bluuebunny/crossref_metadata_2025 huggingface dataset:
Culturally Competent Practices and Implications for Special Education Leaders
Authors: Sprott Katherine , Msengi Clementine
Published: November 2021

The over-identification of minorities in special education in the Unites States continues to exist. Such over-representation separates these students from their general education peers to the degree that they may not have access to challenging academic standards and effective instruction. Factors impacting these students include a systemic lack of understanding of cultural frames of reference and curriculum and leadership issues that influence the referral and placement processes in special education. This chapter will address the five culturally competent practices with regard to inclusion and special education. Implications for educational leaders will be discussed.
Inclusive Approach to Education for Children With Disabilities
Authors: Farid Shekh , Mostari Mamata
Published: November 2021

BRAC, a leading international development organization, has been working to ensure the rights of persons with disabilities to education through its inclusive education program. This article discusses the BRAC approach in Bangladesh and aims to identify its strategies that are effective in facilitating inclusion. It employed a qualitative research approach where data were collected from students with disabilities, their parents, and BRAC's teachers and staffs using qualitative data collection techniques. The results show that the disability-inclusive policy and all other activities are strongly monitored by a separate unit under BRAC Education Program (BEP). It mainly focuses on sensitizing its teachers and staff to the issue through training, discussing the issue in all meetings and ensuring effective use of a working manual developed by the unit. Group-based learning and involving them in income generating activities were also effective. The findings of the study would be useful for policy makers and other national and international organizations that are working on the issue.
Effective Pedagogical Practices in Inclusive Classrooms for Students With Disabilities
Authors: Khazanchi Rashmi , Khazanchi Pankaj
Published: November 2021

Inclusive education means educating students with special needs in an age-appropriate general education setting where students receive high-quality, standard-based instructions, interventions, and support that enable them to experience success in the general education classroom. Effective pedagogical practices involve the collaboration of both special education teacher and general education teacher to identify and implement effective teaching practices which enhance student engagement and promote higher-order thinking skills. Special education teacher supports the general education teacher in adapting curriculum and teaching methods, modifying assessments, and providing accommodations to students with disabilities in inclusive classrooms. Effective pedagogical practices are affected by teacher's belief; students' disabilities; and their roles and responsibilities towards the students with disabilities. This chapter examines previous researches and studies that investigate effective pedagogical practices in inclusive classrooms for students with disabilities.
Digital Literacy in Special Education
Authors: Lowenthal Patrick R. , Persichini Gina , Conley Quincy , Humphrey Michael , Scheufler Jessica
Published: November 2021

Digital literacy is essential for individuals entering college and the workplace. Students with disabilities experience a greater challenge in acquiring the skills necessary to succeed. This chapter explores the disability digital divide, success factors for acquiring digital skills, and the implications of a digital literacy curriculum developed for special education classrooms in Idaho. It demonstrates how leveraging human performance improvement (HPI) models, incorporating universal design for learning (UDL) principles, and supporting classroom teachers resulted in a curriculum to help young people with disabilities to acquire the digital skills they need to be prepared for college and the workplace.
Assistive Technology and Best Practices
Authors: Orr Betsy
Published: November 2021

The purpose of this chapter is to provide knowledge for classroom teachers on the assistive technology tools that are available for students with learning disabilities. A secondary focus is to identify the best practices commonly used by classroom teachers when teaching students with disabilities. Various technology tools and best practices are discussed. A survey was distributed to elementary and secondary classroom teachers seeking input on the assistive technology tools and best practices used in the classroom. Further discussion of the assistive technology tools and best practices provide content for the practicing teacher to enhance his/her teaching skills when teaching students with learning disabilities.
Capacity Building Pedagogy for Diverse Learners
Authors: Bohjanen Sharon Lynn , Cameron-Standerford Abby , Meidl Tynisha D.
Published: November 2021

This chapter is derived from a phenomenological study of student teachers' perceptions of special education practices. The authors propose a three-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities.
Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education
Authors: Williams York
Published: November 2021

