un recurso educativo para enseñar aquello que parece lejano y abstracto al estudiante. El problema está en la evidencia de malentendidos metodológicos y teóricos que pueden atentar con las reales capacidades de trabajo de dicho enfoque historiográfico, especialmente en el caso chileno. Con ello, la experiencia conocida por los países anglosajones, recomienda comprender a la historia local en su capacidad investigativa y educativa desde su potencial interdisciplinario. <b>English Abstract:</b> Local history is a branch of history studies practised in Chile and worldwide. However, it seems that there is not common understanding of what local history is with respect to the methodology. Regarding such subdiscipline, this work is a reflection of the local history produced in Chile by taking into account the experiences of The United States of America and England. The results of the research show that local history can be understood in both ways, as questioning general historical narratives and by raising the profile of specific historical cases. Moreover, it can also be used as an educational resource to teach something that could seem distant and abstract to young people. The problem is the presence of methodological and theoretical misunderstandings that can impinge on the real working capacities of the mentioned historiographical approach, especially in the Chilean case. In this context, the experience known from the Anglo-Saxon countries suggests understanding local history in its educational and research capacity from its interdisciplinary potential.","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128880151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-04-20DOI: 10.20316/ESE.2017.43.006
Q. Vuong, T. Ho, Thu-Trang Vuong, N. Napier, Hiep-Hung Pham, H. Nguyen
Academic productivity has been studied by scholars all around the world for many years. However, in Vietnam, this topic has thus far been under-researched. This research therefore aims to better understand the correlations between gender, age, research experience, the leading role of corresponding authors and the total numbers of their publications, in the specific realm of social sciences. The study employs a Scopus dataset during 2008-2017, containing publication profiles of 410 Vietnamese researchers. Contrary to a range of previous studies, the results indicate that among accomplished social scientists, males have not been more productive or proficient than females with respect to academic publications (βmale = -0.179, p = 0.60). On the other hand, the proficient skills and broad vision of corresponding authors have proved to exert a rather strong influence on their sheer number of papers (ρ = 0.832). Older age and longer research time also contribute to more success in their academic careers (βage≥50 = 0.950, p
{"title":"Gender, Age, Research Experience, Leading Role and Academic Productivity of Vietnamese Researchers in the Social Sciences and Humanities: Exploring a 2008-2017 Scopus Dataset","authors":"Q. Vuong, T. Ho, Thu-Trang Vuong, N. Napier, Hiep-Hung Pham, H. Nguyen","doi":"10.20316/ESE.2017.43.006","DOIUrl":"https://doi.org/10.20316/ESE.2017.43.006","url":null,"abstract":"Academic productivity has been studied by scholars all around the world for many years. However, in Vietnam, this topic has thus far been under-researched. This research therefore aims to better understand the correlations between gender, age, research experience, the leading role of corresponding authors and the total numbers of their publications, in the specific realm of social sciences. The study employs a Scopus dataset during 2008-2017, containing publication profiles of 410 Vietnamese researchers. Contrary to a range of previous studies, the results indicate that among accomplished social scientists, males have not been more productive or proficient than females with respect to academic publications (βmale = -0.179, p = 0.60). On the other hand, the proficient skills and broad vision of corresponding authors have proved to exert a rather strong influence on their sheer number of papers (ρ = 0.832). Older age and longer research time also contribute to more success in their academic careers (βage≥50 = 0.950, p","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122866942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher effectiveness has been a focal point in plentiful interdisciplinary research conducted by educational psychologists, policy makers and social scientists. The literature abounds in proposed models for measuring and assessing teacher effectiveness in the light of the ever-changing and technology-dominated educational reality. This paper suggests three possible approaches that surpass the academic and pedagogical aims of the established practice. The authors of the current paper see emotional intelligence, the attribution theory of motivation and emotion along with the broaden-and-build theory, as the stepping-stone to increasing teacher effectiveness in language classrooms in the modern world. It is our claim that our attributional beliefs, underpinned by a certain degree of positivity and emotional skills, may lead to the sought after university teacher development and effectiveness more profoundly. It is believed that the proposed approaches will meet the pedagogical outcomes of the syllabi in practice by fostering the theoretical and practical knowledge and expertise needed by educators teaching the 21st century skills to language students.
{"title":"New Approaches to Teacher Effectiveness","authors":"Mouna Abou Assali, Plamen Kushkiev","doi":"10.2139/ssrn.2803994","DOIUrl":"https://doi.org/10.2139/ssrn.2803994","url":null,"abstract":"Teacher effectiveness has been a focal point in plentiful interdisciplinary research conducted by educational psychologists, policy makers and social scientists. The literature abounds in proposed models for measuring and assessing teacher effectiveness in the light of the ever-changing and technology-dominated educational reality. This paper suggests three possible approaches that surpass the academic and pedagogical aims of the established practice. The authors of the current paper see emotional intelligence, the attribution theory of motivation and emotion along with the broaden-and-build theory, as the stepping-stone to increasing teacher effectiveness in language classrooms in the modern world. It is our claim that our attributional beliefs, underpinned by a certain degree of positivity and emotional skills, may lead to the sought after university teacher development and effectiveness more profoundly. It is believed that the proposed approaches will meet the pedagogical outcomes of the syllabi in practice by fostering the theoretical and practical knowledge and expertise needed by educators teaching the 21st century skills to language students.","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116147977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Junghee Choi, Booyuel Kim, Ju-Ho Lee, Yoonsoo Park
The expansion of project-based learning has been advocated for as a solution and reform measure to the problem of rote learning-based teaching practices in Korean schools, deemed unfit for the development of diverse skills needed in the 21st century. While the ultimate goal of initiating project-based learning is to affect students in positive ways, it is important to analyze how conducting project-based learning affects teachers, as they are the direct implementers of teaching practices and are bound to have immense influence on the overall learning experience of students. By using the OECD TALIS database, we show that conducting project-based learning is strongly and positively associated with teacher self efficacy. Such results are in line with an analysis using data obtained from a field experiment on teacher training of project-based learning conducted on Daegu city middle schools.
