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Journal articles on the topic 'Reciprocite educative'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Di Pietro, Maria Luisa. "Sessualità umana: verità e significato. Una guida per i genitori." Medicina e Morale 45, no. 2 (April 30, 1996): 209–35. http://dx.doi.org/10.4081/mem.1996.913.

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L’articolo si propone di commentare il recente documento del Pontificio Consiglio per la Famiglia (PCF) su Sessualità umana: verità e significato. Orientamenti educativi in famiglia, il quale intende porsi non come un trattato di teologia morale né di psicologia, bensì un momento di formazione per i genitori, anzitutto. L’Autore affronta poi i due aspetti cardine del documento pontificio: l’antropologia di riferimento e le indicazioni metodologiche. Sul primo punto, il riferimento fondamentale è la persona nella sua totalità di spirito e corpo. E la sessualità è vista come modalità dell’essere da una parte, e dimensione relazionale dall’altra. Essa, perciò, è segno di reciprocità e di complementarità, e come tale naturalmente strutturata all’apertura e al dono all’altro. Sulle indicazioni metodologiche, l’articolo nota che nel documento del PCF si sostiene l’opportunità di educare la persona alla differenza sessuale e alla vita nel senso di una educazione del sentimento morale, ovvero dell’educazione alla gestione responsabile della libertà. Tale opera deve poter avvenire nella famiglia, primo luogo educativo, ad opera dei genitori, eventualmente aiutati - in modo sussidiario e subordinato - da opportune agenzie educative. L’articolo si conclude con le indicazioni che il documento del PCF fornisce sulle modalità educative: 1. informare formando e formare informando, secondo i criteri della verità, dell’adeguazione e dell’individualizzazione, della progressività, della tempestività, della decenza e del rispetto del fanciullo; 2. la diversificazione per epoca di sviluppo e per vocazione dell’individuo; 3. l’affrontamento in termini educativi di situazioni impegnative, come l’omosessualità e la prevenzione delle malattie a trasmissione sessuale.

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2

Huennekens, Mary Ellen. "Book Review: Cultural Reciprocity in Special Education." Research and Practice for Persons with Severe Disabilities 38, no. 1 (March 2013): 65–66. http://dx.doi.org/10.2511/027494813807046944.

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3

Flora, Bethany H., and Joan B. Hirt. "Off-Campus Education: Work, Relationships and Reciprocity." Journal of Continuing Higher Education 56, no. 3 (October 2008): 38–48. http://dx.doi.org/10.1080/07377366.2008.10400160.

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4

Sabourin, Eric. "Education, gift and reciprocity: a preliminary discussion." International Journal of Lifelong Education 32, no. 3 (June 2013): 301–17. http://dx.doi.org/10.1080/02601370.2012.737376.

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O'Hara, Joe, Martin Brown, Gerry McNamara, and Paddy Shevlin. "The potential, limitations and evaluation of education networks in a monocentric system." Revista de Investigación Educativa 38, no. 1 (December 18, 2019): 33–52. http://dx.doi.org/10.6018/rie.397201.