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.
The Role of Educator Preparation Programs in Fostering Partnerships With Schools in Supporting English Language Learners, Immigrant Families, and Special Education
Authors: Nyarambi Arnold , Nkabinde Zandile P.
Published: November 2021

Teacher educator preparation programs play a central role in preparing teachers and practitioners who work with children with exceptionalities, immigrants, and English language learners (ELL), among others. Research indicates that immigrants, ELL, and children with exceptionalities benefit from effective family-professional partnerships in several ways. Family-professional relationships are also key in producing positive educational outcomes for vulnerable and children who are at-risk. The following layers of partnerships and relationships are discussed: university-based educator preparation programs (EPPs) and K-12 schools; immigrant families and K-12 schools; and teachers/caregivers in K-12 schools and immigrant children/ELL, including children with exceptionalities. The benefits of positive partnerships and relationships are discussed. These include positive educational outcomes for children and their families, positive outcomes for children's school readiness, enhanced quality of life for families and their children, family engagement in children's programs, strengthening of home-school program connection, and trust-building for all stakeholders.
An Exploratory Study on Teacher Training
Authors: Fedeli Laura , Pennazio Valentina
Published: November 2021

Since 2012, the concept of “special training needs” in Italian ministerial legislation has been connected to the concept of inclusion. In the Italian school system, students with disabilities are fully integrated in standard school activities. They can take advantage of the presence of a teacher who is a supportive figure for the whole class, who has received training in inclusion and the management of teaching strategies for dealing with disabilities. In order to train teachers who will fit that profile, a specialization course is organized by Italian universities to train teachers at every level of instruction. The chapter is contextualized to the last course of academic year 2016-2017, which took place at the University of Macerata, addressed to preschool and primary teachers. Exploratory research using a qualitative approach was run to highlight, on one hand, student teachers' preconceptions and expectations about the effectiveness of technologies for inclusion; and, on the other hand, their opinions about the activities proposed during the technology course.
Asian Immigrant Communities' Civic Participation in Cultivating Bilingualism and Biliteracy in the United States
Authors: Song Kwangok
Published: November 2021

This chapter discusses how Asian immigrant communities in the United States cultivate Asian immigrant children's literacy learning in their heritage languages. Although the United States has historically been a linguistically diverse country, bilingualism has not always been valued and acknowledged. Strong social and institutional expectations for immigrants to acquire the socially dominant language have resulted in language shifts among immigrants. Concerned about their descendants' heritage language loss, Asian immigrant communities make organized efforts to establish community-based heritage language schools. Heritage language schools play an important role in immigrant children's learning of their heritage language and culturally appropriate ways of behaving and communicating. It has also been noted that heritage language schools encounter several challenges in motivating heritage language learners. Heritage language schools should be considered as complementary education for immigrant students because they take critical responsibilities to support immigrant students' language and literacy development in their heritage languages.
Striving Toward Biliteracy in Mainstream, English as a Second Language, and Bilingual Classrooms
Authors: Vehabovic Nermin , Paul Casey Medlock
Published: November 2021

The development of biliteracy among English language learners (ELLs) has been established as a critical issue in education policy and practice. We live in an era of increasing globalization, which results in increased numbers of immigrants in the United States. As a result, significant proportions of students in U.S. schools come from homes where English is not used as the primary language; however, these students, as emergent bilinguals, are required to navigate language and culture in mainstream, English as a Second Language, and bilingual classrooms contexts. This chapter considers the challenges that emergent bilingual students face in elementary school contexts. In addition, specific research-based strategies are outlined for teachers working with ELLs in mainstream, English as a Second Language, or bilingual classrooms. Lastly, the authors explore how multiliteracy approaches and pedagogy might shape ELLs' identity formation.
Semantic Priming in Monolingual Russian and Bilingual Russian (L1)-English (L2) Speakers in a Single Word Naming Task
Authors: Volkovyskaya Evgenia , Raman Ilhan , Baluch Bahman
Published: November 2021

