The measures enforced by governments to contain the highly contagious COVID19 pathogen laid bare the deep inequalities that beset education systems around the world. The lockdowns and subsequent closures of educational institutions have amplified the gap between the rich and the poor, not just between the Global North and the Global South, but within countries as well. As of April 6th, UNESCO reported that 188 countries have temporarily closed its educational institutions, while several countries implemented localized closures, affecting 1,576,021,818 learners. Accordingly, education authorities have urged for classes at all levels to be moved online, a sudden but necessary emergency response to COVID19. However, for disadvantaged groups, the problem is how to meet the basic conditions that remote learning requires.
{"title":"The Remoteness of Remote Learning","authors":"R. Eder","doi":"10.32674/JISE.V9I1.2172","DOIUrl":"https://doi.org/10.32674/JISE.V9I1.2172","url":null,"abstract":"The measures enforced by governments to contain the highly contagious COVID19 pathogen laid bare the deep inequalities that beset education systems around the world. The lockdowns and subsequent closures of educational institutions have amplified the gap between the rich and the poor, not just between the Global North and the Global South, but within countries as well. As of April 6th, UNESCO reported that 188 countries have temporarily closed its educational institutions, while several countries implemented localized closures, affecting 1,576,021,818 learners. Accordingly, education authorities have urged for classes at all levels to be moved online, a sudden but necessary emergency response to COVID19. However, for disadvantaged groups, the problem is how to meet the basic conditions that remote learning requires. \u0000 \u0000 \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88319327","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}
Successful Global Collaborations in Higher Education Institutions is an insightful read. This guide is geared towards university administrators, faculty, and staff who want to join forces with other institutions and make their universities preeminent institutions of the 21st century and beyond. The guide is broken into three sections with the first section being my favorite. The first section highlights King Abdulaziz University (KAU) who is the pioneer institution that created the blueprint for global collaborations. Personally, I have never heard of this university before opening the book. However, King Abdulaziz University collaborated with other academic and research institutions which catapulted them into their success in global ranks. The first section also highlights how institutions could create a climate that will assist in creating global partnerships.
{"title":"Successful Global Collaborations in Higher Education Institutions","authors":"Taya Gaskins-Scott","doi":"10.32674/jise.v9i1.1709","DOIUrl":"https://doi.org/10.32674/jise.v9i1.1709","url":null,"abstract":"Successful Global Collaborations in Higher Education Institutions is an insightful read. This guide is geared towards university administrators, faculty, and staff who want to join forces with other institutions and make their universities preeminent institutions of the 21st century and beyond. The guide is broken into three sections with the first section being my favorite. The first section highlights King Abdulaziz University (KAU) who is the pioneer institution that created the blueprint for global collaborations. Personally, I have never heard of this university before opening the book. However, King Abdulaziz University collaborated with other academic and research institutions which catapulted them into their success in global ranks. The first section also highlights how institutions could create a climate that will assist in creating global partnerships.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73275259","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}
An Online Doctorate for Researching Professionals was written with the view of using new perspective in expanding the horizon of PhD students in higher education. The authors considered the development of online programs to meet the needs of the working professionals. This became necessary because the traditional PhD programs in education was not enough to meet the desires of the working professionals in combining the furthering of their education and carrying out applied research skills with continuing full-time employment. The authors presented their model that focused on an online professional doctorate program which combined theory research and practice.
