Embracing Diversity (Asynchronous Session)
Critical Thinking and Interculturality: A Discourse Analysis of Artistic Representations View Digital Media
Paper Presentation in a Themed Session Luís Fernando Pacheco Pérez
Language and culture are naturally bound. As language is the mean of exhibiting the culture, and culture is the origin of language, they must always be set together for a meaningful communication process in which interculturality is an all-time present trait. To achieve a successful language development, L2 learners require awareness in the different cultural patterns within the target language, as this permits to further comprehend the pragmatic phenomena of communication happening. Globally, artistic representations display a vast horizon of opportunities to get understanding of the world closer to our cognitive goals; music, films, theater, literature, among other art forms bring discourse with genuine and visceral cultural features both implicit and explicit. Departing from Van Dijk’s Critical Discourse Analysis (CDA), the opportunity to employ a critical view of artistic representations containing cultural context creates a perfect scenario to exhibit the real world into the pedagogical encounter. Thus, language development finds a vivid chance of becoming cognitive thriving in diverse dimensions of human thinking inside the academy.
Individual Education Planning: Equipping Teachers in Addressing Learners' Diversity View Digital Media
Paper Presentation in a Themed Session Elymar Pascual
This study explores the formal and non-formal ways of producing learner’s profile that aid in developing Individual Education Planning (IEP) which would best suit learners’ needs, interest, strengths and weaknesses, thereby leading them in having holistic development. This research employed a qualitative technique in doing research, which according to Creswell (2003) delves mainly on inquiry to produce responses and themes. Forty-one grade 11 learners in Accountancy, Business and Management (ABM) and General Academic Strand (GAS) of Talangan Integrated National High Schoool, Nagcarlan, Laguna became the respondents for this study. Three methods of acquiring profile that was introduced in this study are home visitation, use of learners’ cardex, and homeroom guidance program. After one semester of conducting the aforementioned activities, written interview with the learners were done. Seven themes for each of the three interventions were generated. Home visitation was seen as a channel of acquiring basic knowledge of learners' situation at home. The use of learners' cardex was revealed as a monitoring agent that guide learners towards accomplishing tasks or challenges. Homeroom guidance program was deemed as a way of nurturing learners in aspects of human development. Lastly, better academic performance was observed when these three activities were done. Recommendation to teachers, parents, school heads, curriculum developers, and future researchers were given at the end of the study.
Squaring Pegs in a Round Hole?: A Comparison of International Students with Study Abroad and Non-study Abroad Students at a U.S. Midwestern College View Digital Media
Paper Presentation in a Themed Session Hermann M Kurthen, Anna Hammersmith
In recent decades, the number of U.S. students studying abroad and international students studying in U.S. higher education institutions has rapidly risen while the number of U.S. students not studying abroad is stagnating. Using multinomial logistic regressions, this sociological study analyses the similarities and differences in student characteristics of these three groups and how they converge or differ over time based on a large quantitative dataset from a four-year public liberal arts college in the U.S. Midwest between 2007 and 2017. Initial findings show that international and study abroad students differ from U.S. students not studying abroad by age, race/ethnicity, academic major, GPA, and merit-based scholarships whereas international students stand out from U.S. students by their non-first-generation status, non-membership in honors programs, participation in STEM programs, semester preference, and gender distribution. These outcomes help us to better understand long term trends of a diversifying student body, the sustainability of this process, and efforts to overcome disparities.
What's the Point?: Reminding Ourselves Why Working with Students with Disabilities Is Worth It
Paper Presentation in a Themed Session James Hogue
Why do I come to work everyday just to get disappointed? Is it worth my efforts when at the end of the day I'm working with non-verbal students who will likely live in a group-home setting the rest of their adult lives? Why do I even try when I'm just going to get hit a cursed out by ids who will probably end up in jail anyway? These are honest questions that it seems too many academics and school leaders are afraid to approach due to the politically incorrect nature of the questions. Yet these are real questions on the hearts of many educators who may be able to continue in the field if more would have the courage to broach this subject with love and boldness. This paper is based on a qualitative study on the outlook of educators who work with children with more significant special needs. The implication of this research is that those burnt out with education would be reminded to hope in something bigger than ourselves.
Roll of Students as Aggressors against Teachers and Expectative Post-confinement by COVID-19: Pre-confinements and Expectative Post-confinement as a Source of Incongruity
Paper Presentation in a Themed Session Rocío Moreno-Delgado
Violence against teachers is a psychosocial risk, which is related with a high global prevalence, and it is unknown what influence the period of social isolation imposed by the COVID-19 restrictions has supposed. Various descriptive studies of this pre-confinement phenomenon coincide in stating that before the pandemic, between 5 and 10% of teachers were victimized by members of the educational community. The period of social confinement due to COVID-19 was key to testing the quality of relationships between members of the educational community. Previous studies conclude that most of the attacks coincide with previous attacks the year before. Based on the studies that we present, the objective of this work is to analyze the expectations expressed by the teachers of the primary stage regarding the fact of being attacked once the period of social distancing has ended. The hypothesis that is postulated proposes that primary school teachers show a high number of expectations of being attacked once the social confinement has ended. A total of 35 teachers participated, responding to a semi-structured interview and a questionnaire in the second week of home confinement. The results confirmed the hypothesis of the present work, revealing some keys to the profession that until now had not been known. Teachers are in a state of incongruity in which, on the one hand, they are victims of the aggressiveness of their professional environment and, on the other, they are the keeper of their aggressors.
Investigating the Relationship between Emotional Intelligence and Gender
Paper Presentation in a Themed Session Hosin Shirvani
This study examines the relationship between gender and emotional intelligence. The researcher investigated whether gender had any significant relationship with four components of emotional intelligence (emotional awareness, emotional management, social emotional awareness, and relationship managements). The study found there was no significant differences between male and male students in emotional intelligence. The investigator also discovered that on relationship management component of emotional intelligence, the male significantly scored higher than female students. On three other components of emotional, female and male students were not significantly different. The researcher administered 40-item emotional intelligence survey to 52 male and 72 female students.
Early Intervention and Teletherapy during the COVID-19 Pandemic View Digital Media
Paper Presentation in a Themed Session Stephen J Hernandez
COVID-19 emerged as a worldwide pandemic at the beginning of 2020. The pandemic and its impact reached the United States by early March. Once infection rates started to increase, early intervention programs, including those providing home based services, recognized that to reduce the spread of the virus, many traditional in-person services were going to be impossible due to social distancing and self-quarantine requirements. Initially, infants, toddlers, and their families were left without any services but within a few weeks of the emergency, various states, including New York, approved the use of online visits or teletherapy for Early Intervention service provision. This paper details the results of a survey of over 400 service providers regarding the use of teletherapy to deliver services to children in Early Intervention. The survey focused on how did COVID-19 stay-at home orders impacted E.I. services for young children with special needs. Sub-questions included topics such as availability of the parents, the amount of time that babies remained engaged as well as the perceived success of teletherapy as a viable option to provide service by both parent and professional. The results indicate that service providers found teletherapy to be a viable manner of providing services and could be very effective on a case by case basis.
