Relevant bibliographies by topics / Funds of knowledge

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Funds of knowledge'

Author: Grafiati
Published: 4 June 2021
Last updated: 23 January 2024

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Journal articles on the topic "Funds of knowledge"

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Poole, Adam. "Funds of Knowledge 2.0: Towards digital Funds of Identity." Learning, Culture and Social Interaction 13 (June 2017): 50–59. http://dx.doi.org/10.1016/j.lcsi.2017.02.002.

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Folk, Amanda L. "Drawing on students’ funds of knowledge." Journal of Information Literacy 12, no. 2 (December 4, 2018): 44. http://dx.doi.org/10.11645/12.2.2468.

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Despite programmes and initiatives intended to enable access to higher education for underrepresented students, higher education in the United States suffers from a persistent social class achievement gap. Although research exists about the social and academic factors that contribute to the social class achievement gap, one ubiquitous practice in higher education has been neglected – the research assignment. In this article, I share a subset of findings from a qualitative study that explores first-generation college students’ experiences with research assignments in college. In particular, I present four case studies of participants who relied on their identities and prior knowledge to successfully a complete research assignment. Finally, I introduce the funds of knowledge concept, which honours students’ identities and lived experiences, to provide a conceptual approach for engaging underrepresented and minoritised students through research assignments.
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Oughton, Helen. "Funds of knowledge—a conceptual critique." Studies in the Education of Adults 42, no. 1 (March 2010): 63–78. http://dx.doi.org/10.1080/02660830.2010.11661589.

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Schenkel, Kathleen, Angela Calabrese Barton, Chelsey Wiersma, Olivia Eiden, Edna Tan, and Scott Calabrese Barton. "An Engineering Funds of Knowledge Framework." Science and Children 58, no. 6 (July 2021): 46–53. http://dx.doi.org/10.1080/19434812.2021.12291694.

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Levine, Sarah, and Anna Sigvardsson. "Insights into Teachers' Funds of Knowledge:." L1-Educational Studies in Language and Literature 23, no. 2 (December 29, 2023): 1–27. http://dx.doi.org/10.21248/l1esll.2023.23.2.557.

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Over more than a century of formal schooling in literature, generations of students have become acculturated to authoritative school-based discourses that devalue everyday literary practices. However, research indicates that when students draw on their everyday practices in the classroom, they engage in rich literary reading experiences. In the current study, we argue that school-based discourses may limit teachers just as they limit students, and that teachers’ literary funds of knowledge may be another potentially powerful resource for closing the distance between school and everyday reading. Drawing on social and literary metaphors of distance and closeness, we compared the discussions of the same teachers reading the same poems in personal (book club) and professional (lesson planning) settings. Analysis showed that teachers’ literary stances differed across conditions. For instance, in the book club condition, teachers were more than twice as likely to enact a close stance when reading—immersing themselves in the text-world and empathizing with characters. We recommend that researchers and teacher educators attend more closely to and make visible the constraints of school-based discourses and the value of everyday funds of knowledge—not just for students, but for teachers.
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Fránquiz, María E., Alba A. Ortiz, and Gilberto P. Lara. "Enlaces prometedores: Funds of Knowledge and Funds of Identity." Bilingual Research Journal 44, no. 4 (October 2, 2021): 405–8. http://dx.doi.org/10.1080/15235882.2022.2057767.

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Williams, Julie J., Jeanne Tunks, Ricardo Gonzalez-Carriedo, Eileen Faulkenberry, and Wendy Middlemiss. "Supporting Mathematics Understanding Through Funds of Knowledge." Urban Education 55, no. 3 (June 15, 2016): 476–502. http://dx.doi.org/10.1177/0042085916654523.

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The purpose of this qualitative study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Participants contributed to their children’s mathematics learning by promoting the five National Council of Teachers of Mathematics process standards—problem solving, reasoning and proof, communication, connection, and representation. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities.
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Dugan, Thad, Rose Ylimaki, and Jeffrey Bennett. "Funds of Knowledge and Culturally Responsive Leadership." Journal of Cases in Educational Leadership 15, no. 3 (September 2012): 56–65. http://dx.doi.org/10.1177/1555458912461317.

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González, Norma. "The Funds of Knowledge for Teaching Project." Practicing Anthropology 17, no. 3 (July 1, 1995): 3–6. http://dx.doi.org/10.17730/praa.17.3.a036jlq42223625p.

