scholarly journals The Nimbleness of Neoliberalism in Queerness and EDI policy

2021 ◽  
Vol 4 (1) ◽  
pp. 7
Author(s):  
Gillian Robinson
Keyword(s):  
Social Reproduction ◽  
Historical Materialism ◽  
Historical Context ◽  
Educational Institutions ◽  
Diversity And Inclusion ◽  
K 12 ◽  
Colonial Capitalism

This paper seeks to explore how queerness has been mobilized in this current historical context of neoliberal Equity, Diversity, and Inclusion (EDI) policies. First, I will briefly overview the historical materialism of queerness under racial colonial capitalism. I will discuss what the lenses of surplus populations and social reproduction can and cannot help us see about queerness. Then, I will discuss how the mechanisms of neoliberalism both mobilize and repress queerness, as convenient. Finally, I will interrogate how (queer) EDI policy is implemented and negotiated in educational institutions, and situate it specifically within K-12 schools in Alberta.

Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.

scholarly journals An Analysis of LEED and BREEAM Assessment Methods for Educational Institutions

2010 ◽  
Vol 5 (1) ◽  
pp. 132-154 ◽  
Author(s):  
Tracie J Reed ◽  
Peggi L Clouston ◽  
Simi Hoque ◽  
Paul R Fisette
Keyword(s):  
Indoor Environment ◽  
Green Building ◽  
The United States ◽  
Assessment Methods ◽  
The Other ◽  
Educational Institutions ◽  
Environment Quality ◽  
Indoor Environment Quality ◽  
K 12 ◽  
British Research

This study examines the differences between two environmental assessment methods for the K-12 education sector: the United States Green Building Council's (USGBC) LEED Schools Version 3.0 and the British Research Establishment's (BRE) BREEAM Education issue 2.0. Credit requirements are compared side-by-side and against recommendations from researchers in areas such as acoustics, lighting and indoor environment quality. Strengths in the two schemes and areas for improvement are highlighted, with acknowledgement that each scheme offers components and techniques from which the other could benefit.

Education and Research for Infrastructure and Public Works

1996 ◽  
Vol 1 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Neil S. Grigg
Keyword(s):  
Higher Education ◽  
Research Program ◽  
Public Works ◽  
Educational Institutions ◽  
Research Needs ◽  
Policy Studies ◽  
The Public ◽  
Clear Vision ◽  
K 12 ◽  
Global Reach

By clarifying roles through partnerships, the neglect of education and research in policy studies of infrastructure can be remedied, and the public works profession can develop a clear vision of its education and research needs and responsibilities. The American Public Works Association (APWA) has key roles to play, and by using their resources in partnership with K-12 schools and higher education, local chapters can reach out to assist in education and research to benefit both the public works profession and educational institutions. A revitalized APWA education and research program could strengthen the organization and have a global reach. APWA should sort out the cross-cutting and common education themes needed by the public works industry, defining roles that can, in partnerships with others, be implemented clearly and effectively.

Opportunities in Web-Based Teaching

2000 ◽  
pp. 17-32 ◽  
Author(s):  
Orasa Tetiwat ◽  
Magid Igbaria
Keyword(s):  
Educational Level ◽  
Modern Technology ◽  
Minimum Condition ◽  
Educational Institutions ◽  
Traditional Learning ◽  
Web Based ◽  
Technological Infrastructure ◽  
Good Design ◽  
Learning And Teaching ◽  
K 12

Web-based teaching technology has become a popular tool for many institutions in this decade. It can be used for every educational level from K-12 to higher education and distance education in many different fields. In order to make these opportunities possible, there are many requirements, including sufficient funding, a strong technological infrastructure, hardware and software, good design and interface, operations, maintenance, training, and cooperation of every involved party. When these requirements have been met as a minimum condition, Web-based teaching can provide many benefits to students, teachers, parents, and educational institutions. It is one alternative of modern technology that has been developed to augment traditional learning and teaching at all educational levels.