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En casi todos los sistemas educativos cada vez se incentiva más el interés por establecer y promover redes educativas locales. En el caso de Irlanda, se han establecido redes educati-vas financiadas conocidas como ‘education clusters’ fomentar la colaboración entre centros educativos con el objetivo de mejorar su capacidad innovadora, así como la rentabilidad de la inversión educativa a través de economías de escala. Aunque este enfoque es meritorio en teoría, existen limitadas evidencias acerca de cómo los integrantes de estas redes perciben sus priori-dades. También existen pocas investigaciones sobre quién debería delimitar las metodologías y estándares de evaluación para las redes. Así, nuestro estudio está guiado por tres cuestiones interconectadas, respondidas utilizando el caso irlandés como ejemplo: cuáles deberían ser las prioridades de la red, cuáles son los beneficios y retos de dichas prioridades, y quién debería implicarse en el desarrollo de su evaluación. Los hallazgos revelan que, aunque en teoría los beneficios de las redes educativas relacio-nados con la mejora del capital profesional son evidentes, todavía hay muchas cuestiones que resolver para conseguir que las redes sean capaces de generar dichos beneficios. Estas incluyen las limitaciones de la reciprocidad entre los miembros de las redes y la necesidad de apoyos para moderar la naturaleza competitiva de los centros educativos dentro de una red, permitiendo de esta manera la existencia de una colaboración competitiva. En esta investigación, una mayoría significativa de directores de centro no estaban de acuerdo con la idea de utilizar las redes educativas como un mecanismo de reducción de costes a través de las economías de escala. In almost all education systems, there has been an increasingly incentivised drive to establish and promote local education networks. In the case of Ireland, funded education networks referred to as ‘education clusters’ have been set up to allow schools to collaborate to increase innovation capacity as well as enhance the return on educational investment through economies of scale. While commendable in theory, there is nevertheless, limited evidence relating to the priorities of these networks as perceived by those who are at the core of them, namely teachers. There is also limited research relating to who should be involved in setting evaluation methodologies and standards for the network. As such, using Ireland as a case example, our study was guided by three interconnected questions; what should the priorities of education networks be, what are the benefits and challenges for such priorities and who should be involved in the development of evaluation methodologies and standards? Findings, many of which we suggest have considerable relevance to most education systems, reveal that, while in theory, although the appeal of education networks in the form of enhanced professional capital is evident, there are still many issues that need to be resolved to enable such networks to deliver on their theoretical possibilities. These include the limitations of reciprocity among network members and the need for facilitated supports to moderate the competitive nature of schools in a network, allowing for competitive collaboration to occur. Importantly, in this research a significant majority of school principals did not see or were not favourable to the idea of education networks being used for cost reductions through economies of scale.

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Alasuutari, Hanna. "Conditions for Mutuality and Reciprocity in Development Education Policy and Pedagogy." International Journal of Development Education and Global Learning 3, no. 3 (September 1, 2010): 65–78. http://dx.doi.org/10.18546/ijdegl.03.3.05.

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This paper analyses policies that seem to promote mutuality and reciprocity in development education partnerships and pedagogy. It explores challenges to mutuality and reciprocity in global and development education pedagogy in countries in the Global North and proposes that critical literacy and ethical intercultural learning can be a way forward to a renegotiation of ideas of self and other and of power relations between the North and South.

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7

Chené, Adèle, and Rachel Sigouin. "RECIPROCITY AND OLDER LEARNERS." Educational Gerontology 23, no. 3 (January 1997): 253–72. http://dx.doi.org/10.1080/0360127970230305.

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8

Li, Zhiyong, Yonghai Zhu, Li Zhang, Junhe Liao, Yuqiu Gong, Qi Zhang, Yingying Xu, and Zhixin Zhang. "The effect of positive reciprocity in the relationship between college students' moral identity and moral behavior." Social Behavior and Personality: an international journal 49, no. 6 (June 1, 2021): 1–14. http://dx.doi.org/10.2224/sbp.9865.

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We explored the mediating mechanism of positive reciprocity in the relationship between moral identity and moral behavior, using data obtained from a survey of 567 college students. The results indicate that moral identity internalization, moral identity symbolization, and overall moral identity were positively correlated with positive reciprocity and moral behavior. In addition, positive reciprocity was positively correlated with moral behavior. Further, moral identity internalization moderated the influence of moral identity symbolization on moral behavior, and this moderating effect was partially mediated by positive reciprocity. Specifically, the effect of moral identity symbolization on moral behavior through positive reciprocity was strong among individuals with higher moral identity internalization, but weak among individuals with lower moral identity internalization. Overall, the study findings reveal how moral identity affects moral behavior, which has implications for improving the structure of ideological and moral education in colleges and universities.

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9

Ting, Shueh-Chin. "Grateful Experience and Upstream Reciprocity Behavior." International Journal of Education 10, no. 4 (December 25, 2018): 164. http://dx.doi.org/10.5296/ije.v10i4.14010.

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In a utilitarian society, advocating gratitude is very important. Gratitude can improve social harmony. Enhancing gratitude should start from education. However, in academic research, some gaps in gratitude have yet to be clarified. The focus of the present study is the relationship between grateful experiences and upstream reciprocity behavior. Past research has shown that gratitude promotes reciprocity but mainly emphasizes mutual help between benefactors and beneficiaries. The present study expands on the concept of upstream reciprocity, which is reciprocating help to a third party instead of returning it to one’s benefactors, to explore whether university students rich in grateful experiences are more likely to display upstream reciprocity behaviors. Using questionnaires, the present study collected a total of 681 valid questionnaires to conduct an empirical study. The present study found grateful experiences of university students enhance their upstream reciprocity behaviors.