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Although multicultural education has been bandied about in policy arenas for decades, substantive contributions by anthropologists have been limited. Yet anthropologists, above all other social researchers, have insights to offer on cultural phenomena, the processes of social change, and the educational implications of ethnic diversity.
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Esteban-Guitart, Moisès, and Luis C. Moll. "Funds of Identity: A new concept based on the Funds of Knowledge approach." Culture & Psychology 20, no. 1 (March 2014): 31–48. http://dx.doi.org/10.1177/1354067x13515934.

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Dissertations / Theses on the topic "Funds of knowledge"

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Williams, Julie J. "Supporting Mathematics Understanding Through Funds of Knowledge." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804889/.

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Parents are often criticized for the types of roles they play in their children’s education. Rather than assuming parents do not contribute to their children’s learning, this study identified the various ways Hispanic parents support mathematics learning in the home. Using a funds of knowledge lens, the history, practices, and experiences of families that contributed to their children’s mathematics understanding was explored. The purpose of this study was to identify the unique funds of knowledge among three Hispanic families living in the same city, specifically, how parents supported their children’s mathematics learning through funds of knowledge. Five Hispanic parents from three households participated in a series of three home interviews. The semi--‐structured interviews addressed family, school, and educational history of the parents, routines of the household, and perceived roles parents played in their children’s mathematics learning. Participants contributed to their children’s mathematics learning through various funds of knowledge including time management, music, sports, construction, shopping, and cooking. Participating parents shared knowledge with their children through questioning and discussion, providing experiences, and promoting practice. In this study, participants valued education and supported their children’s mathematics learning at home and school activities. This study contributes to the existing funds of knowledge research by expanding the work on how Hispanic parents support mathematics learning.
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Butler, Ami R. "Funds of Knowledge and Early Literacy: A Case Study." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799487/.

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When teachers are charged with educating students that are racially, culturally, or economically different from them, they may have little information on the culture and type of family involvement of their students. This lack of information contributes to perceptions of working-class families as socially disorganized and intellectually deficient. However, research embodying the theoretical framework funds of knowledge (FoK) attempts to counter deficient models through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, political, and economic contexts. The primary purpose of this study was to carefully examine Hispanic parents’ support of young children’s early literacy development in the home. The knowledge gleaned from an initial study of home support, by spending time in the home of a Hispanic family provided an avenue for action research in the classroom. A second purpose was to determine if the introduction of FoK ways of learning, when applied in the classroom, had an effect on early literacy skills. In addition, I maintained a journal that chronicled my experiences and led to an autoethnographic study of myself as a transforming white, female, prekindergarten teacher. The results indicated that the family possessed extensive FoK developed through historical, cultural, educational, and social experiences. Results further indicate that introduction of these familial FoK improved the oral language skills of prekindergarten students thus enhancing their early literacy development. Autoethnographic results indicate a personal progression toward not only understanding, but becoming an advocate, for the Hispanic population.
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Gonzalez-Angiulo, Hilda 1960. "Las Senoras: From funds of knowledge to self-discovery." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288787.

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Literacy as a critical tool for understanding the relationship among text, self, and world (Freire, 1987, p. 30) is vital in order for students to relate their own reality with that of the characters'; for students to read their world while they read the word, as Freire and Macedo (1987) would put it. For over three years, I have met with a group of women (Las Senoras1 to explore their views of themselves and how they relate to the school and society around them. Las Senoras are all Spanish-Speakers, some of them Spanish/English Bilinguals. The vehicle for our discussions was El Club de Literatura (the Literature Club) wherein we read such novels as Hasta no Verte Jesus Mio, Arrancame la Vida, Me Llamo Rigoberta Menchu, y asi me Nacio la Conciencia and short stories, for example, Detras de la Reja, Out of the Mirrored Garden) to explore our own lives as women, within our families, communities, and society at large. A goal of this phenomenological orientation is the rediscovery of self-knowledge through literature discussions infused with personal experience, through extensive dialogical conversations, interviews, letters, journals, and observations, facilitated by a researcher as "friend" role. These are among the methodological tools used to provide a panoramic of women's lives. This work analyzes the process of Las Senoras' personal transformation through the rediscovery of their own knowledge in El Club de Literatura. Why this focus on Las Senoras? Because as an educator of working-class, language minority students, I am aware of how mothers are generally the ones most intimately involved in the education of their children and how they serve as the primary connection to the schools, yet at the same time they are held at bay with respect to their rights as women, mothers and wives. Further, an important finding of this work has had to do with my own evolution from teacher to pedagogue. This evolution has encompassed my breaking from my earlier training as a teacher which strictly dictated the curriculum and prescribed my role as a teacher, to the joint creation of curriculum with my students and their families. The process has led me from reflecting upon my practice to understanding the implications of my actions in communion with my students. A communion where I am not always the teacher, but a lifelong learner. For those who ask, "Can I do this work?" The answer is, "If you are willing to learn and change, then you can be the teacher." Further, as commented by Patricia, one of Las Senoras, "It depends on what you are going to teach us." (1)Las Senoras: in Spanish one refers to a woman as a Senora as a gesture of respect, be it out of age, experiences, or legal status. In this study, Las Senoras, are women who are treated respectfully by me and others who know them through me. Age and legal status are not important in our group, life experiences are what give them the status of Senoras.
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Hudson, Nicholas. "Undocumented Latino Student Activists' Funds of Knowledge| Transforming Social Movements." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602620.