Research in International Education

2008 ◽  
Vol 78 (3) ◽  
pp. 676-726 ◽  
Author(s):  
Nadine Dolby ◽  
Aliya Rahman
Keyword(s):  
International Education ◽  
Educational Research ◽  
International Schools ◽  
Historical Context ◽  
Research Approach ◽  
Comparative And International Education ◽  
Research On Teaching ◽  
K 12 ◽  
Globalization Of Education ◽  
Political Economic

Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identify, describe, and analyze six distinct research approaches to international education: comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education. Within each approach, the authors discuss the historical context and the global political, economic, social, and cultural shifts that have shaped the research approach; map the major research trajectories that have developed; discuss the audience and research community; and analyze strengths and weaknesses. The authors conclude with a discussion of emergent trends within research in international education.

scholarly journals Features of Formation of Russian Legislation on Higher Education of the XVII-XVIII Centuries

2021 ◽  
Vol 18 (4) ◽  
pp. 388-397
Author(s):  
A. G. Bykova ◽  
I. V. Kiselev
Keyword(s):  
Higher Education ◽  
Public Relations ◽  
Social Relations ◽  
18Th Century ◽  
Educational Institution ◽  
Historical Context ◽  
Well Being ◽  
Legal Regulation ◽  
University Education ◽  
Educational Institutions

The article discusses the formation of legislation on higher education in Russia. The sphere of education is the most important condition for the spiritual, professional formation and development of the individual, the social well-being of society, political and economic formation of the state. An analysis of the historical and legal experience of regulating public relations is a prerequisite for building modern legislation in the field of education. The relevance of the study of the Russian features of legislation on higher education of the XVII-XVIII centuries is that modern social relations in the field of education are not fully regulated. This is evidenced by a range of legal problems. Particular attention should be paid to the legislative regulation of certain powers of participants in public relations in the field of higher education, by-law legal regulation, as well as the implementation of certain legal norms of the Federal Law of 29.12.2012 № 273-FZ. The need to resolve these problems updates the relevance of theoretical problems. The answer to the above questions is an analysis of the historical foundations of Russian legislation on higher education. In the pre-revolutionary Russia, sufficient experience in managing higher education, as well as regulating relevant social relations was in place. The completeness of the study of the subject of public relations in the field of education in the historical context is closely related to the analysis of the activities of Russian universities. The article considers the reasons for the appearance of educational institutions in Russia. The first domestic educational institutions appeared at the end of the 18th century - at a historical moment when the expansion of Western European ideas for organizing university education reached the Russian state. Russia had an urgent need to train specialists in the field of public administration - officials, theologians - to strengthen the Orthodox faith, teachers - to educate and promote morality. The authorization of the first regulatory and legal sources in the field of higher education was associated with attempts to create the Slavic-Greek-Latin Academy in Moscow. The revival of the ideas of education in Russia objec'tively accelerated the process of creating domestic educational institutions. The further development of legislation on higher education is associated with the implementation of new ideas about the establishment of universities under Empress Elizabeth Petrovna and Catherine the Great . In the final part of the work, it is noted that in connection with the creation of the first educational institution in Russia, the first normative legal act regulating legal relations in the field of higher education is published - "Privilege for the Academy." During the XVII-XVIII centuries Russian legislation on higher education contained personal regulatory legal acts. They were strictly targeted and regulated the activities of the educational institution, its officials, teachers, students, as well as other participants in academic social relations.

scholarly journals Pooling for SARS-CoV2 Surveillance: Validation and Strategy for Implementation in K-12 Schools

2021 ◽  
Vol 9 ◽  
Author(s):  
Alexandra M. Simas ◽  
Jimmy W. Crott ◽  
Chris Sedore ◽  
Augusta Rohrbach ◽  
Anthony P. Monaco ◽  
...  
Keyword(s):  
Financial Burden ◽  
Cost Savings ◽  
Educational Institutions ◽  
Repeated Testing ◽  
Rt Pcr ◽  
Pcr Assay ◽  
Nucleocapsid Gene ◽  
Specificity And Sensitivity ◽  
Novel Coronavirus ◽  
K 12