Identifying and exploring factors that influence bilingual language processing has been the topic of much psycholinguistic research. Semantic priming is typically used to examine semantic processing and refers to the phenomenon in which semantically related items (doctor-nurse) are processed faster and more accurately than semantically unrelated items (doctor-butter). The aim of the chapter is to address two key questions: 1) how the two languages of a bilingual are organised or stored and 2) how the two languages are processed. A review of the literature shows that there are currently no theoretical frameworks that explain Russian monolingual or Russian (L1)-English (L2) bilingual storage or processing. Monolingual Russian speakers and bilingual Russian (L1)-English (L2) speaking university students were asked to name target words under related or unrelated conditions. The results show that the magnitude of the semantic priming effect was determined by L2 proficiency. The implications for these findings is discussed within the current bilingual theoretical models.
Orthographical, Phonological, and Morphological Challenges in Language Processing
Authors: Raman Ilhan , Yildiz Yasemin
Published: November 2021

The chapter examines the relationship between orthography, phonology, and morphology in Turkish and what this means for Turkish-English bilingual language processing. Turkish offers a unique language medium in pitching theoretical perspectives both in linguistics and psycholinguistics against each other because of its properties. Empirical and theoretical considerations are employed from both domains in order to shed light on some of the current challenges. In line with contemporary thought, this chapter is written with the view that bilingual speakers engage a singular language or lexical system characterized by fluid and dynamic processes. Particular focus will be given to English-Turkish speaking bilinguals in the UK, which includes heritage (HL) and non-heritage language speakers. Evidence from monolingual developmental research as well as neuropsychology will be examined to confirm findings of previous studies in other European contexts, and also to raise attention to various challenges which need to be addressed across all contexts.
Multimodal and Community-Based Literacies
Authors: Harman Ruth , Shin Dong-shin
Published: November 2021

In recent decades, high-stakes school reforms and draconian budget cuts have constrained the autonomy of public school teachers in developing multi literacy approaches with emergent bilingual learners (e.g., English-only laws, high stakes testing). This chapter describes the community and multimodal instructional practices of two urban elementary school teachers/ researchers, developed in the context of a professional development initiative. Using critical, sociocultural conceptions of literacy and qualitative methods of investigation, the paper investigates different aspects of the teachers' writing instruction (i.e., community involvement; genre-based instruction; digital literacy; and multimodality); it also explores how the writing processes of focal bilingual students incorporated these practices. Findings show that this approach positioned bilingual learners as agentive text makers. In addition, the second-grade students developed a heightened awareness of audience and context. Implications are discussed, including the pressing need for teacher collaboration, robust school-university partnerships, and innovative multimodal approaches to literacy.
Preparing Teachers to Foster Multilingual Literacy
Authors: Goltsev Evghenia , Bredthauer Stefanie
Published: November 2021

Having been overlooked for a long time, the importance of literacy competence for successful participation in education is currently gaining attention and practical implementation in many countries. However, despite the linguistic diversity of the classrooms and the so-called multilingual turn in research, the fostering of literacy skills often continues to focus on the monolingual perspective of the majority language, thus overlooking vast multilingual potential. This approach is rooted at different levels of the educational systems. For teachers, who play a key role in promoting literacy development, this is partially due to respective monolingual orientation in teacher education and a lack of (systematic) implementation of applicable methods and examples. This chapter addresses this issue by presenting a synopsis of possible approaches of preparing teachers to foster multilingual literacy. Although all this is done using Germany as an example, the elements can be transferred to other contexts and formats of teacher training courses.
Empowering Multilingual Learners Through Critical Liberating Literacy Practices in English-Dominated Speech Communities
Authors: Moya Mario R.
Published: November 2021

This chapter explores the nuances of critical literacy reviewing the influence of the sociocultural context and the critical element that arises from the individuals who negotiate their identities as they interact with others in a variety of settings. The perspective adopted here focuses on multilingual learners as they engage in literacy practices in English, the dominant language, within schooled environments resulting in hybrid productions within a Third Space, which is a metaphorical setting that promotes expansive learning. Such literacy productions consider the lived-in experiences of the individuals and their personal histories as tools for learning with the potential to liberate themselves from the dominant literacy practices. The chapter includes a discussion of the role and status of English to empower non-dominant groups within English-speaking settings.
Writing With Emergent Bilingual Students
Authors: Rodriguez Sanjuana Carrillo
Published: November 2021