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There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their disposal and how the usage of said resources impacts policy formation on an institutional, state and national level.

The study seeks to uncover whether undocumented students utilize their available funds of knowledge to achieve their educational goals and navigate through the barriers they encounter. The study finds that undocumented Latino student activists utilize their funds of knowledge in agriculture, business, construction, mechanics, music, and religion to develop strategies to navigate through educational, financial, institutional, and intrapersonal barriers they encountered. This application of funds of knowledge and community cultural wealth to student activism moves the debate from a deficiency narrative that has long permeated higher education research to an agency narrative.

This study provides valuable insight into the increase of undocumented Latino students’ participation in activism and how one can best aid undocumented Latino student activists. Through the thematic narrative analysis, the lived history and stories of undocumented Latino student activists from Washington and Virginia are woven together to unveil individual and collective routes to educational attainment and activism on behalf of undocumented students.

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Garcia, Dalia Olvera. "A Portrait of Esperanza| Exploring Culturally Diverse Educators' Funds of Knowledge." Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930269.

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The present study focused on the pedagogical content knowledge of the classroom of three male culturally diverse educators (CDEs) instructing culturally and linguistically diverse students (CLDS) in North Las Vegas; focusing on teachers’ funds of knowledge. Funds of knowledge are historically accumulated and culturally developed bodies of knowledge and skills essential for individual functioning and well-being. The researcher employed a qualitative portraiture methodology to construct and illustrate five portraits. The study was guided by the following research question: How do culturally diverse educators' funds of knowledge shape their ideologies and teaching practices? CDEs’ data was supplied through interviews and classroom observations, this served to construct three portraits. The school setting and a brief snapshot from the perspective of the artist served to construct the remaining two portraits. Funds of knowledge was used as a macro lens, while Vygotsky’s sociocultural conceptual framework was used as a micro lens to analyze data. The sociocultural framework focused on CDEs’ perezhivanie, as Vygotsky defines the lived emotional experiences of these educators and obuchenie , Vygotsky’s term for the dialectical unity of school teaching and learning to teach. The conclusion holds that teachers’ perezhivanie shape the teachers’ funds of knowledge whereas CDEs’ family and community based funds of knowledge developed obuchenie, which drove curricular decisions in the classroom to meet CLDS’ needs. In addition, findings point to the fact that bridging the gap between academic research on funds of knowledge and classroom practices can serve to assist CLDS in their learning process.

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Osoria, Ruby. "Formation and Implementation of Funds of Knowledge among Mexican Immigrant Mothers." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839625.

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Guided by the overarching theoretical and conceptual framework from Latina/o critical race theory (LatCrit), funds of knowledge (FOK), and pedagogies of the home, this qualitative study explores the experiences of eleven Mexican immigrant mothers as they raise their K-12 grade children in the United States. This study centers the experiences of the participants as they utilize their funds of knowledge, the pedagogies of the home, local resources, and networks to provide opportunities to advance their children academically. Drawing from an asset-based perspective, this study positions the mother as the primary source of transmitting cultural knowledge to her children. This research describes how Mexican immigrant mothers define their role within the family structure and explores mother-daughter relationships. Further, the study identifies the challenges participants endure while raising their first generation Mexican-American children, and the ways in which they use community resources and local networks as forms of support. The data reveals the participants use of FOK through consejos, respeto, and dialogue to promote higher education expectations and aspirations for their children. Lastly, based on data analysis, this study expands on the conceptual framework of strategic mothering by theorizing strategic (Mexican immigrant) mothering.

