Si no encuentras tu Call en la lista, contáctame o envíamelo a davis.velarde@gmail.com
  Palabra clave
Elementos totales 38

¿Pide resumen?

Cuartil/CONAHCyT

Disciplina

Revista

Diploma Mills, Fake Degrees, Admissions Fraud, and Credential Fraud

Resumen

In this special issue, we invite articles that extend the conversation started in Fake Degrees and Fraudulent Credentials in Higher Education (Eaton, Carmichael & Pethrick, eds.). Topics may include, but are not limited to: Diploma mills and degree mills Predatory educational programs and schools Fake and fraudulent degrees Accreditation mills and accreditation fraud Admissions fraud Transcript tampering Fraud in standardized testing (e.g., language proficiency tests) The societal impact of fake, fraudulent, and questionable credentials As a transdisciplinary publication, the International Journal for Educational Integrity invites submissions from across disciplines that employ a variety of research methodologies. Submissions must be evidence-based and grounded in scholarly literature. All submissions undergo double-anonymized peer review.

Resumen:

No

Fecha límite:

31 de diciembre de 2025

Palabras clave:

Programas y Escuelas Educativas Predadoras Manipulación de Transcripciones. false titles Programas y Escuelas Educativas Predadoras Manipulación de Transcripciones. false titles

Mitos de la educación

Resumen

Resumen:

No

Fecha límite:

01 de marzo de 2025

Palabras clave:

Artificial Intelligence: Ethical Implications for Teaching, Learning, Assessment, Science, and Research

Resumen

The full impact of artificial intelligence tools (e.g., GPT-3, ChatGPT, DALL-E) on teaching, learning, and assessment is evolving rapidly. By extension, questions arise about the ethical implications of artificial intelligence tools used for writing, coding, fine arts, and other educational applications. In this thematic collection, we welcome papers regarding the impact of artificial intelligence on academic integrity. We define academic integrity broadly, including but not limited to student conduct, ethical teaching, ethical feedback and assessment, and the ethical application and development of new technologies for learning.

Resumen:

No

Fecha límite:

25 de febrero de 2025

Palabras clave:

implicaciones éticas grandes modelos de lenguaje integridad de la investigación educational assessment research integrity implicaciones éticas grandes modelos de lenguaje integridad de la investigación educational assessment research integrity

Pros and cons of teleneuropsychology in clinical practice and research

Resumen

Teleneuropsychology (TeleNP) can be defined as the application of audiovisual technologies to enable remote consultations with patients to conduct neuropsychological assessment and/or treatment. Over the last fifteen years, TeleNP began to demonstrate its potential as a viable therapeutic option for neuropsychologists. At this stage, it is beyond debate that the COVID-19 pandemic made telemedical options urgent and essential, leading to the widespread use in both clinical and research settings. However, the absence of prior norms, practice guidelines, and a full understanding of the methodological complexities has revealed a critical gap in the field. Prior to the pandemic, APA and the Joint Task Force for the Development of Telepsychology Guidelines for Psychologists (2013) published useful guidelines for the delivery of remote psychological services. However, due to the unprecedented nature of the challenges the entire healthcare system was facing, an advocacy team was established by the Interorganizational Practice Committee (Bilder et al., 2020) to propose a framework for future formal TeleNP guidelines. These were important fundamental steps, but to date a lot of work still remains to be done.

Resumen:

No

Fecha límite:

31 de octubre de 2024

Palabras clave:

