Pedagogical Resources Research Articles

Weaponizing and De-weaponizing Antiracist Discourse

Since the beginning of the COVID-19 pandemic and Trump’s branding of the virus as the “China” or “Wuhan” virus, anti-Asian sentiment has swept through the United States, resulting in developments involving antiracist discourse. Our commentary draws upon these events and other recent incidents in the United States to demonstrate the power that words have when weaponized for particular ideologies or groups. Adopting McConnell-Ginet’s (2020) notions of semantic authority and semantic mastery, the commentary further delves into how racist discourse, when successfully weaponized through social media and political groups, creates tensions for teachers and administrators in the language classroom. Next, we highlight two examples of anti-Asian racism to show not only the psychological but also the physical harm that comes from weaponized language. Our commentary concludes with a call for students to be more critically aware of prevalent discourse through antiracist pedagogical resources (Anya, 2021; Baker-Bell, 2020; Flores & Rosa, 2019) in language and literacy education, and the role professional organizations have in supporting antiracist ideologies through their own form of countermeasures via statements of support.

Learning Objects in the Educational Context: The Perspective of Teachers in the Azores

This paper seeks to identify the pedagogical resources used by kindergarten, primary and secondary teachers in Azores Islands. Additionally, an investigation will be made into how these resources are mobilized in teachers’ pedagogical practice, with the aim of understanding to what extent digital resources, particularly learning objects, are present in schools. For this purpose, a study was developed, which included a questionnaire survey conducted online, and sent to teachers in 2021/22. A total of 426 answers allowed us to conclude that the use of pedagogical resources is still far from the current and emerging need to mobilize digital resources, particularly learning objects, as a tool to enhance meaningful learning.

Exploring Singlish as a Pedagogical Resource in the ELT Classroom: Implementing Bidialectal Pedagogy in Singapore

AbstractDespite the prevalence of Singlish use among the Singaporean public, the vernacular is often seen as “bad English” without rules and grammar, or cast as an impediment to learning the standard register (Wee, 2005). This rhetoric is reproduced by the state (Chang, 2016), often involving the fear that speakers are unable to distinguish and deploy the two varieties appropriately. It is therefore unsurprising that bidialectal strategies involving Standard English and Singlish have never been officially endorsed by the state in its ELT classrooms. This is despite the suggestion for intervention in schools the last 20 years (Alsagoff, 2016; Fong, Lim & Wee, 2002; Tupas, 2018). This study presents findings from a definitive attempt at implementing such bidialectal pedagogy in Singapore in a mainstream secondary school. The study involved strategies for teaching Standard English and Singlish as two separate registers appropriate for specific contexts. Lessons were 1 hour per week, over 8 weeks, and were taught to two classes of 13‐year‐old Secondary One students. In the study, students were able to negotiate and contest the appropriateness of Singlish in specific situations, while deploying Singlish and Standard English features appropriately in written tasks (i.e., designing advertisements for various products). This suggests that Singlish can be a useful pedagogical resource in the development of critical language awareness (Alim, 2005), and that prevalent discourses surrounding the use of Singlish and Standard English by Singaporean students severely underestimate the proficiencies that they possess.

Three-Dimensional Modeling for Augmented and Virtual Reality-Based Posterior Fossa Approach Selection Training: Technical Overview of Novel Open-Source Materials.

