118 results
Search Results
2. The Inclusion of LGBTQI+ Students across Education Systems: An Overview. OECD Education Working Papers. No. 273
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), McBrien, Jody, Rutigliano, Alexandre, and Sticca, Adam
- Abstract
Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.
- Published
- 2022
- Full Text
- View/download PDF
3. Gender Stereotypes in Education: Policies and Practices to Address Gender Stereotyping across OECD Education Systems. OECD Education Working Papers. No. 271
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Brussino, Ottavia, and McBrien, Jody
- Abstract
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.
- Published
- 2022
- Full Text
- View/download PDF
4. Parents, Schools and Human Capital Differences across Countries. CEP Discussion Paper No. 1617
- Author
-
London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), De Philippis, Marta, and Rossi, Federico
- Abstract
This paper studies the contribution of parental influence in accounting for cross-country gaps in human capital achievements. We argue that the cross-country variation in unobserved parental characteristics is at least as important as the one in commonly used observable proxies of parental socio-economic background. We infer this through an indirect empirical approach, based on the comparison of the school performance of second-generation immigrants. We document that, within the same host country or even the same school, students whose parents come from high-scoring countries in the PISA test do better than their peers with similar socioeconomic backgrounds. Differential selection into emigration does not explain this finding. The result is larger when parents have little education and have recently emigrated, suggesting the importance of country-specific cultural traits that parents progressively lose as they integrate in the new host country, rather than of an intergenerational transmission of education quality. Unobserved parental characteristics account for about 15% of the cross-country variance in test scores, roughly doubling the overall contribution of parental influence.
- Published
- 2019
5. Languaging and Language Awareness in the Global Age 2020-2023: Digital Engagement and Practice in Language Teaching and Learning in (Post-) Pandemic Times
- Author
-
Michiko Weinmann, Rod Neilsen, and Carolina Cabezas Benalcázar
- Abstract
This paper discusses key themes of the 15th biennial conference of the Association for Language Awareness (2020), with a focus on increasing digital engagement in language education. The COVID-19 pandemic occasioned an abrupt transition to emergency remote language teaching and learning (ERLTL) worldwide. The ALA 2020 conference was also affected by this transition; originally planned as a located conference in Geelong, Australia, it was eventually held online, a first in ALA's conference history. The current paper engages with contemporary debates of language teaching and learning in two ways. Firstly, it traces recent discussions by presenting key findings from five papers given at the conference, and secondly, via a scoping review of literature focusing on critical lessons from the pandemic regarding language teaching and learning. The review captures recent research from the Australasian region. Key debates identified in the literature include the needs of teachers and learners during the transition to online learning, and how student engagement was affected. The literatures highlight that both educators and students have been developing new practices in teaching and learning resulting from the shift to online and blended modes, which may continue to shape language education and new pedagogies in the future.
- Published
- 2024
- Full Text
- View/download PDF
6. Social and Emotional Learning (SEL) of Newcomer and Refugee Students: Beliefs, Practices and Implications for Policies across OECD Countries. OECD Education Working Papers. No. 266
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and McBrien, Jody
- Abstract
Social and emotional learning (SEL) strengthens students' abilities to regulate their emotions, thoughts, and behaviours and to interact successfully with others. There are an array of important social and emotional skills (SES): goal-setting, working to one's potential, resilience, creativity, perseverance, problem solving, and caring about the welfare of others, among them. All students need SEL, but newcomer and refugee students may have particular challenges requiring SES. The beginning of this paper examines the current situation of refugee and newcomer students in OECD countries, SEL, its frameworks and skills and how they apply to newcomer and refugee students. The paper concludes with an examination of SEL policies and practices for newcomer and refugee students in OECD countries.
- Published
- 2022
- Full Text
- View/download PDF
7. The Social and Economic Rationale of Inclusive Education: An Overview of the Outcomes in Education for Diverse Groups of Students. OECD Education Working Papers. No. 263
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Mezzanotte, Cecilia
- Abstract
Since UNESCO's Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students -- and in particular of students with special education needs -- limited information is available on the economic sustainability of such reforms. Starting from the literature on the correlations between education and individuals' life outcomes, this paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students -- with specific sections on students with special education needs; immigrant and refugee students; ethnic groups, national minorities and Indigenous peoples; gifted students; female and male students; and LGBTQI+ (which stands for 'lesbian, gay, bisexual, transgender, queer and intersex') students. It highlights the individual and societal costs deriving from the low academic, social and emotional outcomes of these students and the socio-economic costs these yield for societies. Where possible, the paper also presents evidence on the effects of inclusive education reforms on diverse student groups.
