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DIGITAL CONTENT CREATION AS A SERVICE LEARNING PROPOSAL IN LEARNING FOREIGN LANGUAGES AT HIGHER EDUCATION
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In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03215273 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online conference, Italy (2021)
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Focusing on Actors in Context-Specific, Data-Informed Theories of Change to Increase Inclusion in Quality Basic Education Reforms
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In: Global Education Review; Vol. 7 No. 1 (2020): Context-Based Approaches to Developing Theories of Change in Basic Education; 20-40 ; 2325-663X (2020)
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Abstract:
This article describes an actor-focused approach to creating a theory of change that is context-specific, grounded in an understanding of local historical, cultural, linguistic, and social realities, and inspired by a commitment to social justice in education reform. In 2019, the authors completed a research evaluation of the Government of Cambodia’s inaugural Multilingual Education National Action Plan designed to increase inclusion of Indigenous children in basic education. The project mandate included constructing a theory of change. Using the participatory approach of Outcome Harvesting, data were obtained about behavioral changes among actors implementing and affected by the plan. Qualitative data analyses identified 115 behaviors distributed across 15 categories of actors in the education system, and uncovered assumptions and experiences of change processes and relationships. The authors created a generic theory of change mandated by the commissioning body for the evaluation. It was unidirectional and institution-centered, focused on objectives, strategies, outputs, and outcomes. To provide a more nuanced, inclusive, context-specific and potentially useful representation of change processes, the authors drew upon the behavior change data to construct a second, actor-focused theory of change. Additionally, the authors constructed a third theory of change showing education strategies in the current context compared to internationally accepted best practice in multilingual education. This study illustrates a focus on manifest behaviors and relationships among actors in theories of change. Actor-focused frameworks that describe situationally specific, participatory action and reciprocal learning can promote inclusive, sustainable, systems-level change toward children’s right to meaningful quality basic education.
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Keyword:
Actor-focused; Complexity; Indigenous; Multilingual education; Outcomes; Participation; Rights; Situated learning; Social change; Social justice; Systems; Theory of Change
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URL: https://ger.mercy.edu/index.php/ger/article/view/538
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The contributions of Raymond Williams and E. P. Thompson to communication and social change theory and practice
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Rural literary ressource and participatory place building in Allier, France.
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In: Turismo Rural y Desarrollo Sostenible ; https://halshs.archives-ouvertes.fr/halshs-01411976 ; Dr. Xosé Manuel Santos Solla; Dra. Pilar Taboada de Zuñiga; Dra. Lucrezia Lopez Turismo Rural y Desarrollo Sostenible, ( X CITURDES ), Universidade de Santiago de Compostela p 835-845, 2016, ISBN 978-84-617-5616-2 (2016)
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Crosswalk of participation self-report measures for aphasia to the ICF: What content is being measured?
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Identity and Communities of Practice in Foreign Language Learning Contexts
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
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Negotiating Participant Status in Participation Frameworks
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 45-47 (2015) (2015)
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Primary Health Care, Comprehensive Social Management and Participation
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In: Cross-Cultural Communication; Vol 10, No 6 (2014): Cross-Cultural Communication; 101-105 ; 1923-6700 ; 1712-8358 (2014)
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Towards a "non-disposable" software infrastructure for participation
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In: First workshop on Cultures of Participation in the Digital Age (CoPDA) IS ‐ EUD 2013 Conference ; https://hal-utt.archives-ouvertes.fr/hal-02954024 ; First workshop on Cultures of Participation in the Digital Age (CoPDA) IS ‐ EUD 2013 Conference, Jun 2013, Copenhagen, Denmark ; http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=ToC_18_P (2013)
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Towards a "non-disposable" software infrastructure for participation
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In: ISSN: 2283-2998 ; IxD&A - Interaction Design & Architecture(s) ; https://hal-utt.archives-ouvertes.fr/hal-02363199 ; IxD&A - Interaction Design & Architecture(s), 2013, 18, pp.68-83 ; http://www.mifav.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=ToC_18_P (2013)
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Identity and Communities of Practice in Foreign Language Learning Contexts
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Identity and Communities of Practice in Foreign Language Learning Contexts ...
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Negotiating Participant Status in Participation Frameworks ...
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Snapshots of success: An insider perspective on living successfully with aphasia
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