Selection of skull base approaches is a critical skill for complex cranial surgery, which demands nuanced understanding of neuroanatomy and pathology. To develop novel pedagogical resources for approach selection education and assessment. A prospectively maintained skull base registry was screened for posterior fossa tumors amenable to 3-dimensional (3D) modeling of multiple operative approaches. Inclusion criteria were high-resolution preoperative and postoperative computed tomography and MRI studies (≤1 mm) and consensus that at least 3 posterior fossa craniotomies would provide feasible access. Cases were segmented using Mimics and modeled using 3-Matic. Clinical Vignettes, Approach Selection Questionnaire, and Clinical Application Questionnaire were compiled for implementation as a teaching/testing tool. Seven cases were selected, each representing a major posterior fossa approach group. 3D models were rendered using clinical imaging for the primary operative approach, as well as a combination of laboratory neuroanatomic data and extrapolation from comparable craniotomies to generate 2 alternative approaches in each patient. Modeling data for 3D figures were uploaded to an open-sourced database in a platform-neutral fashion (.x3d) for virtual/augmented reality and 3D printing applications. A semitransparent model of each approach without pathology and with key deep structures visualized was also modeled and included for comprehensive understanding. We report a novel series of open-source 3D models for skull base approach selection training, with supplemental resources. To the best of our knowledge, this is the first such series designed for pedagogical purposes in skull base surgery or centered on open-source principles.

Thinking Post-developmental Pedagogies with Physical Activity Pedagogical Resources—Or, How Might We Entangle Pedagogies and Physiological Knowledges Differently?

Thinking with a Canadian physical activity pedagogical resource, this article proposes that post-developmental early childhood education pedagogies can engage with physiological sciences beyond the instructive or instrumental relationships currently facilitated by contemporary physical activity pedagogies. To begin, I bring feminist science studies together with post-developmental pedagogies to detail how pedagogy and physiology become intertwined. I trace the tensions of weaving physiological knowledges with pedagogies, acknowledging the power-laden complexities of thinking with Euro-Western sciences in Canadian education. Finally, I work through two propositions aimed at making physiological knowledges differently entangled with the complexities of post-developmental pedagogies: (1) crafting physiological knowledges as a problem with pedagogies, while (2) deploying these physiological knowledges as pedagogical provocations that call us to engage differently with physiological knowledges.

Policies Guiding Pedagogy and Teacher of Business Studies Competency in Kajiado County, Kenya: Instructional Skills’ Policy Discourse

Operative utilization of policies guiding instructional skills is key in shaping ways in which teachers of Business studies incorporate varied methods of teaching, assessment of learning and integration of pedagogical resources for heightening learner academic achievement. Proper formulation and implementation of feasible policies guiding instructional skills possessed by teachers of Business studies tend to ensure even accommodation of learners during instruction process regardless of differences in learning preferences. This study pored over influence of policies directing teaching methods, assessment methods and pedagogical resources employed by teachers of Business studies in Kajiado county; Kenya. The study adopted Descriptive survey design and was informed by Context Evaluation, Input Evaluation, Process Evaluation and Product Evaluation (CIPP) model. A total of 42 respondents from eleven secondary schools in Isinya sub- county were targeted during the study. Data was collected using questionnaires as the main collection tool and interview schedules. The data gathered was ciphered and fed into SPSS software version 25.0 and statistical analysis using inferential and descriptive statistics was done on cross tabulations. The findings revealed that policies on instructional skills were significantly related to teacher competency. Informed by the findings, the study recommends that the Teachers Service Commission (TSC) and Ministry of Education (MoE) should formulate more policies that emphasis on instructional skills which lead teachers of Business studies to accommodate all learners during learning process. Further, the study recommends that the MoE should make teacher training in the country more practical by formulating policies that improve teaching practice period and training institutions to frequent micro teaching sessions, embracing diverse methods of teaching, assessment and guided choice of pedagogical resources.