Repeated testing of a population is critical for limiting the spread of the SARS-CoV-2 virus and for the safe reopening of educational institutions such as kindergarten—grade 12 (K-12) schools and colleges. Many screening efforts utilize the CDC RT-PCR based assay which targets two regions of the novel Coronavirus nucleocapsid gene. The standard approach of testing each person individually, however, poses a financial burden to these institutions and is therefore a barrier to using testing for re-opening. Pooling samples from multiple individuals into a single test is an attractive alternate approach that promises significant cost savings—however the specificity and sensitivity of such approaches needs to be assessed prior to deployment. To this end, we conducted a pilot study to evaluate the feasibility of analyzing samples in pools of eight by the established RT-PCR assay. Participants (1,576) were recruited from amongst the Tufts University community undergoing regular screening. Each volunteer provided two swabs, one analyzed separately and the other in a pool of eight. Because the positivity rate was very low, we spiked approximately half of the pools with laboratory-generated swabs produced from known positive cases outside the Tufts testing program. The results of pooled tests had 100% correspondence with those of their respective individual tests. We conclude that pooling eight samples does not negatively impact the specificity or sensitivity of the RT-PCR assay and suggest that this approach can be utilized by institutions seeking to reduce surveillance costs.

scholarly journals Investigating the Computational Thinking Ability of Young School Students Across Grade Levels in Two Different Types of Romanian Educational Institutions

2021 ◽  
Vol 10 (2) ◽  
pp. 214
Author(s):  
Zoltan Katai ◽  
Erika Osztian ◽  
Beata Lorincz
Keyword(s):  
Search Algorithm ◽  
Computational Thinking ◽  
Educational Institutions ◽  
Education Students ◽  
School Students ◽  
9Th Grade ◽  
Grade Levels ◽  
Learning Tasks ◽  
Thinking Ability ◽  
K 12

Over the last decade, continuous efforts have been made to bring computational thinking (CT) closer to K-12 education. These focused endeavors implicitly suggest that the current curricula do not sufficiently contribute to the development of learners’ CT. On the other hand, since CT is a combined skill with cross-disciplinary implications, one might conclude that even without an explicit focus on CS education, students’ CT might develop latently as they advance with the current curriculum. We have proposed to test whether differences exist in how 3rd-, 5th-, 7th- and 9th-grade learners from two Romanian educational institutions (girls vs. boys from Art vs. Theoretical school; 214 subjects with no prior experience in CT) relate to learning tasks that require a certain level of CT. The testing tool was inspired by the AlgoRythmics dance choreography illustration of the linear search algorithm and has the potential to reveal different levels of abstracting. Findings emphasize the need for a purposeful and coordinated CS infusion into K-9 education in order to accelerate students’ CT development.

scholarly journals Intersectionality and Autoethnography: DeafBlind, DeafDisabled, Deaf and Hard of Hearing-Latinx Children Are the Future

JCSCORE ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 40-67
Author(s):  
Carla García-Fernández
Keyword(s):  
Hard Of Hearing ◽  
First Generation ◽  
Educational Equity ◽  
Educational Experiences ◽  
Academic Experiences ◽  
Ethnographic Study ◽  
Educational Institutions ◽  
Structural Systems ◽  
The Us ◽  
K 12

Deaf-Latinx K–12 students are the largest group of racially minoritized students in the US, lagging far behind the complimentary proportion of Deaf-whites in obtaining degrees. Educational institutions have sustained and reproduced privilege and inequality patterns. This article explores how using Deaf-Latinx Critical Theory (Deaf-LatCrit) in educational research facilitates Deaf-Latinx epistemology, intersectionality, and cultural intuition in autoethnography. It effectively captured how I, a first-generation DeafChicana college student, navigated structural inequity in educational institutions. When extant literature and resources are limited, counter-stories must be included to expand knowledge about issues of educational equity, and promote accountability, decision-making, and action. Autoethnography validates my DeafChicana existence and calls for attention to multiple interlocking issues within the educational system. Deaf-LatCrit and autoethnography provided the platform for me to conduct this study, which derives primarily from my own higher educational experiences. This Deaf-Latinx ethnographic study provided me a valuable tool and a safe outlet to reflect on my academic experiences, and exposed five thematic concerns: raciolinguicism, interpreter quality, classroom exclusion, institutional and structural systems, and professional development. Recommendations are included to help individuals become more aware of unconscious and conscious discriminations so we can together improve support for DeafBlind, DeafDisabled, Deaf, and Hard of Hearing-Latinx students in higher education.

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