{"title":"The Impact of Project-Based Learning on Teacher Self-Efficacy","authors":"Junghee Choi, Booyuel Kim, Ju-Ho Lee, Yoonsoo Park","doi":"10.2139/ssrn.2778532","DOIUrl":"https://doi.org/10.2139/ssrn.2778532","url":null,"abstract":"The expansion of project-based learning has been advocated for as a solution and reform measure to the problem of rote learning-based teaching practices in Korean schools, deemed unfit for the development of diverse skills needed in the 21st century. While the ultimate goal of initiating project-based learning is to affect students in positive ways, it is important to analyze how conducting project-based learning affects teachers, as they are the direct implementers of teaching practices and are bound to have immense influence on the overall learning experience of students. By using the OECD TALIS database, we show that conducting project-based learning is strongly and positively associated with teacher self efficacy. Such results are in line with an analysis using data obtained from a field experiment on teacher training of project-based learning conducted on Daegu city middle schools.","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"14 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123660680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeffrey J. Green, Courtenay C. Stone, Devon L. Yoho, Abera Zegeye
The Test of Understanding in College Economics (TUCE), created in 1968 and revised in 1981, 1991 and 2007, is widely used to assess students’ understanding of economics principles and for research into teaching methods. In this article, we examine the student scores used to "norm" the TUCE post-tests (taken at the end of the course) to assess their understanding of economic principles from 1968 to 2007. Our analysis yields two general conclusions. First, their understanding is extremely low — more than 70 percent of the students who normed the TUCE post-tests would have earned a D or F on these tests. Second, students’ understanding has declined substantially — the proportion of students who would have earned a D or F has risen from 78 percent in 1968 to 93 percent in 2007.
{"title":"Will Students Ever Learn Economic Principles? Are They Really that ObTUCE?","authors":"Jeffrey J. Green, Courtenay C. Stone, Devon L. Yoho, Abera Zegeye","doi":"10.2139/ssrn.2334350","DOIUrl":"https://doi.org/10.2139/ssrn.2334350","url":null,"abstract":"The Test of Understanding in College Economics (TUCE), created in 1968 and revised in 1981, 1991 and 2007, is widely used to assess students’ understanding of economics principles and for research into teaching methods. In this article, we examine the student scores used to \"norm\" the TUCE post-tests (taken at the end of the course) to assess their understanding of economic principles from 1968 to 2007. Our analysis yields two general conclusions. First, their understanding is extremely low — more than 70 percent of the students who normed the TUCE post-tests would have earned a D or F on these tests. Second, students’ understanding has declined substantially — the proportion of students who would have earned a D or F has risen from 78 percent in 1968 to 93 percent in 2007.","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131111000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Visual studies are imparted as majors in many western institutions. This concern with visual culture stems from the vital role of images in communication and how they shape the mindset of the global citizen. Moroccan academia has recently introduced such discipline in some departments in order to modernize the curricula and enhance a liberal education. However, socialization and the dominant local culture favor a more conservative perception of images. The paper explores how these converging narratives operate and how students react to some modern values such as body politics, freedom of expression, subjectivity, etc. The last concern of this study is to analyze to what extent images interrogate and disrupt traditional norms and perceptions and contribute in developing students’ critical thinking, visual literacy, modernist perspectives, intercultural communication and mindfulness. The paper is a mixture of qualitative and quantitative research methods. It is first grounded in the postmodern theoretical framework, but it is also based on a four year teaching visual arts experience, classroom observation, and questionnaires. The ultimate aim of this paper is to share some findings with other practitioners, to address the impediments and challenges of university education and to contribute in designing modern curricula that smoothly prepare the students to embrace multicultural values.
{"title":"The Challenges of Teaching Visual Arts: The Case of Moroccan Higher Education","authors":"Mohssine Nachit","doi":"10.2139/ssrn.2895548","DOIUrl":"https://doi.org/10.2139/ssrn.2895548","url":null,"abstract":"Visual studies are imparted as majors in many western institutions. This concern with visual culture stems from the vital role of images in communication and how they shape the mindset of the global citizen. Moroccan academia has recently introduced such discipline in some departments in order to modernize the curricula and enhance a liberal education. However, socialization and the dominant local culture favor a more conservative perception of images. The paper explores how these converging narratives operate and how students react to some modern values such as body politics, freedom of expression, subjectivity, etc. The last concern of this study is to analyze to what extent images interrogate and disrupt traditional norms and perceptions and contribute in developing students’ critical thinking, visual literacy, modernist perspectives, intercultural communication and mindfulness. The paper is a mixture of qualitative and quantitative research methods. It is first grounded in the postmodern theoretical framework, but it is also based on a four year teaching visual arts experience, classroom observation, and questionnaires. The ultimate aim of this paper is to share some findings with other practitioners, to address the impediments and challenges of university education and to contribute in designing modern curricula that smoothly prepare the students to embrace multicultural values.","PeriodicalId":365550,"journal":{"name":"AARN: Teaching & Teachers (Sub-Topic)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116509651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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