PLANEJAMENTO EDUCACIONAL INDIVIDUALIZADO: DESAFIOS E AVANÇOS NAS PRÁTICAS COLABORATIVAS DE ENSINO

This article is the result of a research on Individualized Educational Planning (PEI) and collaborative practices developed at the School Professor Licurgo de Oliveira Bastos in Campo Grande, Mato Grosso do Sul. The development of the studied topics has involved the PEI, as it is an individual instrument that intermediates the students' learning, allowing a systematic evaluation of the teaching. The purpose of this study is to present an analysis of the creation and applicability of the PEI for students with intellectual disabilities, inserted in ordinary education. The data collection methodology took place via a documentary study with an in-depth look at the laws that regulate the actions on the PEI in Special Education. The studies have their theoretical basements centered, among others, in the following authors: Valadão (2018); Baptista (2013); Pletsch; Glat (2013); Vianna (2011); Peroni (2014). According to the studies, the preparation and applicability of the PEI have always been carried out for Special Education students in the school under analysis, however, the understanding about collaborative work in the implementation of the PEI is still lacking. Thus, it is corroborated that the pedagogical practices of teachers in individualized planning are still far from the real meaning established by the documents that regulate Special Education. Even so, the conclusion of the present study is that the PEI is an important pedagogical resource for Special Education; considering this educational instrument as a starting point, there are possible ways to be followed, enabling the teacher to use it in several ways, making his/her pedagogical practices more inclusive.

“Activizing” the pedagogy of multiliteracies: The dynamic, action-oriented turn with languacultural landscape studies

In this article, I introduce the approach that I have named languacultural landscape (LCL), which is the advancement of linguistic landscape (LL) used as a pedagogical resource. I draw on the pedagogy of multiliteracies (PoM) and explore the potential of an LCL project to bring PoM in its fullest “critical” sense to plurilingual classrooms. The paper discusses the theoretical foundations of the LCL approach and outlines the differences and similarities between LCL and LL as pedagogical resources. I also provide recommendations on how an LCL project could be conducted in a classroom, based on an LCL research project undertaken by me in my local community. I argue that such a project could be used to not only address students’ understanding of cultural diversity by critically analyzing historical and political contexts of learning, but also as a way to reimagine the reality around them with more egalitarian cultural dynamics in mind.

Sharp Teacher Training and the New Constructal Pedagogical Supervision Theory for Sustainable Development

We live in the information age but we can only increase the benefit if we look to permanently promote more efficiently the use of the cyberspace for creative thinking; pedagogical innovation; sustainable development education; the new constructal pedagogical supervision; scientific, technological, and engineering advances share like the constructal law, green chemistry, and green energy; Portuguese Cultural Heritage; economic growth; and biotechnology through the quality pedagogical resources and Web 2.0 already putted in place in there and all those that are to come available. So more “state-of-the-art” teachers training for continuous update are needed, and we know too that adequate training can lead to better judgments and better performance. In Portugal, the pedagogical supervision theories thrive with lots of different institutions like universities and polytechnics offering MSc. and PhD programs in these subjects, to these theories is add now the constructal pedagogical supervision theory for sustainable development. New training courses are needed for teachers so can have a bigger variety for their choices, while achieving the United Nations goals for sustainable development.

PLANEJAMENTO EDUCACIONAL INDIVIDUALIZADO: DESAFIOS E AVANÇOS NAS PRÁTICAS COLABORATIVAS DE ENSINO

This article is the result of a research on Individualized Educational Planning (PEI) and collaborative practices developed at the School Professor Licurgo de Oliveira Bastos in Campo Grande, Mato Grosso do Sul. The development of the studied topics has involved the PEI, as it is an individual instrument that intermediates the students' learning, allowing a systematic evaluation of the teaching. The purpose of this study is to present an analysis of the creation and applicability of the PEI for students with intellectual disabilities, inserted in ordinary education. The data collection methodology took place via a documentary study with an in-depth look at the laws that regulate the actions on the PEI in Special Education. The studies have their theoretical basements centered, among others, in the following authors: Valadão (2018); Baptista (2013); Pletsch; Glat (2013); Vianna (2011); Peroni (2014). According to the studies, the preparation and applicability of the PEI have always been carried out for Special Education students in the school under analysis, however, the understanding about collaborative work in the implementation of the PEI is still lacking. Thus, it is corroborated that the pedagogical practices of teachers in individualized planning are still far from the real meaning established by the documents that regulate Special Education. Even so, the conclusion of the present study is that the PEI is an important pedagogical resource for Special Education; considering this educational instrument as a starting point, there are possible ways to be followed, enabling the teacher to use it in several ways, making his/her pedagogical practices more inclusive.

