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Serious illness prevents many students from attending school on a regular basis and can lead to long-term absence from the classroom. The consequent isolation impedes socialization and educational exchange between homebound students and their schoolmates, as well as interaction with their teachers. Moreover, these students face serious difficulties when they eventually manage to return to school. All these factors slow down homebound students’ learning progress and weaken their sense of belonging to their peer group. In response to these issues, Italy’s Ministry of Education (MIUR), National Research Council (CNR), and the TIM Foundation set up a project in 2013 named TRIS (Networked Technologies and Socio-educational Inclusion). The main aim of the project is to develop a flexible and scalable intervention model for integrating homebound leaners. This is based on active and engaging learning approaches and is designed for application to a wide variety of long–term absence situations. The main pillar of the project is the so-called “Inclusive Hybrid Classroom”, a special blending of physical and digital learning spaces. By facilitating direct engagement in class activities, irrespective of the students’ actual location, this kind of classroom heightens the sense for everyone that the homebound student is actively present in the classroom.

students --- learning --- homebound --- integration --- inclusion --- hybrid classroom

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Con la Restauración Borbónica quedaba consolidado el sistema político que iba a marcar las siguientes décadas de la historia española. Lo conocemos como el Estado liberal, y abarcaba todas las esferas de la sociedad, entre ellas la educación superior. Se completaba la creación de una universidad liberal acorde al nuevo modelo, en la que habitaba un nuevo tipo estudiantil, un estudiante liberal. Queremos saber quién integraba este grupo, cuál era su origen y composición y cómo evolucionó. Nos interesa ver cómo afrontaba sus años académicos, en los que se relacionaba con los espacios físicos, la legislación o el profesorado de esta nueva universidad. Aspiramos a entender cómo vivía el día a día de su condición estudiantil, así dentro de las facultades como en la ciudad que les acogía, y a acercarnos a su mentalidad a través de las manifestaciones que como corporación realizaba. Nos centramos para ello en una universidad intermedia, la de Valencia, lo bastante reducida como para ser abarcable, pero suficientemente importante como para ser en gran medida representativa de la generalidad. En suma, se trata de dibujar el nuevo tipo estudiantil, con sus cambios y sus permanencias, conectado con el sistema liberal del que era a la vez resultado y miembro, entre los años que separaron los golpes de Estado de 1875 y de 1936.

Análisis sociológico --- College students --- Sociological study --- Estudiantes universitarios

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The focus of this study is on the ways in which skin color moderates the perceptions of opportunity and academic orientation of 17 Mexican and Puerto Rican high school students. More specifically, the study's analysis centered on cataloguing the racial/ethnic identification shifts (or not) in relation to how they perceive others situate them based on skin color.

puerto --- rican --- students --- academic --- orientation --- ethnic --- identification --- cultural --- ecological --- model

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Advocating for the use of culturally specific pedagogy to enhance the mathematics instruction of diverse students, this revised second edition offers a wide variety of conceptual and curricular resources for teaching mathematics in a way that combats and confronts the forms of oppression that students face today. Addressing stratification based on race, class, and gender, Leonard offers lesson templates that teachers can use with ethnically and culturally diverse students and makes the link between research and practice. Connecting cutting-edge and emerging technologies to culturally specific pedagogy, the second edition features new chapters on mathematics and social justice, robotics, and spatial visualization. Applying a more expansive focus, the new edition discusses current movements such as Black Lives Matter and incorporates examples of rural and tribal students to paint a broader picture of what culturally rich mathematics classrooms actually look like. The text builds on sociocultural theory and research on culture and mathematics cognition to extend the literature and better understand minority students’ goals and learning needs. Including new discussion questions and new examples, lessons, and vignettes of integrating culture in the mathematics classroom, this book employs pedagogical research to field-test new instructional methods for culturally diverse and female students.

african american students --- black lives matter --- black students --- blm --- cognition --- computational thinking --- computer scaffolding --- critical race theory --- crt --- culturally diverse students --- culture --- cultural --- funds of knowledge --- game design --- linguistically diverse students --- math --- mathematics education --- maths --- native american students --- place --- rural students --- spatial visualization --- stem education

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This volume documents a pedagogical research, with an opening to social and geographical sciences, carried out in the University of L'Aquila. In addition, it frames the general scenarios related to the society, to the multicultural city and to the internationalization of the studies.

intercultural pedagogy --- italy --- pedagogia interculturale --- study --- studio --- multiculturalismo --- multiculturalism --- l'aquila --- students --- university --- università --- italia --- studenti