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Mannion, Greg. "Intergenerational Education: The Significance of Reciprocity and Place." Journal of Intergenerational Relationships 10, no. 4 (October 2012): 386–99. http://dx.doi.org/10.1080/15350770.2012.726601.

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11

Ramsdell, Lea. "Reciprocity: The Heart of Service-Learning." International Journal of Learning: Annual Review 11, no. 1 (2005): 0. http://dx.doi.org/10.18848/1447-9494/cgp/v11/58531.

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12

Zuchowski, Ines Sofia, Narayan Gopalkrishnan, Julie King, and Abraham Francis. "Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice." Aotearoa New Zealand Social Work 29, no. 1 (March 31, 2017): 77–87. http://dx.doi.org/10.11157/anzswj-vol29iss1id235.

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INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

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13

Trainor, Audrey, and Kate Ahlgren Bouchard. "Exploring and developing reciprocity in research design." International Journal of Qualitative Studies in Education 26, no. 8 (September 2013): 986–1003. http://dx.doi.org/10.1080/09518398.2012.724467.

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14

Yarmoshuk, Aaron N., Donald C. Cole, Mughwira Mwangu, Anastasia Nkatha Guantai, and Christina Zarowsky. "Reciprocity in international interuniversity global health partnerships." Higher Education 79, no. 3 (June 11, 2019): 395–414. http://dx.doi.org/10.1007/s10734-019-00416-1.

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15

Igaune, Edīte, Ilze Liepa-Balode, and Agnese Hermane. "The Mutual Reciprocity of Education, Non-Formal Cultural Education and Social Capital." Economics and Culture 13, no. 2 (December 1, 2016): 35–43. http://dx.doi.org/10.1515/jec-2016-0018.

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Abstract Human knowledge and creative potential has become one of the most important driving forces of humanity progress. In the context of the twenty-first century, in order to create a high-quality culture environment, it requires a paradigm shift in education - the transition to education, which stimulates the imagination, intuition, emotions and creative ideas and develops critical thinking. Non-formal education and the skills and knowledge gained in it is still in evaluation and recognition phase in Latvia. It is still developing; therefore, it is important to create a clear understanding of the importance and social role of non-formal cultural education. The paper aims to explore the role of non-formal cultural education in strengthening social capital as well as to identify what social capital indicators can be attributed to non-formal cultural education programmes. The topicality of the study is determined by the fact that non-formal cultural education and social capital in the context of Latvia are little explored areas, as well as there is lack of research on mutual reciprocity. The study uses qualitative research methodology. Research analyses non-formal cultural education programmes of 10 subordinated institutions of Latvian Ministry of Culture (museums, theatres, concert institutions and opera) and on the basis of 19 in-depth and semi-structured interviews. Study contains new, theoretically based evaluation model of social capital and characterizes of indicators in the context of non-formal education. The study confirms that there is a mutual reciprocity between social capital and non-formal cultural education programmes, and these programmes have a positive and supportive role in strengthening both the individual and collective social capital.

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Heather J. Shotton. "Reciprocity and Nation Building in Native Women's Doctoral Education." American Indian Quarterly 42, no. 4 (2018): 488. http://dx.doi.org/10.5250/amerindiquar.42.4.0488.

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17

Craig, Cheryl J., and John Chi-Kin Lee. "Editorial: Reciprocity, partnerships and learning." Teachers and Teaching 25, no. 6 (August 18, 2019): 623–26. http://dx.doi.org/10.1080/13540602.2019.1679997.

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18

Harry, Beth. "Reciprocity and Humility in Wonderland." Learning Disability Quarterly 34, no. 3 (August 2011): 191–93. http://dx.doi.org/10.1177/0731948711417556.

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Hao, Qiushi, Benchen Fu, Yu Shao, and Liying Wang. "Distribution Characteristics and Spatial Reciprocity." Open House International 42, no. 4 (December 1, 2017): 44–51. http://dx.doi.org/10.1108/ohi-04-2017-b0006.