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Kiyama, Judy Marquez. "Funds of Knowledge and College Ideologies: Lived Experiences among Mexican-American Families." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193695.

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There are a number of factors that contribute to the differences in college access rates of under-represented students compared with their white and Asian American counterparts. Families play a role in whether students experience a college-going culture. In an effort to challenge the dominant literature which focuses primarily on familial deficits, the intent of this research is to understand families from a different model, that of funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992). Using a qualitative approach of embedded case studies and oral history interviews, this study explored the funds of knowledge present in six Mexican families in a university outreach program and sought to understand how those funds of knowledge contribute to the development of the college ideologies for their families. Participants are represented by the term household clusters, which includes extensions of families beyond the nuclear household (Vélez-Ibáñez & Greenberg, 2005). Three theoretical frameworks were used for this study. The primary framework utilized is funds of knowledge (Gonzalez, Moll & Amanti, 2005), with social capital (Bourdieu 1973, 1977) and cultural capital (Bourdieu, 1986; Bourdieu & Passerson, 1977) serving as supplemental frameworks. Findings illustrate that funds of knowledge in the form of daily educational practices were present in household clusters and influenced children’s academic experiences and college knowledge. Educational ideologies highlighted the ways in which beliefs around the college-going process were formed and manifested as both helpful and limiting. Finally, it was evident that parental involvement was valued; this also included examples of non-traditional involvement, particularly when mothers worked at their children’s schools.
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Agrawal, Mariela. "ETHNIC IDENTITY AND FUNDS OF KNOWLEDGE IN THE SCHOLARSHIP OF LATINA FACULTY." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/935.

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Mariela Agrawal Administration and Higher Education Southern Illinois University Carbondale, IL 62901 Abstract The purpose of this qualitative study was to explore the self-identity and funds of knowledge (fok) of eight Latina faculty in relation to their understanding and conceptualization of academic scholarship. Two broad questions guided this research. First, how do Latina faculty understand and conceptualize academic scholarship, and second, how do perceptions of identity and life experiences influence this conceptualization? The underrepresentation of Latinas in faculty positions and the devaluation of the social capital of Latino communities prompted me to explore the relationship between the participants' ethnic identity, life experiences/funds of knowledge, and scholarship. I collected the data for this study through two interviews with each participant, a focus group, and written narratives. These methods allowed the women in this study to reflect upon their experiences growing up, their obstacles and opportunities in their journeys in higher education, the people who supported and guided them through their academic career, and their experiences with racism and discrimination as people of color. The major findings in this study include the conceptualization of scholarship as an act of intellectual engagement with a purpose and the influence of ethnic identity in faculty's academic scholarship based on discipline. The major implications of this study include the need to distinguish immigrant from non-immigrant Latina faculty in educational research, the importance of support systems outside the family, the importance of role models, and the influence of fok in the success of Latina faculty. As this research is not exhaustive, I recommend extending it to include academic socialization of Latino doctoral students, ethnic identity in relation to classroom pedagogies, and epistemologies of faculty of color that influence academic scholarship.
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Feild, Kelly A. "Funds of Knowledge in a Hispanic Household: a Case Study of Family Experiences, Values, and Connections to Education." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407772/.

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Traditionally, the field of education has often adopted a negative perspective in their views of minority families’ contributions to the educational progress of their children. However, research embodying the theoretical framework of ‘funds of knowledge’ attempts to counter that model through its assertion that all families possess extensive bodies of knowledge that have developed through social, historical, and cultural contexts. Teachers carry out studies of familial funds of knowledge in order to understand how family experiences shape the knowledge that a child brings to the classroom. There is then, the potential to use that body of knowledge to create meaningful learning experiences that connect prior understanding and experiences to classroom practice. This research served as a case study of the funds of knowledge existing in the home of a Hispanic family and the connections that existed between that knowledge and literacy. The results indicated that the family possessed extensive funds of knowledge that developed through their historical, cultural, and social experiences. They often used family networks, as well as formal and informal literacy experiences to share this knowledge with their children. A key component of the literacy value system that they communicated resulted from a desire to maintain aspects of their culture and heritage through maintaining and improving their children’s reading and linguistic abilities in Spanish. Furthermore, along with their emphasis on Spanish literacy, they held aspirations for their children related to familial and educational values that often stemmed from their expressed desire for their children to lead lives with greater opportunities and positive examples than they had experienced.
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Wrona, Karolina. "Structural funds and the knowledge-based economy : a regional case-study (1999-2009)." Thesis, Aston University, 2014. http://publications.aston.ac.uk/21412/.