Directrices Assessment Guidelines Directrices Assessment Guidelines

Localities and Regions in Religions and Worldviews Education

Resumen

Religious education policy and practice in many countries is not only determined by the state or the school but by or in response to an intermediate context. This special issue of the Journal of Beliefs and Values seeks to explore how religions and worldview education is (or has previously) been determined/shaped and adapted in relation to locality or region. The call is timely at it is roughly a century since the publication of the first locally agreed syllabuses in England, the West Riding of Yorkshire in 1922, then Cambridgeshire in 1924. Indeed, locally agreed syllabuses from 1944 became the statutory mechanism for determining the religious education curriculum in England (Fancourt 2022), thus becoming the vehicle for the subject’s definition and content historically and over time (Parker & Freathy 2011; 2012). Moreover, in response to wider cultural and educational change this legal, locally negotiated framework became the locus for, and facilitated, new developments in the subject, such as the introduction of ‘world religions’ and Humanist perspectives (Watson 2010). Likewise, other countries have regional structures for the subject. For instance, the different Länder in Germany each determine its own form of the subject, and respond differently to particular local differences (Euchner 2018). The region of Alsace-Lorraine in France, which maintains a confessional selective model, unlike the laic model of the rest of France (Demissy 2009), is both a historical anomaly, but also a policy alternative. In Indonesia, the contexts of different islands and regions are relevant, so that Islamic education can be different in predominantly Hindu Bali to the rest of the islands (Saihu & Sarnoto 2020). Further, confessional models of religious education are often organised regionally, e.g., through church dioceses. These variations in the nature of religious education at a local level around the globe raise theoretical questions, about framing of the subject at the micro, meso and macro- levels (e.g., Berglund et al. 2016), and about the relationship between central government and local need. In the English context, it begs questions about the necessity of a central determinacy of the subject, recently recommended by the Commission on Religious Education. Comparisons across national jurisdictions through the lens of the local e.g., Franken’s (2020) study of Flanders in Belgium and Quebec in Canada have the potential to reveal interesting things about the dynamics of curriculum formation, amongst other things.

Resumen:

No

Fecha límite:

31 de octubre de 2024

Palabras clave:

localidades regiones localities localidades regiones localities

Language Teachers’ Professional Identity Construction in EFL and ESL Instructional Contexts: From Theory to Practice

Resumen

Over the past two decades, there has been a growing interest in examining language teachers’ professional identity (Derakhshan & Nazari, 2022a; Yazan, 2023). Teacher professional identity is generally a dynamic, multilayered, and evolving construct, playing a vital role in teachers’ professional success (Pennington & Richards, 2016; Yazan, 2018). That is, how teachers perceive their profession and their professional responsibilities directly affect their performance in instructional environments (Borg 2019). Most language professionals agree upon the fact that language teachers’ perceptions of the teaching profession and their role as language teachers originate from their ongoing interpretations of professional experiences (Derakhshan & Nazari, 2022b; Derakhshan et al., 2023; Tajeddin & Adeh, 2016; Yazan, 2023). In fact, they assume that the pleasant and unpleasant emotions teachers experience in response to classroom climate, administrators’ and colleagues’ behaviors, and students’ learning outcomes can shape their professional identity. Taking this assumption into consideration, several language scholars to date have explored the role of emotions in language teachers’ identity formation. However, a short glance at the available literature reveals that the research on the role of emotions in constructing and reconstructing English teachers’ professional identity is still in its infancy. In fact, little is known about the interaction between English teachers’ emotions and their professional identity. To bridge this gap and shed more light on the function of emotions in constructing English teachers’ professional identity, the present special issue seeks to bring together studies assessing the potential influences of positive and negative emotions on EFL and ESL teachers’ identity formation. This special issue particularly welcomes original research, intervention-based studies, critical reports, synthetic reviews, and meta-analyses. Regarding the design of studies in this area, they can be longitudinal, qualitative exploration of a few cases in detail, experimental, large-scale quantitative exploration of correlational or cause-effect relationships, or mixed methods research studies. Studies that go beyond self-reported data by using observations and narrative inquiry are highly welcomed in this special issue. Finally, to ensure the interplay between emotions and professional identity formation, this special issue suggests that scholars use robust statistical methods such as multiple regression, confirmatory factor analysis, and structural equation modeling. Potential keywords include but are not limited to the following: EFL and ESL Teachers, Teacher Professional Identity, Identity Formation, Professional Experiences, Pleasant Emotions, Unpleasant Emotions, Aggression, Anger, Boredom, Dissatisfaction, Frustration, Stress, Autonomy, Agency, Classroom Climate, Enthusiasm for Teaching, Growth Mindset, Job Satisfaction, Organizational Commitment, Passion, Self- and collective efficacy, Teaching Enjoyment, Perceived Colleague Support, Principal Behavior

Resumen:

No

Fecha límite:

20 de octubre de 2024

Palabras clave:

Profesores de inglés como lengua extranjera/ESL identidad profesional de los profesores experiencias profesionales emociones en la enseñanza autonomía y agencia de los profesores métodos de observación y de investigación narrativa. EFL/ESL teachers teacher professional identity professional experiences Profesores de inglés como lengua extranjera/ESL identidad profesional de los profesores experiencias profesionales emociones en la enseñanza autonomía y agencia de los profesores métodos de observación y de investigación narrativa. EFL/ESL teachers teacher professional identity professional experiences