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This study aims to explore the spatial distribution characteristics and spactial reciprocity between industrial parks (IPs) and vocational education parks (VEPs): agglomeration density, functional matching, spatial organization efficiency, as well as space intensive utility. To achieve this objective, IPs and VEPs in urban centers of Jiangsu Province are selected as the objects of the study. First, spatial analysis of thermodynamic diagrams is employed in this study to qualitatively analyze the evolutionary characteristics of the spatial distribution of IPs and VEPs to explore the spatial aggregation characteristics of their clustering, integration, and comprehensive crossover. Second, a horizontal comparison of the data and indexes concerned reveals that areas with high agglomeration and functional matching exhibit a sound spatial reciprocity. Third, this study crystallizes the four structural prototpye paradigms formed during the reciprocity evolution between IPs and VEPs; it compares spatial organization efficiency, with the agglomeration–core structure ranking first, followed by the circle–core structure. Finally, SPSS is used to analyze the space intensive utility in order to verify the conclusions of qualitative analysis. The findings can comprehensively explain the regularities of the spatial distribution and reciprocity between IPs and VEPs. The findngs can also elucidate the design of regional industrial development and educational programs.

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McTaggart, Robin, Helen Henry, and Evelyn Johnson. "Traces of participatory action research: reciprocity among educators." Educational Action Research 5, no. 1 (March 1997): 123–40. http://dx.doi.org/10.1080/09650799700200021.

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Wiwiek R. Adawiyah, Imam Santosa, Muslihudin,. "Towards Balanced Reciprocity: The Relationship between Landowners and Landless Peasants in the Rural Community." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 2345–53. http://dx.doi.org/10.17762/turcomat.v12i6.5283.

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Reciprocity relationships are a necessity in human life. This study aims to describe the various factors that determine the formation of balanced reciprocity in the relationship between land owners and farm laborers. The research's location was determined intentionally in the rural areas of Purbalingga Regency and Banyumas Regency, Central Java Province, Indonesia. This study used a qualitative method with a semi-grounded phenomenological research design. The results showed that a balanced reciprocity relationship was determined by a variety of principal and smoothing factors. The identification results showed that the main determinants include opportunity, benefit, mutual trust, closeness of social relations, motives for reciprocal exchange, openness in communication, willingness to give transactions to accept and return. The array of determinants of smoothing factors is routine contact and communication, empathy, tolerance, length of relationship, regularity of social interactions, network of cooperation, solidarity, transaction ability, mutual control and evaluation. The existence and strength of these two types of determining factors have an important function in the formation of balanced reciprocity among agricultural land owners and farm laborers. Willingness, self-awareness and opportunity are very important to develop to form balanced reciprocity.

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Walker, Alexis J., Clara C. Pratt, and Nancy Chun Oppy. "Perceived Reciprocity in Family Caregiving." Family Relations 41, no. 1 (January 1992): 82. http://dx.doi.org/10.2307/585398.

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Clarke, Deb Kaye, and Matthew Winslade. "A school university teacher education partnership: Reconceptualising reciprocity of learning." Journal of Teaching and Learning for Graduate Employability 10, no. 1 (May 3, 2019): 138–56. http://dx.doi.org/10.21153/jtlge2019vol10no1art797.

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As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

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Onwuameze, Nkechi. "State authorization reciprocity agreement: participation and access to higher education." Open Learning: The Journal of Open, Distance and e-Learning 32, no. 2 (April 22, 2017): 137–46. http://dx.doi.org/10.1080/02680513.2017.1311782.

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Rogers-Dulan, Jeannette. "Building Cultural Reciprocity With Families: Case Studies in Special Education." Mental Retardation 39, no. 1 (February 2001): 65–66. http://dx.doi.org/10.1352/0047-6765(2001)039<0065:br>2.0.co;2.

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Tariq, Azam, Tian Beihai, Sajjad Ali, Nadeem Abbas, and Aasir Ilyas. "Mediating Effect of Cognitive Social Capital on the Relationship Between Physical Disability and Depression in Elderly People of Rural Pakistan." International Journal of Environmental Research and Public Health 16, no. 21 (October 31, 2019): 4232. http://dx.doi.org/10.3390/ijerph16214232.