Citizen Science as a Pedagogical Tool in Chemistry Education: Students’ Attitudes and Teachers’ Perceptions

The need of promoting the affective dimension of chemistry literacy in students, through expressions of interest in chemistry-related topics and positive attitudes toward this field, has been emphasized in chemistry education. Thus, the purpose of this study was to understand students’ attitudes toward chemistry between the ages of 12 and 14, as well as how their participation in a citizen science project called Perceiving the Value of Chemistry behind water and microplastics (PVC) contributed to possible attitude changes. Although the research focus was chemistry education, chemistry and physics are taught as part of one subject in Portugal, so the attitudes towards physics and chemistry scale was used as a pre- and post-test. The pre-test showed positive attitudes towards physics and chemistry. In the post-test, the control group exhibited significantly negative changes in attitude, in all dimensions; whereas the experimental group revealed no significant changes. Pedagogical dynamics also affect students’ attitudes toward chemistry, so we undertook interviews to investigate the project’s impact on the pedagogical practices of the nine participating teachers. The results suggest that activities developed within the PVC project were formative for the teachers, allowing them to reflect on their practices and promoting an interdisciplinary approach to the topics addressed, in addition to enabling students to use knowledge in different and new perspectives. Moreover, through the development of pedagogical resources and training within this project, teachers recognized that they would continue this experience.

Review: Post-Horror: Art, Genre and Cultural Elevation, by David Church

Review: <i>Post-Horror: Art, Genre and Cultural Elevation</i>, by David Church

Agents of Ishq and Contemporary Discourses on Sex and Sex-Education in India

Abstract This paper examines Agents of Ishq, an online site/project seeking to create a space for the public discourse of sex and sexuality in India, with particular attention to a single music video that is part of the project. The content produced by the project is informed by idioms of Bollywood films and film-music. The paper draws on the notion of popular culture to see how meanings are encoded within the video productions and explores the politics of representation of these audio-visual and textual resources. It also briefly examines the effect that being hosted on a digital platform, freely accessible at any time and from any location, (rather than as part of traditional and broadcast media) has on the content produced by Agents of Ishq. It examines the need for the proliferation of pedagogical resources of this kind and, at the same time, draws attention to the ways in which they need to be critically problematized in terms of the cultural hegemonies they may run the risk of reinforcing.

Designing Heritage Itineraries in Trainee Teachers Through Virtual Inter-University and Collaboration Groups: The Examples of Barcelona and La Laguna in Social Sciences Teaching

In the following paper, we present some general results of an innovative teaching experience carried out by the University of La Laguna (ULL) and the University of Barcelona (UB). The project took place during a 6-week period by applying for cooperative work among early childhood (n = 109) and primary (n = 86) education trainee teachers in a selected virtual environment (ULL). One of the key aspects was the inter-university student’s grouping among both bachelor programs (early childhood and primary). The project had two main aims, which are as follows: (1) to familiarize students with heritage itineraries as key tools for the teaching of Social Sciences and (2) to develop professional competencies related to the coordination of teachers among educational levels, teaching, and learning strategies when using historical heritage and improving digital competencies. To achieve these aims, a three-phase intervention was designed (planning, design, and evaluation), all including active learning and the use of local environments as a teaching resource. To investigate the outcomes of the project, two sources of data were analyzed, namely, the results of a rubric and an opinion questionnaire (Cronbach’s α = 0.693), applied pre- (n = 185), and post- (n = 152) intervention. The descriptive statistical analysis was carried out with the Statistical Package for the Social Sciences (SPSS; v. 22) showing the positive learning outcomes of the participants. The rubric’s results showed that collaborative work and skills development scored higher, while contents of Social Sciences and the handling of heritage itineraries as teaching strategies were correct but lower than the other parameters analyzed. The questionnaire showed a positive perception of working together in consecutive educational levels and of the uses of digital technology for collaborative work but also indicated some difficulties regarding group organization, especially in the first weeks. The main results of the project highlight several aspects. (1) The need to apply pedagogical, technological, and educational resources to promote active and meaningful learning in future teachers. (2) The need to use virtual environments as learning and communication spaces in inter-university contexts, and (3) the importance of using local environments as scenarios for teaching Social Sciences.

