Abstract/Notes: Every country is currently concerned with education since it alone has the power to create a new world and offer up possibilities for positive outcomes. Three notable female educators from three separate eras who contributed to the advancement of education in the west have been recognised. Through their quick work in education, Mary Wollstonecraft (1759–1797), Maria Montessori (1870–1952), and Nel Noddings (1929–2022) have brought important concerns relating to women and children's education to light. These three women educators were connected by their interest in education despite being born in various eras and regions of the world. In this paper the researchers have tried to bring the educational thoughts of these iconic educationalists into one frame, making it a comprehensive study of educators from different eras.

Language: English

DOI: 10.52403/ijrr.20230178

ISSN: 2349-9788, 2454-2237

Abstract/Notes: With her new approach to learning, the Italian educator sought to help the underprivileged, Cristina De Stefano writes.

Language: English

ISSN: 0190-8286

Abstract/Notes: Esta investigación tuvo como propósito comprender la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica de Salamina, Caldas. Para tal propósito se tuvo en cuenta como fuente principal de información los estudiantes activos de la institución. El camino investigativo a tener en cuenta fue el enfoque de la complementariedad (Murcia y Jaramillo 2008; Murcia (2020) dada la complejidad del fenómeno a estudiar y la posibilidad que presenta el enfoque, al valerse de los métodos necesarios con el máximo propósito de atender ¿Cuál es la dinámica de los imaginarios de paz y conflicto en los estudiantes de la Escuela Normal Superior María Escolástica?. Se complementaron los métodos fenomenológico social (Schutz, 2003) acudiendo a los motivos por y para, que permitió dar razón de la dinámica de los imaginarios sociales; la teoría fundamentada (Strauss y Corbin, 2002) para soportar algunos aspectos del análisis de información, como la comparación constante entre categorías y el procesamiento desde la codificación simple, axial y selectiva; desde la teoría del discurso de Wodak y Meyer, 2003, Iñaquez(2006) y los modelos de análisis realizados por Murcia (2010), se consideró la función referencial, expresiva y pragmática del discurso para recoger y procesar e interpretar la información, en consideración a que ellas representan una opción para el acceso a las formas de ser/hacer, decir/representar, que constituyen las bases donde tienen presencia los imaginarios sociales (Murcia, 2010). Finalmente, en síntesis, la movilidad de las coordenadas sociales definidas como centrales, muestra que hay una movilidad importante en la forma de asumir las acciones e interacciones respecto de los coflictos y la paz en la comunidad estudiada. Si bien, se evidencia que la forma hegemónica de transformar los conflictos han sido acciones mediadas por formas violentas ancladas quizá en las viejas prácticas sociales, estas no generan la tranquilidad de un buen arreglo, que podría catalogarse como un estado de paz interna, sino que por el contrario, generan tristeza, enojo e inseguridad, aspectos que definitivamente proyectan otras formas novedosas de transformar los conflictos como: evitar las confrontaciones, buscar un intermediario para que ayude a dinamizarlos, acudir al diálogo, a la reflexión antes de generar una respuesta agresiva. Lo anterior refleja la orientación siempre dinámica de unos imaginarios radical-instituyentes, orientados a trasformar el conflicto hacia arreglos concertados, en los cuales se generen oportunidades pacíficas de cambio, que asuman el re-conocimiento, el perdón como posibilidad, esto, en consideración a que estas formas radicales de transformación, traen consigo tranquilidad y felicidad; aspectos centrales en la consideración básica de la práctica social como expresión de la humanidad (Murcia, Jaimes y Gómez, 2016). / The purpose of this research was to understand the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica de Salamina, Caldas. For this purpose, the active students of the institution were taken into account as the main source of information. The investigative path to take into account was the complementarity approach (Murcia and Jaramillo 2008; Murcia (2020) given the complexity of the phenomenon to be studied and the possibility that the approach presents, by using the necessary methods with the maximum purpose of attending What is the dynamics of the imaginaries of peace and conflict in the students of the Escuela Normal Superior María Escolástica?. The social phenomenological methods (Schutz, 2003) were complemented by resorting to the reasons for and for, which allowed us to explain the dynamics of social imaginaries; grounded theory (Strauss & Corbin, 2002) to support some aspects of information analysis, such as the constant comparison between categories and processing from simple, axial and selective coding; from Wodak's theory of discourse and Meyer, 2003, Iñaquez (2006) and the analysis models carried out by Murcia (2010), the referential, expressive and pragmatic function of the discourse was considered to collect, process and interpret information, considering that they represent an option for access to ways of being/doing, saying/representing, which constitute the bases where social imaginaries are present (Murcia, 2010). Finally, in summary, the mobility of the social coordinates defined as central shows that there is an important mobility in the way of assuming actions and interactions regarding conflicts and peace in the studied community. Although it is evident that the hegemonic way of transforming conflicts has been actions mediated by violent forms perhaps anchored in old social practices, these do not generate the tranquility of a good settlement, which could be classified as a state of internal peace, but instead On the contrary, they generate sadness, anger and insecurity, aspects that definitely project other novel ways of transforming conflicts such as: avoiding confrontations, looking for an intermediary to help energize them, resorting to dialogue, to reflection before generating an aggressive response. The foregoing reflects the always dynamic orientation of some radical-instituting imaginaries, aimed at transforming the conflict towards concerted arrangements, in which peaceful opportunities for change are generated, which assume recognition, forgiveness as a possibility, this, in consideration of that these radical forms of transformation bring tranquility and happiness; central aspects in the basic consideration of social practice as an expression of humanity (Murcia, Jaimes and Gómez, 2016).

Language: Spanish

Published: Manizales, Colombia, 2023

Abstract/Notes: Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study suggests there is less racial discipline disproportionality in Montessori schools, so we used our new approach, along with relative rate ratios and risk differences, to compare discipline disproportionality in a sample of Title 1 Montessori and non-Montessori schools identified using propensity score matching. Using the multilevel model clarified results from other measures: Discipline disproportionality was similar across school settings, even though overall rates were significantly lower in the Montessori schools.

Language: English

DOI: 10.1080/19345747.2023.2186991

ISSN: 1934-5747

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241