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Cognitive social capital is crucial for mental wellbeing and physical disability in order to avoid late-life depression. The objective of this study was to investigate the mediating effect of cognitive social capital (interpersonal trust and reciprocity) on the relationship between physical disability and depression in elderly people of rural Pakistan. For this purpose, 146 respondents aged 60 years or above and residents of rural areas of district Muzaffargarh (Punjab, Pakistan) were approached for data collection. The questionnaire includes socio-demographic variables (gender, age, education, marital status, family system, living status, household income, and number of chronic diseases); the geriatric depressive symptoms scale (GDS-15) was used to measure depression, physical disability was evaluated through ADL and IADL scales, and cognitive social capital, which includes interpersonal trust and reciprocity, was measured using single-item questions. It was found that interpersonal trust, reciprocity, depression, and physical disability were significantly correlated with each other and physical disability was directly associated with depression. In mediation analysis, reciprocity mediated the relationship between physical disability and depression. Our findings highlight the need to enhance cognitive social capital interventions and develop policies to promote mental and physical health of rural elderly.

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Dingus, Jeannine. "Community Reciprocity in the Work of African‐American Teachers." Teaching Education 17, no. 3 (September 2006): 195–206. http://dx.doi.org/10.1080/10476210600849623.

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Pradhan, Uma, Shivana Shrestha, and Karen Valentin. "Disjunctured reciprocity: paradoxes of community-school relationship in Nepal." Globalisation, Societies and Education 17, no. 5 (March 1, 2019): 561–73. http://dx.doi.org/10.1080/14767724.2019.1584032.

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Greene, David. "RECIPROCITY IN TWO CONDITIONS OF SERVICE‐LEARNING." Educational Gerontology 24, no. 5 (January 1998): 411–24. http://dx.doi.org/10.1080/0360127980240501.

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Nurymov, E. S., and N. B. Zhienbaeva. "ADVANTAGES OF DIGITAL EDUCATION FOR TEENAGERS WITH MUSCULOSPHOTAL DISORDERS." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 99–103. http://dx.doi.org/10.51889/2021-1.1728-7847.18.

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Online technologies offer many positive social and behavioral opportunities for students with special needs and allow you to develop correctional and developmental programs in accordance with the age and individual characteristics of children, their state of mental and somatic health. Children with special educational needs, such as those with musculoskeletal disorders, often experience significant deficits in social reciprocity and communication skills, but these children are very sensitive to technology.

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Hadley, Fay, and Elizabeth Rouse. "The family–centre partnership disconnect: Creating reciprocity." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 48–62. http://dx.doi.org/10.1177/1463949118762148.

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The purpose of this article is to examine the disconnect happening in relation to family–centre partnerships. Developing partnerships with families is hotly debated and provides challenges for educators teaching in the early childhood sector. Using a comparative case study analysis, several research studies conducted in the states of New South Wales and Victoria, Australia, are examined to illustrate these disconnects. These issues are examined within Belonging, Being and Becoming: The Early Years Learning Framework for Australia, a national framework that is common to all programs across Australia, which identifies practice, principles and learning outcomes for young children. This disconnect is related to the language that is used by the early childhood staff and misunderstood by the parents, the ways communication occurs and its ineffectiveness. The article argues that there is a need to move beyond the current rhetoric of engaging in partnerships with families to a space that allows for transparency, reciprocity and new language.

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Sharma, Abhinav, and Subhash Chandra Mishra. "The Education and Health Scenario in India: From Parochialism to Reciprocity." Public Affairs And Governance 4, no. 2 (2016): 155. http://dx.doi.org/10.5958/2321-2136.2016.00013.8.

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Mari Bhat, P. N. "Returning a Favor: Reciprocity Between Female Education and Fertility in India." World Development 30, no. 10 (October 2002): 1791–803. http://dx.doi.org/10.1016/s0305-750x(02)00065-7.

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Savishinsky, Joel S. "Education and Moral Reciprocity: Teaching About Aging on an Intergenerational Voyage." Journal of Intergenerational Relationships 9, no. 3 (July 2011): 307–13. http://dx.doi.org/10.1080/15350770.2011.593441.

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Allatt, Patricia. "Consuming Schooling: Choice, Commodity, Gift and Systems of Exchange." Sociological Review 44, no. 1_suppl (May 1997): 163–82. http://dx.doi.org/10.1111/j.1467-954x.1996.tb03440.x.

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Schooling is a relational good, its consumption founded in social reciprocities. A qualitative study of the purchase and use of schooling by three middle class families challenges the view of identity formation as a project of individual self-realization. Traversing the public domain of the quasi-market of education and the private domain of the family, schooling switches from commodity to gift, entering the associated systems of commodity exchange and moral reciprocities. The tailoring to parental ends of the education offered by schools, and the co-labour of consumption within the household in the form of homework, shaped young people's identity, colonized and reproduced the family.