- Published
- 2022
- Full Text
- View/download PDF
8. Building Capacity for Inclusive Teaching: Policies and Practices to Prepare All Teachers for Diversity and Inclusion. OECD Education Working Papers. No. 256
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Brussino, Ottavia
- Abstract
Classrooms have become increasingly diverse places where students from various backgrounds share their learning experiences. To promote inclusive school settings for all, building teacher capacity for inclusive teaching represents a key policy area. Education systems need to ensure that teachers are adequately prepared for inclusive teaching and supported throughout their career. Mechanisms to attract and retain a more diverse teaching body as well as to monitor and evaluate teacher preparation and work with respect to diversity and inclusion should also be developed. While teacher policies have increasingly addressed some of these areas, most education systems lack comprehensive capacity-building frameworks for inclusive teaching. This paper maps policies and practices to build teacher capacity for inclusive teaching across OECD countries. It then presents core elements and competences to design and implement inclusive teaching strategies. Finally, the paper reviews some of the evidence available on teacher diversity and interventions for inclusive teaching.
- Published
- 2021
- Full Text
- View/download PDF
9. Innovating Teachers' Professional Learning through Digital Technologies. OECD Education Working Papers, No. 237
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
- Abstract
Digital technologies offer immense potential for transforming teacher learning and the delivery of professional development activities throughout teachers' careers. As the COVID-19 pandemic has made face-to-face professional learning challenging or impossible for teachers to attend in many contexts, online professional learning options for teachers have been receiving renewed attention. This paper puts forward research evidence on the effectiveness of various forms of online learning for teachers and adults, and examines prerequisite conditions for enhancing teacher learning through digital technologies. Teachers' engagement in online learning activities, as captured by OECD surveys, remained limited in many OECD countries before the COVID-19 pandemic. This paper provides a basis for investigating how policies can support teachers' engagement in professional learning using digital technologies and help strike a balance between system-level provision of online teacher professional learning opportunities and the facilitation of teacher-led initiatives.
- Published
- 2020
- Full Text
- View/download PDF
10. Digital Strategies in Education across OECD Countries: Exploring Education Policies on Digital Technologies. OECD Education Working Papers, No. 226
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France) and van der Vlies, Reyer
- Abstract
This working paper identifies OECD countries' interests in digital innovation in education by analysing their policy papers on digital education. Many OECD countries have adopted a specific strategy on digital education, or integrated the topic in a generic strategy on digital innovation as such. The ideas that are expressed in the strategies differ greatly; some are work in progress, others contain bold envisions of the future. There is a high awareness among OECD countries of the benefits of digitalisation, and the role of government to support digital innovation in education. This paper covers and documents countries' policy focus before the 2020 coronavirus crisis.
- Published
- 2020
- Full Text
- View/download PDF
11. A Tool to Capture Learning Experiences during COVID-19: The PISA Global Crises Questionnaire Module. OECD Education Working Papers, No. 232
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Bertling, Jonas, Rojas, Nathaniel, Alegre, Jan, and Faherty, Katie
- Abstract
The global spread of COVID-19 has led to unprecedented disruptions in schooling around the world that have animated increased interest among policymakers, educators, researchers and the general public in knowing about how education systems have responded to the pandemic and how students' learning experiences have changed. The PISA Global Crises Module was developed to address this need. 62 student questionnaire items (grouped into 11 questions) and 68 school questionnaire items (grouped into 14 questions) were developed following a process that involved input from leading questionnaire development experts, PISA National Centres, as well as small-scale cognitive interview studies in three countries. While all countries were affected by the pandemic in some way, the module seeks to illuminate differential effects on student learning and well-being, and the degree of interruption or changes to education across different education systems. Governing bodies, organisations and researchers can use the instruments and the descriptions of the underlying constructs for adaptation and broader implementation.