The aim of this chapter is to provide teachers with an understanding of who emergent bilingual students are and how they can adapt their practices in order to use students' home language as a resource rather than as a deficit. The chapter will share findings from a study conducted with emergent bilingual students in a kindergarten writing workshop. It will also focus on how teachers can adopt an additive approach to language that expands children's linguistic, social, and cultural resources while supporting learning a new language as well and literacy development.
Multilingualism in International Business
Authors: Shen Libi
Published: November 2021

Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.
Stories Make Readers
Authors: Aerila Juli-Anna , Kauppinen Merja
Published: November 2021

Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fictional literature and to increase the reading materials and reading time at school and at home. An important aim is to offer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect different collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifies and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices.
Thinking Language Awareness at a Science Centre
Authors: Moore Danièle , Hoskyn Maureen , Mayo Jacqueline K.
Published: November 2021

Situated in the highly multilingual context of Vancouver, this article discusses aspects of a collaborative research project, intertwining the development of language awareness and scientific, technological, and multilingual literacies in a science centre environment. Participants were multilingual, kindergarten-aged children who attended an interactive, activity-based science educational program in a local science centre and participated in writing activities in a nearby community centre. The article will discuss the science centre as a transformative learning environment to harness cultural and linguistic diversity, a vital resource to simultaneously develop language awareness, and science knowledge. Multimodal data sources include visual documentation of the linguistic landscape at the science centre, as well as photographs, video recordings and field notes of children working individually or in small groups, and a selection of the products children created.
The Phenomenon of Bilingualism in Slovakia
Authors: Hurajová Anna
Published: November 2021

The present chapter deals with the phenomenon of bilingualism in Slovakia in general and the concept of so-called intentional bilingualism in particular. This approach has been gaining popularity and has been implemented in monolingual countries of Europe, with the Slovak Republic being no exception. Several studies on successful implementation of intentional bilingualism in monolingual settings in Slovakia have been published in the literature. First, the theoretical background is presented and the relevant literature is reviewed. Intentional bilingualism is defined, the forms of bilingualism in Slovakia are depicted, possible benefits of bilingualism and some prejudices against it, as well as methods of bilingual upbringing in families, are described. The subsequent research part presents a narrative family case study on intentional bilingualism. The bilingual upbringing of a child in a monolingual culture is described and conclusions are outlined.
CLIL Teacher Training for Reducing Rejection Towards Bilingual Education at University
Authors: Contero Urgal Candela
Published: November 2021

The present study is aimed at presenting CLIL university teachers' attitudes towards the implementation of bilingual education at university. Results show that content teachers who take part in CLIL teacher training courses tend to agree on certain positive as well as negative beliefs regarding bilingual education at university. Once the information obtained from the survey has been examined, this chapter will focus on the reasons identified as to reject the implementation of CLIL in higher education. This work will then offer possible solutions to the hindering zones identified in CLIL teaching by describing a CLIL teacher training formula which should help future CLIL professors in their daily tasks.
Linguistic Markers in Individuals With Symptoms of Depression in Bi-Multilingual Context
Authors: Savekar Anbu , Tarai Shashikanta , Singh Moksha
Published: November 2021

Depression has been identified as the most prevalent mental disorder worldwide. Due to the stigma of mental illness, the population remains unidentified, undiagnosed, and untreated. Various studies have been carried out to detect and track depression following symptoms of dichotomous thinking, absolutist thinking, linguistic markers, and linguistic behavior. However, there is little study focused on the linguistic behavior of bilingual and multilingual with anxiety and depression. This chapter aims to identify the bi-multilingual linguistic markers by analyzing the recorded verbal content of depressive discourse resulting from life situations and stressors causing anxiety, depression, and suicidal ideation. Different contextual domains of word usage, content words, function words (pronouns), and negative valance words have been identified as indicators of psychological process affecting cognitive behavior, emotional health, and mental illness. These findings are discussed within the framework of Beck's model of depression to support the linguistic connection to mental illness-depression.
A Guide to Innovation in the Adoption of Alternative Digital Credentials
Authors: Matkin Gary W.
Published: November 2021