{"title":"An Online Doctorate for Researching Professionals","authors":"T. Ajayi","doi":"10.32674/JISE.V9I1.1947","DOIUrl":"https://doi.org/10.32674/JISE.V9I1.1947","url":null,"abstract":"An Online Doctorate for Researching Professionals was written with the view of using new perspective in expanding the horizon of PhD students in higher education. The authors considered the development of online programs to meet the needs of the working professionals. This became necessary because the traditional PhD programs in education was not enough to meet the desires of the working professionals in combining the furthering of their education and carrying out applied research skills with continuing full-time employment. The authors presented their model that focused on an online professional doctorate program which combined theory research and practice. ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"395 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82541143","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}
Over the recent decade, the United States has witnessed a growing influx of self-funded Chinese international undergraduate students into its university campuses. Mainstream U.S. media accounts have tended to hold unexamined stereotypes about these international students. This essay review of Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Educationhighlights the importance of exploring students’ agency in their pursuit of international education. The article points out that to better understand Chinese international undergraduate students’ ambition and anxiety, we must link their emotional and psychological burdens, their academic and social struggles, as well as their agency, to the changing national and international contexts where these students’ transnational mobility is situated. The essay also calls for the need for further research into the politics of international student mobilities.
{"title":"Ambitious and Anxious:","authors":"Shuning Liu","doi":"10.32674/JISE.V9I2.2258","DOIUrl":"https://doi.org/10.32674/JISE.V9I2.2258","url":null,"abstract":"Over the recent decade, the United States has witnessed a growing influx of self-funded Chinese international undergraduate students into its university campuses. Mainstream U.S. media accounts have tended to hold unexamined stereotypes about these international students. This essay review of Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Educationhighlights the importance of exploring students’ agency in their pursuit of international education. The article points out that to better understand Chinese international undergraduate students’ ambition and anxiety, we must link their emotional and psychological burdens, their academic and social struggles, as well as their agency, to the changing national and international contexts where these students’ transnational mobility is situated. The essay also calls for the need for further research into the politics of international student mobilities.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78584008","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}
This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum.
{"title":"Toward “Living Together”: Developing Intercultural Sensitivity Through Arabic Foreign Language Coursework","authors":"Islam Karkour","doi":"10.32674/JISE.V9I1.1737","DOIUrl":"https://doi.org/10.32674/JISE.V9I1.1737","url":null,"abstract":"This paper investigates intercultural sensitivity as an expected outcome of an Arabic as a foreign language class in higher education. The study used pretest and posttest design to measure the change in 26 students’ intercultural sensitivity after a semester of language study. The participants studied elementary level Arabic as a foreign language at an American university in the northeast United States. The Intercultural Development Inventory (IDI) was used to measure intercultural sensitivity. No significant difference was found in the Arabic students’ levels of intercultural sensitivity as measured by the IDI, on average. The students’ Arabic instructor was interviewed, and the elementary level Arabic textbook was critically reviewed to understand how students’ intercultural sensitivity might be improved; a primary recommendation is to provide instructors with training on incorporating culture into foreign language curriculum. ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"2013 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87739572","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}
Several recent scholarly works have challenged the Western dominated paradigm underlying the UNESCO led agenda of global citizenship education. This includes the heavy influence of Enlightenment liberalism. Further discussions must also be centered on integrating non-Western perspectives so that the practice of global citizenship has a more critical and intercultural focus. This paper offers suggestions to develop curriculum for global citizenship based on a study of leaders and their movements, including Wangari Maathai and Daisaku Ikeda who have inspired people to act within their local communities based on their personal values that are rooted in their experiences with being engaged in both Western and non-Western modes of thinking.
{"title":"Value-Creating Perspectives and an Intercultural Approach to Curriculum for Global Citizenship","authors":"Namrata Sharma","doi":"10.32674/jise.v9i1.1692","DOIUrl":"https://doi.org/10.32674/jise.v9i1.1692","url":null,"abstract":"Several recent scholarly works have challenged the Western dominated paradigm underlying the UNESCO led agenda of global citizenship education. This includes the heavy influence of Enlightenment liberalism. Further discussions must also be centered on integrating non-Western perspectives so that the practice of global citizenship has a more critical and intercultural focus. This paper offers suggestions to develop curriculum for global citizenship based on a study of leaders and their movements, including Wangari Maathai and Daisaku Ikeda who have inspired people to act within their local communities based on their personal values that are rooted in their experiences with being engaged in both Western and non-Western modes of thinking.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85901515","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}
Inequality in the promised land: Race, resources, and suburban schooling is a well-written book by L’ Heureux Lewis-McCoy. The book is based on Lewis-McCoy’s doctoral dissertation, that included an ethnographic study in a suburban area named Rolling Acres in the Midwestern United States. Lewis-McCoy studied the relationship between families and those families’ relationships with schools. Through this study, the author explored how invisible inequality and racism in an affluent suburban area became the barrier for racial and economically minority students to grow up academically. Lewis-McCoy also discovered the hope of the minority community for raising their children for a better future.
