scholarly journals Leadership, technology, and education: achieving a balance in new school leader thinking and behavior in preparation for twenty-first century global learning environments

2002 ◽  
Vol 11 (3) ◽  
pp. 315-334 ◽  
Author(s):  
Ian W. Gibson
Keyword(s):  
Learning Environments ◽  
School Leader ◽  
First Century ◽  
Global Learning ◽  
New School ◽  
Technology And Education ◽  
Twenty First Century ◽  
And Behavior

Gang Research in the Twenty-First Century

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Caylin Louis Moore ◽  
Forrest Stuart
Keyword(s):  
Large Scale ◽  
Criminological Theory ◽  
First Century ◽  
Annual Review ◽  
Publication Date ◽  
Theoretical Frameworks ◽  
Twenty First Century ◽  
State Interventions ◽  
And Behavior ◽  
Analytical Approaches

For nearly a century, gang scholarship has remained foundational to criminological theory and method. Twenty-first-century scholarship continues to refine and, in some cases, supplant long-held axioms about gang formation, organization, and behavior. Recent advances can be traced to shifts in the empirical social reality and conditions within which gangs exist and act. We draw out this relationship—between the ontological and epistemological—by identifying key macrostructural shifts that have transformed gang composition and behavior and, in turn, forced scholars to revise dominant theoretical frameworks and analytical approaches. These shifts include large-scale economic transformations, the expansion of punitive state interventions, the proliferation of the Internet and social media, intensified globalization, and the increasing presence of women and LGBTQ individuals in gangs and gang research. By introducing historically unprecedented conditions and actors, these developments provide novel opportunities to reconsider previous analyses of gang structure, violence, and other related objects of inquiry. Expected final online publication date for the Annual Review of Criminology, Volume 5 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Learning Styles and Cultural Differences in Online Learning Environments in the Twenty-First Century

2021 ◽  
pp. 1630-1642
Author(s):  
Blessing F. Adeoye
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
First Century ◽  
Cultural Backgrounds ◽  
Online Learning Environments ◽  
Student Centered ◽  
Student Centered Learning ◽  
Twenty First Century ◽  
Nigerian University

The nature of learning is changing, especially learning in the twenty-first century. It's increasingly becoming more to do with student-centered learning. It emphasizes digital literacy, critical thinking, and interpersonal skills. This chapter revisited online learning environments in terms of differences in the learning styles of Nigerian university students according to their cultural backgrounds. The author also reviewed past research that focused on culturally different learning styles in online learning environments. Of specific interest are the studies that examined the same issue in the twenty-first century. This chapter concluded based on the review of literature that a person's learning style could affect how they react to any learning situation, including learning online; therefore, knowledge of learning styles could help in the selection of appropriate instructional designs and teaching strategies for courses. In the case of the students at the University of Lagos, it was found that students with different learning styles have different responses to online learning within their culture.

Focus on the language learner in an era of globalization: Tensions, positions and practices in technology-mediated language teaching

2007 ◽  
Vol 40 (4) ◽  
pp. 321-326 ◽  
Author(s):  
Cynthia White
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Social Relations ◽  
Language Use ◽  
Language Teaching ◽  
Language Learner ◽  
First Century ◽  
Global Learning ◽  
Learning And Teaching ◽  
Emerging Issues

Globalization as the intensification of worldwide social relations (Giddens 1990) continues to exert an influence on language, language use, and learning and teaching around the world. In this paper I examine the nature and influence of globalization on online language teaching through the lens of learner-centred principles, and the tensions between different positions and practices adopted by participants within virtual learning environments. I conclude by arguing that a focus on technology or innovation within global learning environments needs to be balanced by a focus on the learner in order to engage with and respond to emerging issues, challenges and practices, and to extend our understanding of language learning and teaching in the twenty-first century.

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