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Houston College Sport Programs’ Hurricane Harvey Communication: A Twitter Content Analysis
No full textThis study provides a Twitter content analysis of tweets by Houston-based Division I college sport programs during Hurricane Harvey. A content analysis was performed on the tweets appearing on the main intercollegiate athletics Twitter pages of University of Houston, Houston Baptist University, Prairie View A&M University, Rice University, and Texas Southern University in response to Hurricane Harvey. The researchers based their study on grounded theory informed by a study conducted by Inoue and Havard (2015). While this study examined tweets rather than newspaper and magazine articles like Inoue and Havard (2015), this study confirmed the theme findings in Inoue and Havard (2015) applied well in a Twitter social media setting as well. New themes that were added by the researchers in the current study proved to be applicable
To Sider af Samme Sag: A Comparative Study of Teacher Education Programs in California and Denmark
No full textThis study explores the experience of teacher candidates and instructors in teacher education programs in California and Denmark. With both California and Denmark grappling with the way their current education system is or is not meeting the needs of the current population, this comparative study aims to better understand the dichotomy present. Through a set of interviews, the study focuses on the concepts of social responsibility and culturally sustaining pedagogies and how stakeholders experience these in their programs. Results show that Danish participants experience a more defined purpose and common understanding of the role of schooling in Danish society, and their role in it as teachers. Californian participants expressed a desire to reshape the state’s education system to be more racially and socially-just, but with varying ideas of how to achieve this. Implications of the comparison are discussed
Investigating Student Teachers’ Contemporary Mathematics Practices of Engagement, such as "Try This," as They Begin Their Mathematical Lessons.
No full textThis study explores the extent to which pre-service teachers are able to implement contemporary practices in teaching mathematics during their practicum. The main focus is on the importance of prior engagement of students in learning mathematical concepts. The total population of 150 student teachers from both the Colleges of Education, Paro College of Education (PCE) and Samtse College of Education (SCE), was targeted for this study. However, only 60 participants could actually return the questionnaires. A mixed-method comprising of both quantitative and qualitative methodologies was used. Research tools such as survey questionnaires (quantitative) along with a few open-ended questions, followed by lesson plans and interviews (qualitative) were used to collect the data. The findings from this study tend to reveal that although the student teachers are in favour of the contemporary ideas/approach of teaching and learning of mathematics, they do not seem to have practiced it while they were in a teaching practicum. The findings cast doubt on whether preservice teachers are able to drive changes for improvement in the teaching and learning of mathematics in mathematics classrooms. The benefit of this study was expected to be very relevant not only for the authorities to consider the effectiveness of the contemporary practices of teaching and learning of mathematics education in those two colleges of education, but also in Bhutanese schools using the current mathematics curriculum
LGBT Health Care Access: Considering the Contributions of an Invitational Approach
No full textLesbian, gay, bisexual and transgender (LGBT) people have historically, and continue today to encounterbarriers to accessing health services. This has been attributed to the well-documented heterosexism,homophobia, biphobia, and transphobia that shape all health and social institutions. In this paper,invitational theory offers insight into the challenges faced by a childbearing lesbian couple to accesssupportive health care, and sheds light on inequities faced by LGBT people when accessing health care inCanada. The author draws on critical feminist research and invitational concepts to build an understandingof four dimensions of this couple’s access to supportive care. The invitational approach is combined withan explicitly critical stance to highlight gender and other relations of power, and to provide a theoreticalrationale for incorporating invitational concepts into equity-related research, including a currentapplication focused on improving LGBT home care access in the Canadian context. Given the deeplyembedded structural inequities that hinder the creation of intentionally inviting environments for diversegroups, this research has implications both for shedding light on areas in need of health care accessresearch, as well as for integrating invitational approaches that align with critical pedagogies into healthcare education
Editorial: Invitational Lessons
No full textWith this issue we close the second volume of our journal, and the dawn of the third volume begins my last term as editor. Reflecting on what we have accomplished thus far, I am pleased with the first four issues, and look forward to working with authors in the year ahead
Whispering Selves and Reflective Transformations in the Internal Dialogue of Teachers and Students
No full textIt is beyond debate that the way one perceives oneself is influenced by the way one speaks tooneself. Becoming aware of the conversations that take place within the mind has the potential toassist one in recognizing whether the internal voice is self-limiting or self-encouraging. Makingclassrooms places where teachers and learners are inviting to themselves and each other is a keyaspect of invitational theory and practice. My intent in this paper is to (1) discuss the influentialrole of the inner voice in shaping the experiences of teachers and students in classrooms, (2)introduce the art of transformation in their internal dialogue through ongoing self-reflection,monitoring, and revisions to the ways they speak to themselves, and (3) highlight the practicalimplications in classroom settings. The paper invites teachers and students to envisionthemselves in positive ways by promoting the transformation of negative, unhealthy, andirrational self-talk to inner communication that is positive, productive, and rational
“Invitations” To Character
No full textIf we are to help children develop character, we have to go beyond offering a character education class once or twice each month. We actually have to validate character when we see it or hear about it happening. Through the use of a new strategy called “focused invitations,” counselors and teachers can focus on the 36 core components of character. The results from using this technique are profound and children respond as if we were shining a positive spotlight on the inner-most core of their being. In this article, focused invitations will be described and suggestions will be offered for use in one-on-one situations
An Invitation for Social Workers to Employ Conflict Management
No full textFor many years social workers have been searching for a wayto reach clients who are not inclined to cooperate with anywelfare program that produces change in their way of life.Social workers may use a broad base of knowledge that willenable them to incorporate invitational theory in their work.This article looks at how a social worker is able to use conflictmanagement as described by William Purkey and JohnSchmidt in their book on invitational counseling in order tobetter engage the hardest to reach clients
Écritures de femmes d’oc (XIXe-XXIe siècle) : de la double marge à la double affirmation
No full textSi l’écriture littéraire dans une langue minoritaire, qu’on appelle en France « langue régionale », n’est pas chose courante ni aisée, ce l’est au départ encore moins lorsque l’on est une femme dans une société, celle des XIXe-XXIe siècles, largement dominée par les hommes. Cette double marginalisation dont sont frappés les écrits littéraires rédigés par des femmes écrivant dans une de ces langues minorées, se vérifie dans le cas de la littérature occitane