This chapter provides a guidance to universities that desire to adopt quality standards and effective procedures for the issuance of alternative digital credentials (ADCs). Its underlying message is that universities must become involved in issuing ADCs if they are to continue to serve the public in relevant ways. It lists the strong reasons for the institutional adoption of ADCs, the barriers to adoption, and then provides advice on how to design an institutional icon (badge), criteria for the issuance of ADCs, the standardization of ADC metadata, choosing an ADC platform, establishing governance and oversight, and establishing an administrative structure. This chapter argues strongly for the adoption of competency-based assessments in contrast to assessments focused only on learning achievement assessments. This comprehensive guide is based on the experience of three universities which have successfully implemented comprehensive ADC issuance programs.
Curing the Common Curriculum
Authors: Lemus-Martinez Samantha Marina , Lewis Jessica M. , Cram Bridgette
Published: November 2021

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.
Visibilization of Graduating Student Employability Skills via ePortfolio Practices
Authors: Maina Marcelo Fabián , Guàrdia Lourdes , Mancini Federica , López B. Denisse
Published: November 2021

Embedding employability skills into the core of higher education is a priority worldwide to reduce the skills gap and better equip graduates for entering or progressing in the workplace. This chapter presents an innovative solution based on high impact e-portfolio practices developed within the H2020 EPICA project oriented towards making employability skills visible. It also reports on the implementation of a new methodology for assessing and micro-credentialing employability skills tested in three East African universities. The pilot carried out in a variety of study programs is described along with the measures taken to address the spread of COVID-19. Lessons learnt, transfer possibilities, and organizational implications are also reported as a final note on the experience. This high impact learning experience aims to inspire academic institutions to innovate by integrating e-portfolio and micro-credentials along with fresh pedagogical practices and strategies that better align the future workforce with societal and economic demands.
Proposing a Three-Dimensional Normative Model for Political Communication
Authors: Veneti Anastasia , Lilleker Darren G.
Published: November 2021

The last 10 years or more will be remembered as a time of perpetual crisis. Against this backdrop, there is an urgent need for effective leadership and for citizens of the world and their leaders to come together to achieve collective goals. However, various studies have highlighted the deleterious effects on democracy of the current trajectory political discourse is taking. Increasing voices in academia call for a shift towards a more citizen-centric political communication. The authors respond to such calls by proposing a new model for political communication that focuses on three dimensions, namely service ethos, inclusivity, and empathy (3D model). In this chapter, the authors conceptualise these dimensions and build a normative model for their application while discuss the relevant shortcomings and current issues as they relate to contemporary political communication.
The Dynamics of Polarisation in Australian Social Media
Authors: Dehghan Ehsan , Bruns Axel
Published: November 2021

This chapter provides a case study of a public debate attracting highly polarised and antagonistic participants within the Australian context and examines the dynamics of polarisation, information flows, discourses, and materialities shaping these dynamics. Twitter conversations about immigration policies of the Australian government and detention of asylum seekers in offshore camps attract a great deal of polarised debate. The authors show how the affordances of the platform constitute, and are constituted by, the discourses of the users, and how users strategically discursify and give meaning to these affordances to further make their own political positions visible, amplify antagonisms, and at times, join each other in the formation of larger agonistic communities.
Europe and Euroscepticism on Twitter During the 2019 European Parliament Elections
Authors: López-García Guillermo , Llorca-Abad German , Fenoll Vicente , Pop Anastasia Ioana , Gamir-Ríos Jose
Published: November 2021

