Search results

The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.

This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).

The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.

The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.

Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

The similarities between the developments of the United States (U.S.) and China into global powers (countries with global economic, military, and political influence) can be analyzed through big data analysis from both countries. The purpose of this paper is to examine whether or not China is on the same path to becoming a world power like what the U.S. did one hundred years ago.

The data of this study is drawn from political rhetoric and linguistic analysis by using “big data” technology to identify the most common words and political trends over time from speeches made by the U.S. and Chinese leaders from three periods, including 1905-1945 in U.S., 1977-2017 in U.S. and 1977-2017 in China.

Rhetoric relating to national identity was most common amongst Chinese and the U.S. leaders over time. The differences between the early-modern U.S. and the current U.S. showed the behavioral changes of countries as they become powerful. It is concluded that China is not a world power at this stage. Yet, it is currently on the path towards becoming one, and is already reflecting characteristics of present-day U.S., a current world power.

This paper presents a novel approach to analyze historical documents through big data text mining, a methodology scarcely used in historical studies. It highlights how China as of now is most likely in a transitionary stage of becoming a world power.

The hoped-for “just recovery” from the COVID-19 pandemic has not occurred. This chapter examines socioeconomic disparities laid bare by the pandemic in the United States. They have left a marked impression, suggesting that the concept of “American exceptionalism” has negative as well as positive connotations especially when compared with other high-income countries. Strikingly, democracy is not delivering for many Americans, and yet that is not a new situation, as much scholarship shows. These findings challenge received wisdom about how this country is in the aggregate labeled “developed” when many Americans live in conditions similar to or worse than those the World Bank categorizes as “developing.” Against this background, the chapter assesses experiential learning models for engaging students on the SDGs to assess these disparities. While researching social justice gaps in Pittsburgh and Atlanta with Carnegie Mellon students, however, the lack of disaggregated data emerged as a human rights issue and major barrier to fulfilling the SDG principle to “leave no one behind” (LNOB). These findings suggest a paradigm shift is needed, using the SDGs to advance human rights, elevating socioeconomic rights, localizing issues, generating disaggregated data to drive policy recommendations, and scaling up the community of practice that is engaged in this paradigm shift. Field building these aspects of sustainable development has the possibility to positively shape policies, outcomes, and help this democracy actually deliver for all, not just for some. For the United States to lead and bolster human rights and democracy around the world, inequalities at home must be addressed.

The application of Earth Observation (EO) science to sustainable development has become increasingly accessible. This is partly due to an open science movement concurrent with increased popularity of both higher education partnerships and the concept of Education for Sustainable Development (ESD). The confluence of these movements presents a unique capacity building opportunity: to provide emerging professionals with the ability to capitalize on open EO data and software, leveraging them for sustainable development across various thematic areas. The purpose of this paper is to provide a framework and case study illustrating how academic partnerships can catalyze the integration of ESD on a small scale in postsecondary education.

This paper presents a novel capacity building approach via the co-development of higher education curriculum by SERVIR and ITC. SERVIR is a U.S. government initiative of NASA. ITC is the University of Twente’s Faculty of Geo-Information Science and EO. This paper integrated SERVIR’s open-source EO tools into courses at ITC, building the capacity of students to apply such tools to address real-world environmental challenges.

This paper provides a case study indicating that educational partnerships can strengthen the ESD approach of a Higher Education Institution (HEI) by providing local environmental challenges and open-source tools to combat those challenges, while simultaneously strengthening the capacity building strategies of both institutions.

While educational partnerships have pursued curriculum development initiatives, the literature is limited in approaches that supplement existing courses with curriculum materials co-developed with an external partner. This paper provides a framework and case study of this smaller-scale collaboration for HEIs wishing to leverage external partners to use ESD in the higher education classroom.