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The research presented in this thesis investigates the nature of the relationship between the development of the Knowledge-Based Economy (KBE) and Structural Funds (SF) in European regions. A particular focus is placed on the West Midlands (UK) and Silesia (Poland). The time-frame taken into account in this research is the years 1999 to 2009. This is methodologically addressed by firstly establishing a new way of calculating the General Index of the KBE for all of the EU regions; secondly, applying a number of statistical methods to measure the influence of the Funds on the changes in the regional KBE over time; and finally, by conducting a series of semi-structured stakeholder interviews in the two key case study regions: the West Midlands and Silesia. The three main findings of the thesis are: first, over the examined time-frame, the values of the KBE General Index increased in over 66% of the EU regions; furthermore, the number of the “new” EU regions in which the KBE increased over time is far higher than in the “old” EU. Second, any impact of Structural Funds on the regional KBE occurs only in the minority of the European regions and any form of functional dependency between the two can be observed only in 30% of the regions. Third, although the pattern of development of the regional KBE and the correlation coefficients differ in the cases of Silesia and the West Midlands, the analysis of variance carried out yields identical results for both regions. Furthermore, the qualitative analysis’ results show similarities in the approach towards the Structural Funds in the two key case-study regions.
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Books on the topic "Funds of knowledge"

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Esteban-Guitart, Moisés. Funds of Knowledge and Identity Pedagogies for Social Justice. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369851.

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Norma, González, Moll Luis C, and Amanti Cathy, eds. Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, N.J: Lawrence Erlbaum Associates, 2005.

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Riles, Annelise. Real time: Governing the market after the failure of knowledge. [Chicago, Ill.]: American Bar Foundation, 2000.

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Inc, Stephens, ed. Stock market knowledge for all ages: Answering questions about stocks, bonds, and mutual funds. Las Vegas, NV: Stephens Press, 2003.

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Levchaev, Petr. Finances of state extra-budgetary funds in the digital economic order. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1846126.

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The textbook reveals the theoretical, methodological and practical foundations of state extra-budgetary funds. The structure of the presentation of the material allows you to consistently master important topics of the course, as well as check your level of training. The textbook gives a comprehensive idea of the specifics of functioning, the basics of the formation and use of funds of the state extra-budgetary funds of the state. The debatable issues of the digital economy are considered, attention is paid to the current state of digital technologies, economic principles, characteristics and opportunities of the digital services economy, forecasts of the development of digitalization processes in society and virtualization of the future economic structure are made. In order to comprehensively assimilate the provisions of the course, in addition to considering the topics of the discipline, various forms of intermediate and final control of students' knowledge are given. The content meets the requirements of the federal state educational standards of higher education of the latest generation. For students studying in the field of Economics, as well as graduate students and anyone interested in the problems of extra-budgetary funds and public finance.
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Jeremy, Clift, and International Monetary Fund, eds. IMF technical assistance: Transferring knowledge and best practice. Washington, D.C: International Monetary Fund, 2003.

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Public Health Agency of Canada., ed. Translating knowledge into public health action: CAPC/CPNP National Projects Fund. [Ottawa]: Public Health Agency of Canada, 2005.

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Graham, Jennifer. Local knowledge and local stocks: An atlas of groundfish spawning in the Bay of Fundy. Antigonish, N.S: Centre for Community-Based Management, 2002.

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Bondarenko, Tat'yana, and Natal'ya Prodanova. Investment. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1852466.