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Johnson, Martha. "Post-reciprocity: In Defense of the ‘Post’ Perspective." Frontiers: The Interdisciplinary Journal of Study Abroad 18, no. 1 (August 15, 2009): 181–86. http://dx.doi.org/10.36366/frontiers.v18i1.260.

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This article presents an argument about the facilitation of education abroad through a lens of post-reciprocity in the context of Western colonial history and the behaviors of the colonial traveler. The author not only argues that the student’s place in the home culture will also impact their perspective and vary greatly depending on their own identity, but the influence of this established lens and identity is fully formed and their role as traveler established but also argues that is important to consider that by the time a student goes abroad to any destination, they have internalized numerous stories of privileged heroes and adventurers.

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Scarnati, James T. "The Search for Career Opportunities: A Look at Interstate Reciprocity." NASSP Bulletin 78, no. 562 (May 1994): 51–56. http://dx.doi.org/10.1177/019263659407856210.

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Shore, Wendelyn J., Teru Toyokawa, and Dana D. Anderson. "Context‐specific effects on reciprocity in mentoring relationships: ethical implications." Mentoring & Tutoring: Partnership in Learning 16, no. 1 (February 2008): 17–29. http://dx.doi.org/10.1080/13611260701800926.

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Crane, Phil, Mark Brough, and Tarita Fisher. "Openness and reciprocity: Indigenous community requirements for hosting university students." Higher Education Research & Development 38, no. 4 (February 17, 2019): 703–16. http://dx.doi.org/10.1080/07294360.2019.1576593.

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Umoren, Rachel A., Jasmine E. James, and Debra K. Litzelman. "Evidence of Reciprocity in Reports on International Partnerships." Education Research International 2012 (2012): 1–7. http://dx.doi.org/10.1155/2012/603270.

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The increase in global health opportunities in medical education has been accompanied by calls for ethical and reciprocal institutional partnerships. The Working Group on Ethics Guidelines in Global Health Training (WEIGHT) guidelines were developed in 2010 and are widely accepted by the global health community. We reviewed 43 articles on international partnerships from 1970 to 2010 for eight principles of reciprocity derived from the WEIGHT guidelines. The results showed that, while few articles reflected all principles, there was a trend to increasing consideration of the international partner’s local needs, pre-departure cultural training, and collaborative authorship. However, learner supervision and consideration of local cost/benefit ratios decreased over the same time period. Partnerships with only one international partner or with institutional partners in Africa had lower reciprocity scores than those with two or more partners and institutional partners in Asia and South America. We recommend that a new focus on ethics in global health partnerships leads to the inclusion of the principles of reciprocity in model program descriptions in order to enable and encourage ethical, sustainable, and mutually beneficial institutional partnerships.

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Laubenbacher, Reinhard C., and David J. Pengelley. "Eisenstein's Misunderstood Geometric Proof of the Quadratic Reciprocity Theorem." College Mathematics Journal 25, no. 1 (January 1994): 29. http://dx.doi.org/10.2307/2687081.

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Bozinoff, Nikki, Katie P. Dorman, Denali Kerr, Erica Roebbelen, Erin Rogers, Andrea Hunter, Tim O'Shea, and Christian Kraeker. "Toward reciprocity: host supervisor perspectives on international medical electives." Medical Education 48, no. 4 (March 9, 2014): 397–404. http://dx.doi.org/10.1111/medu.12386.

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Chiusaroli, Diletta. "The Forms of Education." International Journal of Digital Literacy and Digital Competence 12, no. 1 (January 2021): 45–58. http://dx.doi.org/10.4018/ijdldc.2021010104.

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A key figure as an interpreter of the spirit of the time, the educator needs continuous training. This is an essential requirement for carrying out what is one of the main aspects of his work: facilitating inclusion, limiting any type of marginality and social exclusion. The role of the educator, based primarily on humanistic and social knowledge, is also rich in ethical values. Two valuable allies that the educator cannot help but resort to are observation and active listening; in fact, while observation allows us to collect the necessary information, by listening we welcome the other, with his strengths and weaknesses. To educate is also to communicate, to be close to the student, to communicate also with looks and gestures. In his action, the effective educator must also follow the path of dialogue, reciprocity, and communicative integration. This chapter explores these forms of education.