{"title":"Inequality in the Promised Land","authors":"Muhammad Sharif Uddin","doi":"10.32674/JISE.V9I1.1703","DOIUrl":"https://doi.org/10.32674/JISE.V9I1.1703","url":null,"abstract":"Inequality in the promised land: Race, resources, and suburban schooling is a well-written book by L’ Heureux Lewis-McCoy. The book is based on Lewis-McCoy’s doctoral dissertation, that included an ethnographic study in a suburban area named Rolling Acres in the Midwestern United States. Lewis-McCoy studied the relationship between families and those families’ relationships with schools. Through this study, the author explored how invisible inequality and racism in an affluent suburban area became the barrier for racial and economically minority students to grow up academically. Lewis-McCoy also discovered the hope of the minority community for raising their children for a better future.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80957865","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}
Agriculture, food, and/or natural resources (AFNR) content offers a tremendous context for interdisciplinary teaching and learning. Collaboration between AFNR and core content area educators has been recommended to increase interdisciplinarity in school-based AFNR Education; however, existing research lacks an empirical investigation of the relationship between interdisciplinary collaboration and outcomes associated with interdisciplinary teaching in school-based AFNR Education. Therefore, the current study explores the scope of collaboration between AFNR, leadership, mathematics, and science educators and the relationship between collaboration and interdisciplinary teaching in school-based AFNR Education. Findings indicate opportunities to initiate and strengthen interdisciplinary communities of practice through purposeful interactions, especially regarding length of interactions between AFNR and core content area educators. Recommendations for practitioners, teacher educators, and researchers are provided.
{"title":"Interdisciplinary Connections:","authors":"Catlin M. Pauley, A. McKim","doi":"10.32674/jise.v7i2.1084","DOIUrl":"https://doi.org/10.32674/jise.v7i2.1084","url":null,"abstract":"Agriculture, food, and/or natural resources (AFNR) content offers a tremendous context for interdisciplinary teaching and learning. Collaboration between AFNR and core content area educators has been recommended to increase interdisciplinarity in school-based AFNR Education; however, existing research lacks an empirical investigation of the relationship between interdisciplinary collaboration and outcomes associated with interdisciplinary teaching in school-based AFNR Education. Therefore, the current study explores the scope of collaboration between AFNR, leadership, mathematics, and science educators and the relationship between collaboration and interdisciplinary teaching in school-based AFNR Education. Findings indicate opportunities to initiate and strengthen interdisciplinary communities of practice through purposeful interactions, especially regarding length of interactions between AFNR and core content area educators. Recommendations for practitioners, teacher educators, and researchers are provided.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83833986","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}
One such effort toward this is the development of environment-based supplementary reading materials for students. In accordance with this, the objectives of this research are: 1) to investigate the need of junior high school students for environment-based supplementary reading materials; and 2) to develop environment-based supplementary reading materials suitable for these students. The subjects of this research and development were eighth grade students of a junior high school. The procedure utilized is a modified version of the research and development steps proposed by Borg & Gall and included four development procedures. The stages of this modified procedure were: 1) the exploration stage, including need analysis; 2) the prototype development stage, including planning and developing the format/draft; 3) the revision stage, using expert evaluation; and 4) the finalization stage. The resulting supplementary reading material has been developed into 3 units, with the texts being recount, descriptive, and narrative. Each unit consists of a list of new vocabulary, a comic, a main text, and exercises. The exercises at the end of each unit have the purpose of confirmation.The texts aim to convey an ideal relationship between humans and environment.