The purpose of this research is to analyse the activity on Twitter of the eight main candidates who stood in the 2019 European election in Spain. The analysis was developed throughout the electoral campaign and established based on two methodological perspectives. First, the content analysis allowed to observe which topics each candidate spoke about and from which perspective (pro-European or Eurosceptic). Second, the discourse analysis allowed to further explore the political communication strategies developed. This analysis is based on two hypotheses. The first (H1) is that European issues and approaches will not be a priority in candidates' discourses for the European Parliament, given the context of political polarisation in Spain and the fact that these elections can be read as a second round for the April 2019 general election. The second (H2) is that Euroscepticism will have a marginal presence in candidates' messages. The results confirm H2 but reject H1.
Emotional and Rational Frames Contained in Institutional Speeches
Authors: Palau-Sampio Dolors , Carratalá Adolfo
Published: November 2021

This chapter analyses the institutional speeches of six European leaders (N=19) to identify the emotional and rational frames used when explaining the measures implemented to address the first wave of COVID-19. The results of the analysis show the importance of frames of different categories, and the trust and leadership shown by political leaders, who sought to give speeches that would provoke a feeling of security in citizens based on their capacity to lead. Emotionality, built on values such as protection, gratitude, social sacrifice, and citizen unity, is rounded off with a rational approach based on science and economics. With none of the leaders being populist, their personalities were heterogeneous, from Merkel's empathy to Conte's confidential tone, Johnson's instructive discourse, Macron's commitment to Europe, and Sánchez and Costa's pedagogical vocation.
Discourse and Disinformation on COVID-19 Vaccination in Spain and Brazil
Authors: Penteado Claudio Luis de Camargo , Campos-Domínguez Eva , Dias dos Santos Patrícia , Goya Denise Hideko , Núñez Mario Mangas , Lázaro Mónica Melero
Published: November 2021

This chapter addresses the creation of political conflict on Twitter in a comparative study between Brazil and Spain. Based on an analysis of the political debate on dealing with two countries' health crises, it analyses the most retweeted messages published during the first week of vaccination in Europe and the Americas. Firstly, it analysed the general characteristics of the online debate on the immunisation of COVID-19. Secondly, it carried out an analysis of information disorder in each country. Although governmental positions in both countries are opposed, the results allow establishing common patterns of polarized profiles in both countries that question the management of the pandemic. It can be seen how political polarization is shaped as a characteristic of disinformation in both countries. That reveals that, after the health crisis, there is a crisis of democratic institutions that impact public health actions, but specifically to combat COVID-19.
The Use of ICT in Tourist and Educational Literary Routes
Authors: Chumillas Jordi , Güell Mia , Quer Pere
Published: November 2021

This chapter focuses on the use of ICT in literary routes and explores how technologies can influence the tour guides. It begins with a reflection on the key concept of literary routes (from both an educational and tourist perspective) and then considers the antecedents and components that define the guide. Finally, a survey of professionals and teachers with experience in the design and execution of literary routes is carried out in order to explore aspects such as (1) the actual use of ICT on the routes, (2) the synergies between the guide's skills and the use of ICT, and (3) to what extent the use of ICT leads to a change in the role of the guide.
ICT as an Acculturative Agent and Its Role in the Tourism Context
Authors: Özekici Yakup Kemal
Published: November 2021

ICTs have played a transformative role on the cultural components of all stratums of the society. This role has had a demand as well as supply-oriented reflection on the tourism system. In the scope of this chapter, the role of ICTs in the changing social structure is explained through the lens of acculturation. Beyond this, the acculturative process on the modern community's tourism-oriented reflections caused by ICTs were discussed through nine components (renting over owning, free-of-charge ownership, narcissism, connected loneliness, social capital, multiple realities, new identities, novel values, enculturation), and predictions were made with a futuristic perspective. In this context, it was explicated that the ICT-oriented digital acculturation process would add the concepts alternative tourism types, soft mass tourism, sharing economy-based tourism system, intense offline interactions between host and guests, multicultural destinations, virtual reality-based leisure, sharing as a novel pushing motivation, virtual demonstration effect, and diaspora to the future tourism system.
Need for Leadership in Times of Crises
Authors: Ünal Zeynep Merve
Published: November 2021