The two “multis” and the multiliteracies pedagogy: “shaking hands” in the Brazilian English public education for teens

English school textbooks have a long tradition in the Brazilian public sector of education. Most often they are the only pedagogical resources in an English classroom. English public textbooks are submitted to a National Program for evaluation and this educational policy has had positive impacts on these materials. This article analyzes one of the units of a textbook series for teens that was approved in 2020. Our analysis focuses on the two “multis”, the multiliteracies pedagogy and the active role today’s learners play in learning. We also highlight some alternatives for improvements and give some suggestions for English teachers. The documentary research method within the qualitative paradigm supports our analysis. Our results show that the unit follows the principles of the two “multis” and the cycle of knowledge processes although its pedagogical design can be improved. Our analysis also reviews that much has yet to be done if we consider the responsibility students have to assume when learning.

LinkedIn in sport management education: Developing the students’ professional profile boosting the teaching-learning process

Social media have burst into people's lives, transforming their personal and professional spheres. The sports industry has not been indifferent to these changes. Indeed, the management of these digital tools has become prized in workplace settings. Among all social media, LinkedIn has the strongest link to the professional world. Nevertheless, there is a gap in the literature so far regarding the incorporation of LinkedIn into sport management courses. Thus, this work aims to share the results of an educational innovation that uses LinkedIn as its main pedagogical element through blended-learning teaching method based on the learning by doing methodology. A total of 105 undergraduate sport management students from two Spanish universities participated in this study. A pre-test and a post-test were carried out to perform diverse statistical analyses to assess the educational experience's impact. The results show significant outcomes in students' professional profile development and interaction with the sport industry; class engagement and interaction between students and professors; and LinkedIn's suitability to develop the content of the relevant course. These results highlight the educational potential of LinkedIn and encourage sports management faculty to incorporate LinkedIn into their classes as a pedagogical resource.

A CASE STUDY COMPARING GOOD PRACTICE IN THE USE OF PEDAGOGICAL RESOURCES IN HOLOCAUST EDUCATION IN ENGLAND AND REPUBLIKA SRPSKA

The aim of this study is to analyze good practice in teaching about the Holocaust, comparing the use of pedagogical resources in Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). The paper compares the use of three types of pedagogical resources used in history classes: fictional films, documentaries, and photographs of Holocaust atrocities. Comparison is drawn between a developing and post-conflict society (Republika Srpska) and the well-established and reputable English educational system. By cross-referencing teachers’ and students’ answers, the paper attempts to identify good practice of notable value to be shared and exchanged. The research method firstly incorporated questionnaires, followed by interviews and then lesson observation. Data revealed that teachers in both education systems do not appear to consider all the educational benefits of film screening. The way teachers from England use pictures of Holocaust atrocities and organization of school trips seem to be applicable to the context of Republika Srpska, as well as being useful for classroom practitioners beyond these two education systems.

A systematic review of augmented reality in chemistry education

AbstractAugmented reality (AR) technology is increasingly present in chemistry teaching and learning processes. It is seen as an important pedagogical resource that allows enhancing the understanding of complex concepts at most educational levels. However, even though numerous benefits related to AR in education have been reported, no systematic review has been conducted specifically addressing the use of this technology in chemistry education. Thus, a systematic literature review was carried out in order to grasp the particularities of this scenario, such as those related to the main topics in chemistry in which AR is used, the most frequently used devices and the main advantages and challenges of this technology. Forty‐nine papers were analysed, recovered from five databases, between the years 2011 and 2020. Among the results, an increase in publications was identified in the last three years, with smartphones and tablets being the predominant devices. Molecular structures were the topic of chemistry to which AR has been most frequently applied for teaching and learning, and the advantages of using this technology were concentrated in the affective learning domain. Regarding the challenges identified, they were related to students’ difficulty of use, distraction and technical problems. The research conclusions also address gaps in research and present suggestions and directions for future work.