{"title":"Environment-Based Supplementary Reading Materials for Junior High School Students","authors":"D. Azizah, S. Sugirin","doi":"10.32674/JISE.V0I0.1034","DOIUrl":"https://doi.org/10.32674/JISE.V0I0.1034","url":null,"abstract":"One such effort toward this is the development of environment-based supplementary reading materials for students. In accordance with this, the objectives of this research are: 1) to investigate the need of junior high school students for environment-based supplementary reading materials; and 2) to develop environment-based supplementary reading materials suitable for these students. The subjects of this research and development were eighth grade students of a junior high school. The procedure utilized is a modified version of the research and development steps proposed by Borg & Gall and included four development procedures. The stages of this modified procedure were: 1) the exploration stage, including need analysis; 2) the prototype development stage, including planning and developing the format/draft; 3) the revision stage, using expert evaluation; and 4) the finalization stage. The resulting supplementary reading material has been developed into 3 units, with the texts being recount, descriptive, and narrative. Each unit consists of a list of new vocabulary, a comic, a main text, and exercises. The exercises at the end of each unit have the purpose of confirmation.The texts aim to convey an ideal relationship between humans and environment.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"219 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79797693","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}
P. Mendes, C. Leandro, Francisco Campos, Lisete S. Mónico, P. Parreira, Ricardo Gomes
The aim of this study was to analyse the impact of an interdisciplinary and intergenerational educational experience in the elderly, in teachers, students and their parents or guardians. Creative Dance and Drama Workshops were articulated with Portuguese, PE, Arts and IT subjects. A total of 20 6th graders, their parents or guardians, five teachers and 15 elders participated in the study. An analysis of 194 free evocations based in the free word association technique was performed, along with 17 semi-structured interviews. From the literary texts “Os Piratas” and “Ulisses”, an expressions-based work was proposed, where drama and movement games were explored. Evocations of the central core were of Friendship, Learning, Affection, Solidarity and Interaction. Of the 264 text units analysed, interaction with the elders was highlighted. In the teachers’ perception about the subjects and workshops involved in the project, a valorisation of IT and of Portuguese was registered. It is also relevant the amount of references to values and to the Interaction with the elders. This interdisciplinary and intergenerational project has revealed itself valuable for the integral and humanistic training of the students, having also given rise to corporeal artistic and emotional experiences relevant to their well-being. Keywords: Interdisciplinarity; Intergenerationality; Basic Education.
{"title":"Interdisciplinary and Intergenerational Project, Ulisses’ Pirate:","authors":"P. Mendes, C. Leandro, Francisco Campos, Lisete S. Mónico, P. Parreira, Ricardo Gomes","doi":"10.32674/JISE.V8I1.853","DOIUrl":"https://doi.org/10.32674/JISE.V8I1.853","url":null,"abstract":"The aim of this study was to analyse the impact of an interdisciplinary and intergenerational educational experience in the elderly, in teachers, students and their parents or guardians. Creative Dance and Drama Workshops were articulated with Portuguese, PE, Arts and IT subjects. A total of 20 6th graders, their parents or guardians, five teachers and 15 elders participated in the study. An analysis of 194 free evocations based in the free word association technique was performed, along with 17 semi-structured interviews. From the literary texts “Os Piratas” and “Ulisses”, an expressions-based work was proposed, where drama and movement games were explored. Evocations of the central core were of Friendship, Learning, Affection, Solidarity and Interaction. Of the 264 text units analysed, interaction with the elders was highlighted. In the teachers’ perception about the subjects and workshops involved in the project, a valorisation of IT and of Portuguese was registered. It is also relevant the amount of references to values and to the Interaction with the elders. This interdisciplinary and intergenerational project has revealed itself valuable for the integral and humanistic training of the students, having also given rise to corporeal artistic and emotional experiences relevant to their well-being. \u0000Keywords: Interdisciplinarity; Intergenerationality; Basic Education.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85826680","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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