- Published
- 2020
- Full Text
- View/download PDF
12. Attendance in Early Childhood Education and Care Programmes and Academic Proficiencies at Age 15. OECD Education Working Papers, No. 214
- Author
-
Organisation for Economic Cooperation and Development (OECD) (France), Balladares, Jaime, and Kankaraš, Miloš
- Abstract
Early years are a critical period for skill development. In this sense, the Early Childhood Education and Care (ECEC) programmes have an important role in promoting children's learning during this period. This study aimed to explore the effectiveness of ECEC programmes by analysing the relationship between students' ECEC attendance and their later academic proficiency using PISA 2015 data. PISA results show that across the OECD countries, students who had attended ECEC tend to have higher scores in academic proficiencies at the age of 15. However, these differences in academic proficiencies between those who attended ECEC versus those who did not attend are almost nil when students' socio-economic status (SES) is considered. This relationship reflects differential access to learning opportunities for children from deprived contexts. Furthermore, results show that entering ECEC programmes earlier than the typical time is associated with lower proficiencies at the age of 15. Therefore, earlier entry to ECEC is not necessarily beneficial. Learning benefits of ECEC provision vary considerably across PISA countries illustrating the importance of a country-specific policy context and the quality of their ECEC provision. The analyses of several quality indicators point out that the improved quality of ECEC programmes is associated with higher academic skills at later stages. These results highlight that mere attendance to ECEC programmes is not enough to ensure better academic performance. The quality of the educational provision, especially concerning those students from disadvantaged backgrounds, should be ensured.
- Published
- 2020
- Full Text
- View/download PDF
13. Technology and Education: Computers, Software, and the Internet. NBER Working Paper No. 22237
- Author
-
National Bureau of Economic Research, Bulman, George, and Fairlie, Robert W.
- Abstract
A substantial amount of money is spent on technology by schools, families and policymakers with the hope of improving educational outcomes. This paper explores the theoretical and empirical literature on the impacts of technology on educational outcomes. The literature focuses on two primary contexts in which technology may be used for educational purposes: i) classroom use in schools, and ii) home use by students. Theoretically, ICT investment and CAI use by schools and the use of computers at home have ambiguous implications for educational achievement: expenditures devoted to technology necessarily offset inputs that may be more or less efficient, and time allocated to using technology may displace traditional classroom instruction and educational activities at home. However, much of the evidence in the schooling literature is based on interventions that provide supplemental funding for technology or additional class time, and thus favor finding positive effects. Nonetheless, studies of ICT and CAI in schools produce mixed evidence with a pattern of null results. Notable exceptions to this pattern occur in studies of developing countries and CAI interventions that target math rather than language. In the context of home use, early studies based on multivariate and instrumental variables approaches tend to find large positive (and in a few cases negative) effects while recent studies based on randomized control experiments tend to find small or null effects. Early research focused on developed countries while more recently several experiments have been conducted in developing countries.
- Published
- 2016
14. Johan Vilhelm Snellman's-Finnish Philosopher, Writer, Diplomat-Statement 'Science Centers for All'
- Author
-
Aydin, Abdullah
- Abstract
"Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind" (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of "cultural institutions will be a big part of human life" (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.
- Published
- 2019
15. The Impact of Emerging Technology in Physics over the Past Three Decades
- Author
-
Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
- Abstract
As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
- Published
- 2024
16. English as a Foreign Language and Motivation for Learning: A Comparative Perspective
- Author
-
Vonkova, Hana, Moore, Angie, Kralova, Katerina, and Lee, Jo-Yu
- Abstract
In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and "motivation" in the "Web of Science" database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a "bilingual nation". Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]
- Published
- 2021
17. What Is the Purpose of Playwork?
- Author
-
Shelly Newstead and Pete King
- Abstract
Playwork is a recognised profession in the United Kingdom (UK) and is currently a growing area of interest internationally. However, debates about the nature and purpose of playwork have raged in the playwork field since the profession was invented in the early adventure playgrounds. This study is the first to capture data about what the now international playwork workforce understands to be the purpose of playwork. The International Playwork Census (IPC) was an online survey which asked participants from 19 different countries about their knowledge and experience of playwork. This paper reports on one question from the IPC: what is the purpose of playwork? A thematic analysis was undertaken from 193 responses on what was considered "the purpose of playwork" and three themes emerged: Facilitate and Provide for children's play; Support and Advocate. This paper describes how these three themes reflect both the historical change in understandings of the purpose of playwork and how different understandings of playwork are developed through the experience of practitioners working in range of different contexts.
- Published
- 2024
- Full Text
- View/download PDF
18. Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis
- Author
-
Anamica Maan and Kapil Malhotra
- Abstract
This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.