The aim of this chapter is to give a comprehensive framework through integrating the modern and post-modern leadership approaches in times of crises. The COVID-19 pandemic has led to great challenges worldwide. Organizing in times of crisis or crisis management has gained greater attention much more than before. Pandemic new workforce created new perspectives on the basis of leadership. This study provides detailed information about both modern leadership types as autocratic, democratic, laissez-faire, charismatic, transformational, transactional, and post-modern leadership types as spiritual, resonant, agile, relational social constructionist, and hybrid. In chaotic and uncertain environment, the leadership types and their effectiveness are analyzed and discussed at the heart of social exchange, social identity, leader-member exchange, self-determination, and complexity leadership theoretical point of views and related empirical findings.
Applying Design Concepts for the Cultivation of Cross-University Partnerships
Authors: Gigliotti Ralph A. , Kramer Sunita , Magnoni Dee
Published: November 2021

Representing distinct parts of Rutgers University—academic innovation and experiential learning, organizational leadership and strategy, and the university library—the authors approach this discussion of agility and cross-university partnerships from three distinct vantage points. Despite different administrative portfolios and scholarly and professional interests, the authors collectively view this moment as one of profound opportunity for our institution and for higher education more broadly. Purposeful collaborations have contributed to new and innovative partnerships that will be discussed in this chapter, including a new learning community for interested members of the New Brunswick Libraries—The Hatchery, a dedicated design thinking and ideation studio centrally located in the Archibald S. Alexander Library—and varying points of convergence with the Innovation, Design, and Entrepreneurship Academy (IDEA) that integrates design and entrepreneurial thinking and leadership development into the Rutgers student experience.
COVID-19 Crisis Response of Higher Education Institutions
Authors: Furiv Uliana , Kohtamäki Vuokko , Balbachevsky Elizabeth , Virta Sirpa
Published: November 2021

This chapter explores the preparedness and initial responses to the COVID-19 crisis of two higher education institutions, Tampere University in Finland and the University of São Paulo in Brazil, using a crisis management framework. The crisis has disrupted teaching and research operations and caused unforeseen challenges to universities. While the crisis is still ongoing, and the long-term impact of the crisis cannot be assessed, this chapter focuses on the initial phase of the crisis, crisis preparedness, and response. The findings suggest that the Finnish case university applies a very systematic and centralized crisis management strategy, while the Brazilian case university has a more decentralized approach coming from its collegial mode of governance. Cross-case analysis shed light on similarities and differences in their capacity to respond to crises such as COVID-19.
Understanding the Field of Public Policy in the Context of Public Administration Evolution
Authors: Qawasmeh Feras Ali
Published: November 2021

Public policy is classified as a major field in public administration. Therefore, to understand the context of public policy as a field, it is essential to explore its root developments in public administration from epistemological and chronological perspectives. This chapter is a review study referring to main scholarly works including books, academic articles, and studies. The chapter first helps researchers and students in comprehending the evolution of public administration in its four main stages including classical public administration, new public administration, new public management, and new public governance. Second, the chapter presents a general overview of the evolution of the public policy field with particular attention paid to the concepts of Harold Lasswell who is seen as the father of public policy. The chapter then discusses different definitions of public policy. Various classifications of public policy are also investigated. The chapter ends with a critical discussion of the stages model (heuristics).
Incorporating the International Perspective Into Public Administration Education
Authors: Maiga Ibrahim
Published: November 2021

This chapter provides an overview of the importance of incorporating an international perspective into the public administration classroom. This includes a discussion on international comparative public administration, why it is essential for the MPA classroom, and how it can best be incorporated into a program's curriculum. The discussion includes the introduction of recommended course objectives for adoption in an MPA program that align with the various courses traditionally found in MPA programs. Included with the course objective is the introduction of reading and assignments that can be used to help meet these objectives.
Public Administration (PA) Education in Italy
Authors: Celikturk Tanzer
Published: November 2021