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The textbook provides the necessary basic knowledge on the discipline "Investments". Information is provided on the composition, structure and functions of institutions that manage investments and innovations, the basics of investment and innovation management at enterprises, investment companies and funds, banks are disclosed, options are considered and examples of investment decisions are given, as well as justifications for their adjustment. The theoretical foundations of financing and investment are described, taking into account historical and foreign experience, the practices of the domestic investment system in the context of its main instruments, as well as investment administration, are considered. Performing test and practical tasks based on the results of studying the theoretical course will allow students to test and consolidate their knowledge by applying them to solve specific problems. At the end of the chapters, information on the topics studied is presented in English, as the resulting content for the chapter, video files with lectures on all topics are created. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the areas of training 38.03.01 "Economics", 38.03.02 "Management", and can be used by students of the system of postgraduate education, advanced training and retraining.
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Buxton, William. American philanthropy and Canadian libraries: The politics of knowledge and information. Montreal: Graduate School of Library and Information Studies and the Centre for Research on Canadian Cultural Industries & Institutions, McGill University, 1998.

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Book chapters on the topic "Funds of knowledge"

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Perez-Isiah, Rosa. "Funds of Knowledge." In 10 Perspectives on Equity in Education, 22–36. First Edition. | New York : Routledge, 2021. | Series: Great Educators Series: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003093145-3.

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Verschelden, Cia, and Kofi Lomotey. "Funds of Knowledge." In Bandwidth Recovery For Schools, 75–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443162-9.

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Spitzer, John J., and Sandeep Singh. "Target-Date Mutual Funds." In Consumer Knowledge and Financial Decisions, 269–83. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0475-0_17.

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Aicón, Macarena Lamas, Karen Jaramillo Solar, and Felipe Jiménez Vargas. "Funds of Knowledge in Chile." In Funds of Knowledge and Identity Pedagogies for Social Justice, 129–43. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369851-12.

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Moll, Luis C., Sandra L. Soto-Santiago, and Lisa Schwartz. "Funds of Knowledge in Changing Communities." In International Handbook of Research on Children's Literacy, Learning, and Culture, 172–83. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118323342.ch13.

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Roth, Solveig. "Exploring Funds of Knowledge During Educational Transitions." In Learning across Contexts in the Knowledge Society, 145–59. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-414-5_8.

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Zipin, Lew, and Marie Brennan. "Opening school walls to funds of knowledge." In Funds of Knowledge and Identity Pedagogies for Social Justice, 41–56. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369851-6.

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Esteban-Guitart, Moises. "The funds of knowledge and identity approach." In Funds of Knowledge and Identity Pedagogies for Social Justice, 7–22. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369851-3.

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Żebrowska-Suchodolska, Dorota. "Similarity of Open-Ended Mutual Funds During a Pandemic. Research for Equity and Bond Funds." In Studies in Classification, Data Analysis, and Knowledge Organization, 135–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10190-8_10.

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Ha, Tran Thi Thanh, and Michael Singh. "Teachers' pedagogical knowledge and ethno-linguistic minority students' Funds of Knowledge in Vietnam." In Funds of Knowledge and Identity Pedagogies for Social Justice, 147–64. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003369851-14.

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Conference papers on the topic "Funds of knowledge"

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Liang, Ping, and Kebao Wu. "Knowledge Management in Venture Funds." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5998930.

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Wen Ke and Xu ZongWei. "Why are Mutual Funds Closed to Investors?" In 2010 3rd International Conference on Knowledge Discovery and Data Mining (WKDD 2010). IEEE, 2010. http://dx.doi.org/10.1109/wkdd.2010.65.

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Kuang, Shuiyi, and Yan Zhang. "A Long-Term Funds Predictor Based on Deep Learning." In 15th International Conference on Knowledge Discovery and Information Retrieval. SCITEPRESS - Science and Technology Publications, 2023. http://dx.doi.org/10.5220/0012206400003598.

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Pruitt-Britton, Tiffini, and Candace Walkington. "Measuring high school students’ funds of knowledge for learning mathematics." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-64.

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Jieqiong Zhang and Kongyu Yang. "Clustering analysis in the evaluation of securities investment funds." In 2015 12th International Conference on Fuzzy Systems and Knowledge Discovery (FSKD). IEEE, 2015. http://dx.doi.org/10.1109/fskd.2015.7382035.

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Whasphuttisit, Jakkaphan, Watchareewan Jitsakul, and Thongchai Kaewkiriya. "Comparison of Clustering Techniques for Thai Mutual Funds Fee Dataset." In 2022 14th International Conference on Knowledge and Smart Technology (KST). IEEE, 2022. http://dx.doi.org/10.1109/kst53302.2022.9729076.

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Davidson, Jessica, and Eileen Fernández. "The power of caring and funds of knowledge in teacher learning." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-273.