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Smith, Anne B. "A case study of learning architecture and reciprocity." International Journal of Early Childhood 41, no. 1 (March 2009): 33–49. http://dx.doi.org/10.1007/bf03168484.

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Horká, Hana. "The Role of Education in Overcoming Violated Reciprocity between Man and Nature." Procedia - Social and Behavioral Sciences 186 (May 2015): 1174–78. http://dx.doi.org/10.1016/j.sbspro.2015.04.217.

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Donahue, David M., Jane Bowyer, and Dana Rosenberg. "Learning With and Learning From: Reciprocity in Service Learning in Teacher Education." Equity & Excellence in Education 36, no. 1 (January 2003): 15–27. http://dx.doi.org/10.1080/10665680303498.

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Papastephanou, Marianna. "Education, Subjectivity and Community: Towards a democratic pedagogical ideal of symmetrical reciprocity." Educational Philosophy and Theory 35, no. 4 (January 2003): 395–406. http://dx.doi.org/10.1111/1469-5812.00037.

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Hidayat, Kurniawan Catur. "MEMBERDAYAKAN TENAGA KEPENDIDIKAN ANAK USIA DINI MELALUI PROGRAM SIMBIOSIS." JIV 5, no. 1 (June 30, 2010): 99–104. http://dx.doi.org/10.21009/jiv.0501.9.

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Symbiotic programs provide alternative solutions to improve the quality of educators and teachers of non-formal education through the cooperation of mutual assistance between them. The programs provide a positive reciprocity between students majoring in Early Childhood Education and the teachers of Early Childhood Education in schools. The programs are conducted in the form of exchanging the theory and application of various knowledge of child education, media development, and "how to teach" development. Symbiotic programs provide a lot of positive value in improving the quality of teachers of early childhood education to increase their knowledge, skills, abilities, and expertise as educators as well as early childhood

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Alonso, Asier Arcos, Ander Arcos-Alonso, Ettore Papa, and María José Alonso-Olea. "Education in the values of a social and solidarity-based economy for improving the conditions and the capabilities of women miners in Colombia." Global Journal of Sociology: Current Issues 8, no. 2 (November 30, 2018): 43–51. http://dx.doi.org/10.18844/gjs.v8i2.3774.

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The -SSE- tries to build complex relations of production, consumption, distribution and financing based on justice, cooperation, reciprocity and mutual help, In this study an ESS educational model for the development of Artisanal and Small Scale Mining (ASSM) that incorporates women in Colombia is proposed. The ASSM is the mining subsector where the situation of women is more precarious. a subsistence economy and are in serious situations of inequality. Promoting and educating for a social and solidarity ASSM with a strong gender focus could break down obstacles, stereotypes and build more equitable gender relations. An intersectional and differential approach complements the necessary analysis to address this problem and proposes local built models, that are flexible, participatory and liberating, where the economic, cultural and social causes of women´s labour are tackled with . Keywords: Social economy, Solidarity economy, education in values, women mining;

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Cano-Hila, Ana Belén, and Rafel Argemí-Baldich. "Early Childhood and Lockdown: The Challenge of Building a Virtual Mutual Support Network between Children, Families and School for Sustainable Education and Increasing Their Well-Being." Sustainability 13, no. 7 (March 25, 2021): 3654. http://dx.doi.org/10.3390/su13073654.

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The COVID-19 pandemic is questioning the achievement of main challenges we face as a society, for instance, to ensure a free, equitable, and good quality compulsory education for all children or to reduce social inequality. During the spring lockdown, particularly in Spain, schools were closed for six months and a process of virtualization of teaching was total; that context generated important educational challenges. This paper presents and analyses forms of digital reciprocity and solidarity among pre-primary education children, families, and teachers, by presenting a case study of the parents’ WhatsApp class groups and a collaborative YouTube channel. The procedure developed was netnography and the data analysis followed the model of grounded theory. Both digital spaces created by parents have become a network of mutual support. It has had multiple positive impacts: (i) providing and receiving social support; (ii) generating dynamics of reciprocity and empowerment; and (iii) activating values that generate a sense of community (feeling of belonging, trust, etc.). The case study shows how virtual networks increase the subjective well-being of participants in a difficult context and also invites reflection about the key role of cultural capital of the parents as a key element in the conditions of educability of children, especially in e-learning of pre-primary education.

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