This collective volume presents an innovative pedagogical model of research-based international student mobility called research-tandem. The research-tandem model and its pedagogical philosophy provide insights for the involvement of students in research from very early stages of the academic trajectory in higher education. The book also presents several interdisciplinary empirical studies (i.e., special needs education, cultural psychology, anthropology, etc.) produced by undergraduate students teams from different countries who participated in the mobility. Finally, commentaries from invited scholars contribute to offer valuable feedback and future directions to the tandem model.
1.The research-tandem model as student-led training to international
research.- Section I.- 2.Transitions at the Åpen Barnehage in an Immigrant
Neighborhood - Through the Lens of Parental Guidance.- 3.An Investigation of
Adults Responding to Infants and Toddlers Interests in Open.- 4.Breaking the
silence: the children with high-functioning autism perspective about their
needs within their classroom and school context in Salvador da Bahia.-
5.Highlighting Grandparents Experience: Challenges and Tensions in the
Upbringing of Children with Autism Spectrum Disorder (ASD).- 6.LGBTQIA+1
university students with immigrant background and their experience
of inclusion.- 7.Media Representations And Its Role In Identities
Negotiations For Minorities: A Study With Wheelchair Users In Brazil.-
8.Understanding the challenges of people with disabilities in the Calabar
community of Salvador da Bahia. Calabar is my home; why would I want to live
anywhere else?.- 9.Imagination is enriching self-knowledge a possibility
for individual learning about owns needs and resources.- 10.The richness of
personal perspectives on mind and body in the construction of everyday
life.- Section II.- 11.Childhood in focus: the importance of discussing this
phenomenon in the context of public policies.- 12.Exploring the mind-body
connection: imagination and cultural perspectives in self- knowledge and
everyday life.- 13.Qualitative Insights into Care: Methodologies and
Multicultural Perspectives.- 14.The Åpen barnehage as research and practice
arena.- 15.How to create more inclusive universities?.
Maria Virginia Machado Dazzani is an associate professor at the Federal University of Bahia (UFBA/Brazil), a
researcher for the National Council for Scientific and Technological Development (CNPq) and an associate editor of Social Psychology of Education (Springer).
Kristine Stadskleiv is a neuropsychologist, specialized in assessment of cognition of people with severe speech and motor impairments, cognitive aspects related to the use of augmentative and alternative communication (AAC), cognitive impairments following congenital and early acquired brain injuries, and support for caregivers of children with disabilities. She is a professor of neurodevelopmental disorders at the University of Oslo.
Professor He Min, PhD, is Vice chair of professional committee for child-care for children of 0-3 years. She is certified trainer by PITC (Programme for infant and Toddler Care), USA. She cooperates with Norwegian, Danish, and Japanese early childhood education researchers.
Luca Tateo is coordinator of the project Research-tandems: an innovative approach to improve students research skills, funded by the Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education. He is professor of Theory, Epistemology and Methodology of Qualitative Research at the University of Oslo, Norway. He is co-editor in chief of the Journal Human Arenas. An Interdisciplinary Journal of Psychology, Culture, and Meaning, Springer, and editor in Chief of the book series Innovations in Qualitative Research.
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