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Stumme, Simeon. "Reshaping Teacher Education Curriculum Through Funds of Knowledge: An Autoethnographic Approach." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2017485.

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Earnest, Darrell. "Investigating First Graders' Informal Computational Thinking: A Funds of Knowledge Approach." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2008497.

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Kajamaa, Anu. "Forms of Student Knowledge Creation in a Design and Making Environment: A Funds of Knowledge Approach." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428463.

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Reports on the topic "Funds of knowledge"

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Georgalakis, James, and Fajri Siregar. Knowledge Translation in the Global South: Bridging Different Ways of Knowing for Equitable Development. Institute of Development Studies, July 2023. http://dx.doi.org/10.19088/ids.2023.028.

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This study explores knowledge translation (KT) in the global South and provides recommendations for funders to support more effective structures and strategies for the use of research for equitable development. The project explores the KT strategies, practices and theories researchers and research intermediaries use in the global South, and the challenges they experience, and identifies the types of support required from research funders. The mixed methods design incorporated facilitated learning sessions, a review of the literature, case study selection and analysis, and semi-structured interviews. The research finds that KT is too narrowly defined and a holistic approach is needed support it in the global South. Recommendations for funders include creating challenge funds, taking a programme-level approach to supporting KT, and embracing complexity.
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Ohler, Fritz. Strategic Evaluation on Innovation and the knowledge based economy in relation to the Structural and Cohesion Funds, for the programming period 2007-2013: Country report Austria. Technopolis Forschungs- und Beratungsges.m.b.H, June 2006. http://dx.doi.org/10.22163/fteval.2006.118.

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Kawalkar, Aisha, Himanshu Srivastava, and Ruchi Shevade. Voices from the Margins: Exploring Possibilities of Connecting Formal Education to the Funds of Knowledge owned by Adivasi Communities in the Kesla Block of Madhya Pradesh. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0405.2023.

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The Adivasis or the Scheduled Tribes (STs) are a significant segment of the Indian population, not just because they form a sizeable proportion of it, but also as a group with rich and varied cultural heritage. Despite constitutional provisions for their welfare and development, and protection against violence to their languages and cultures, they are historically the most marginalised communities in the country and lag way behind in terms of various socio-economic indicators, including health and education. Ironically, the Indian education system has been a significant factor in the marginalisation and invisibilisation of Adivasi interests.
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Jones, Nicole S., and Gerald LaPorte. 2017 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, May 2017. http://dx.doi.org/10.3768/rtipress.2017.cp.0004.1705.

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The 2017 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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Jones, Nicole S. 2018 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, April 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0007.1804.

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The 2018 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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Jones, Nicole S., and Erica Fornaro, eds. 2019 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.cp.0009.1902.

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The 2019 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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Jones, Nicole S., and Erica Fornaro, eds. 2020 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, March 2020. http://dx.doi.org/10.3768/rtipress.2020.cp.0012.2003.

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The 2019 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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Jones, Nicole S., and Erica Fornaro. 2021 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, April 2021. http://dx.doi.org/10.3768/rtipress.2021.cp.0013.2104.

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The 2021 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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DiEmma, Gabby, and Erica Fornaro. 2022 National Institute of Justice Forensic Science Research and Development Symposium. RTI Press, May 2022. http://dx.doi.org/10.3768/rtipress.2022.cp.0015.2204.

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The 2022 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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DiEmma, Gabby, and Erica Fornaro, eds. 2023 National Institute of Justice Forensic Science Research and Development Symposium: American Academy of Forensic Sciences 75th Annual Scientific Conference. RTI Press, April 2023. http://dx.doi.org/10.3768/rtipress.2023.cp.0016.2304.

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The 2023 National Institute of Justice (NIJ) Forensic Science Research and Development (R&D) Symposium is intended to promote collaboration and enhance knowledge transfer of NIJ-funded research. The NIJ Forensic Science R&D Program funds both basic or applied R&D projects that will (1) increase the body of knowledge to guide and inform forensic science policy and practice or (2) result in the production of useful materials, devices, systems, or methods that have the potential for forensic application. The intent of this program is to direct the findings of basic scientific research; research and development in broader scientific fields applicable to forensic science; and ongoing forensic science research toward the development of highly discriminating, accurate, reliable, cost-effective, and rapid methods for the identification, analysis, and interpretation of physical evidence for criminal justice purposes.
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