PA education is closely related to the public administration understanding of the relevant country and the public administration reform process. In this context, the structure of the Italian public administration, its historical roots, traditions, and public administration reform processes are discussed in order to understand the PA education in Italy. Since Italy is from the Continental European school of public administration, its effects on public administration reforms and PA education in Europe have been examined. Factors such as the spread of the new public management approach and the Bologna process initiated by the European Union, the convergence process in PA education and its effects on Italy are discussed. It is aimed to shed light on the PA education studies in Turkey by considering the PA education in Italy, one of the important representatives of the Continental European public administration understanding, which constitutes the intellectual foundation of the Turkish administrative system.
New Approaches in Political Science Education
Authors: Gezgüç Gözde Müşerref
Published: November 2021

This study will assess the use of films as an assistive educational tool in the course of political science and the effects it will have. Firstly, the use of films as an assistive tool in the teaching process will be discussed, and this subject will be analyzed in terms of political science education. Secondly, the effect of the use of films in the course will be discussed with the practice conducted in the “Introduction to Political Science” course by the researcher in the 2018-2019 fall semester. The researcher assigned the films in accordance with the syllabus of the course and gave as a homework for the students to watch, and after watching these films, the researcher asked the students to evaluate them in parallel with the subjects of political science and concepts which they have learned. As a result, the study revealed that films can have a positive effect as an assistive tool in political science education.
Organizational Communication During the COVID-19 Pandemic
Authors: Mihaela Chraif
Published: November 2021

This chapter presents the effects of the COVID-19 pandemic on the organizational communication at a global level. Thus, major issues faced by employees and organizations are approached: cybercrime, communication, selection and evaluation of staff under the impact of digitization, and artificial intelligence. The effects of working from home on interpersonal relationships are also mentioned, and recovery solutions are presented. This chapter addresses concepts such as teleworking, telecommuting and remote working, gamification, and crowdsourcing. Isolation and social anxiety are effects of the COVID-19 pandemic. Virtual robots that perform staff recruitment and virtual platforms are evidenced. The chapter underlines that work context has to be adapted for teleworking regarding all the challenges encountered.
Teaching Collective Action: Strategies for Fostering Racial and Social Justice
Authors: Schutz Aaron
Published: November 2021

Universities teach students about social problems but provide few concrete tools for acting to promote social change. Teaching about challenges but not about possible solutions can be potentially disempowering and may reduce civic agency. This chapter discusses the development of a required class on community organizing and civil resistance that provides students with specific strategies for engaging in collective action. The author explores a range of tensions involved in teaching this class: making it experiential without forcing students to work on issues or take steps they might not agree with, providing multiple traditions of social action so they do not get the sense that there is one “right” way, working with students whose perspectives might differ from ones he sees as legitimate, and teaching a class that some outside the institution might see as beyond the purview of a university. Ultimately, he argues that it is incumbent upon universities to provide concrete skills for social action, because failing to do so restricts their capacity to become effective civic actors in our democracy.
Towards an Anti-Racist, Culturally Responsive, and LGBTQ+ Inclusive Education
Authors: Samkian Artineh , Pascarella John , Slayton Julie
Published: November 2021

This chapter summarizes the ongoing efforts of faculty to develop a program of study embedded in an educational doctorate (EdD) program intended to develop critically conscious educational leaders and change agents. It discusses how courses were collaboratively developed as well as how faculty decided on and began to employ an experimental self-study action research Dissertation in Practice. This chapter then outlines what was learned as a team of collaborators about the best ways to establish coherence and cultivate deep learning to support students' ability to work with adults in the context of instruction and curriculum to address historically entrenched inequities that differentially disadvantage some students while granting privileges to others.
Integrating Service Learning With Systemic Change
Authors: Badgett Alison
Published: November 2021

This chapter examines the redesign of the Petey Greene Program (the PGP), which prepares undergraduate and graduate student volunteers at 30 higher education institutions to tutor people in prison. Through a redesign process, the PGP shifted from a service learning organization that only supplements existing prison education programs with volunteer tutors to one that also pursues systemic improvement in educational access for justice-impacted people and facilitates volunteer activism. The chapter explores how service learning programs may perpetuate unjust systems if they are not integrated into systemic change initiatives and offers a guide for using service learning programs as a platform for pursuing systemic change. The case study illustrates how higher education institutions can partner with external organizations to educate justice-oriented citizens who understand and address the structural root causes of injustice.