Teacher in an Inclusive Classroom: Relationship between Attitudes towards Inclusive Education and Job Satisfaction

Inclusive education as education, as the right to co-educate children with special educational needs in the regular classroom, is a global framework for the transformation of general education systems. At the same time, critical studies show that the degree of real inclusion of schools is increasing slowly. The objectives of this study were factors that determine the teacher’s attitude to inclusive education.The article presents an analysis of teacher’s job satisfaction and its relationship with attitudes towards inclusive education. The empirical base of the study was data obtained from a survey of 119 school teachers in the city of Tyumen. The study of attitudes towards inclusive education and satisfaction with work of teachers was carried out using the author’s questionnaire. With the help of factor analysis, three factors of the teachers’ attitude to inclusive education were identified: teachers see inclusion as a pedagogical resource (24.8% of the total variance); problems (23.8%); risks (14.1%). Cluster analysis made it possible to identify homogeneous groups of teachers who have their own dominants in relation to inclusion: romantics, realists and critics. A four-factor structure of job satisfaction was also found: safety and security, organization of the work process, satisfaction with remuneration, involvement in work. It has been established that teachers rate the factor “safety and security” in their work the lowest. Cluster analysis made it possible to identify three groups of teachers: satisfied with their work; satisfied with remuneration for work; not satisfied with work. The most vulnerable are teachers who fall into the third cluster group: due to the low assessment of satisfaction with all factors, they will be inclined to assess inclusion from the standpoint of problems and barriers. Correlation analysis established direct statistically significant relationships between teachers’ assessment of inclusion as a pedagogical resource and job satisfaction; the strongest relationship can be traced in the assessment with the indicator “satisfaction with the organization of the work process”.

Полилингвальный подход в обучении иностранным языкам студентов гуманитарных направлений

This article provides qualitative and quantitative data to establish the effectiveness of the polylingual approach application in the second foreign language classroom. The relevance of the research is associated with the need to develop guidelines and teaching materials for polylingual classrooms. In the context of classroom polylingualism, one of the key elements is the phenomenon of the cross-language interference, which generates problems in intercultural communication at the discourse level. The studies of interference conducted so far are mainly dedicated to its phonetic and lexical subspecies, attention is drawn to the morphosyntactic aspect of teaching a second foreign language. The novelty of the research is that for the first time a purposeful study of cross-language interference as a pedagogical resource in teaching several foreign languages is carried out, the expediency of using the polylingual approach is substantiated. Previous research in the field has shown that the polylingual approach might be applied in a polylingual classroom studying foreign languages, but has neither established the conditions and principles, nor proposed the corresponding teaching materials. This study substantiates the need for the implementation of the polylingual approach based on taking into account cross-language interference; the rationale is determined by the solution of professional tasks which students of the humanities are facing when acquiring both universal and professional skills, the visible presence of positive and negative cross-language interference in the grammatical aspect of the second foreign language. Due to the fact that there is no single definition of cross-language interference, we have developed one that is relevant for our research, emphasizing that interference can be both an independent transfer of the norms of one language to another, and the result of code-switching. During the first term we surveyed and observed the target audience, pursuing the aim to collect and classify the data referring to the typical mistakes made in the classroom caused by cross-language interference. A total of 56 1st- and 2nd-year students and 43 professors participated in the research. The students took part in the trial training of the polylingual approach (two terms), which contained the application of the designed teaching and learning materials and a block of module assessment and final assessment, evaluating progress in studies and the decline of the mistakes marked on the 1st stage. The professors commented on their experience of the application of the approach and their wish to apply it in general. The results reveal that the polylingual approach may be successfully implemented in the chosen context if the proposed model and algorithm are followed. The findings suggest that the polylingual model is universal and can be further used in any polylingual classroom of the second foreign language as a basis for its unique educational context.