- Published
- 2024
19. Chatbots in Libraries: A Systematic Literature Review
- Author
-
Rumeng Yan, Xin Zhao, and Suvodeep Mazumdar
- Abstract
Chatbots have experienced significant growth over the past decade, with a proliferation of new applications across various domains. Previous studies also demonstrate the trend of new technologies, especially artificial intelligence, being adopted in libraries. The purpose of this study is to determine the current research priorities and findings in the field of chatbots in libraries. A systematic literature review was performed utilising the PRISMA checklist and the databases Scopus and Web of Science, identifying 5734 records. Upon conducting the first screening, abstract screening, full-text assessment, and quality assessments guided by the CASP appraisal checklist, 19 papers were deemed suitable for inclusion in the review. The results of the review indicate that the majority of the existing studies were empirical in nature (primarily adopting qualitative methods) and technology reviews with a focus on reviewing the implementation and maintenance, design, evaluation, characteristics, and application of chatbots. The chatbots of interest were mainly text-based and guided chatbots, with closed-source tools with access portals mostly built on library web pages or integrated with social software. The research findings primarily concerned the development models and necessary tools and technologies, the application of chatbots in libraries. Our systematic review also suggests that studies on chatbots in libraries are still in the early stages. [This paper was presented at the 2023 Libraries in the Digital Age (LIDA) International Conference (Osijek, Croatia, May 24-26, 2023).]
- Published
- 2023
- Full Text
- View/download PDF
20. Adaptive Resilience and Creativity: Learning Cities Mobilizing COVID Responses, Expanding Networks
- Author
-
Raymer, Annalisa L. and Hughes, Jessica A. H.
- Abstract
Constraints of the pandemic and rolling lockdowns eliminated opportunities to gather in person. Yet, for the learning cities movement, this period of coronavirus curtail was also a time of increased networking and creative collaboration. Where once human energies expended in "process work" left little retrievable trace, now artifacts accumulate apace in electronic clouds. What might a little excavation through material collected since the onset of COVID-19 reveal about ways localities and learning city networks mobilized to address the pandemic? For those on the resourced side of the digital divide, openly available content grants access to a gallery of community responses, transnational strategies, and future forecasting. [For the full proceedings, see ED625421.]
- Published
- 2021
21. Skills Development and Climate Change Action Plans: Enhancing TVET's Contribution. Education 2030
- Author
-
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) and United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France)
- Abstract
Climate change is an ongoing process that, at the current pace of such activities, cannot be avoided. Tools have been proposed to deal with climate change focus on adaptation and mitigation. Strengthening national and international awareness of and commitment to reducing the impact of climate change has become the only viable option to ensure the sustainability of life on Earth. The Paris Agreement entered into force in 2016 with the aim of bringing all nations together in a common goal of combating climate change and adapting to its impacts. According to the Agreement, every party should submit a climate plan laying out its adaptation and mitigation targets. Technical and vocational education and training (TVET) has the potential to play significant roles in these plans. The smooth transition to green societies and economies relies on amongst others the knowledge, skills and competencies to promote sustainable development. Effective education and training for sustainable development pivots on governance and vision, and the ability to empower people in an inclusive manner to act in favour of sustainable development. It also relies on the ability to train, upskill, reskill and empower those that can take advantage of the job growth and job creation potential in a changing economy. This discussion paper compiles and reviews relevant information regarding the country submissions (Nationally Determined Contributions and National Communications) which lay out adaptation plans and the policies created in fifty-seven selected countries. The aim is to summarize key information that can help assess the ongoing and potential contribution of TVET to the realization of these plans. The analysis made through this discussion paper has helped to generate a set of approaches for climate change adaption, through the education and training lens. These approaches can be used to advance the discussion in strengthening the technical and vocational skills development component in country climate adaptation plans. [This report was written in collaboration with Uthpala Sankalpani.]
- Published
- 2021
22. Technical and Vocational Education and Training for Disadvantaged Youth
- Author
-
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany), Alla-Mensah, Joyceline, Henderson, Holly, and McGrath, Simon
- Abstract
Due to its close links to the labour market, technical and vocational education and training (TVET) can play an important role to improve job opportunities and livelihoods for young people, and in particular for disadvantaged youth. However, this potential is not always fully realized, and relatively little research and evidence has been collected about the barriers disadvantaged youth face when accessing to and progressing through TVET. This paper maps some of the main barriers disadvantaged youth face in TVET and examines available evidence on strategies and approaches that are being used or can be used to meet the needs of disadvantaged youth. The paper discusses these barriers using a framework that looks at '4As': availability, accessibility, acceptability, and adaptability. The report is the outcome of a study conducted in collaboration with the University of Nottingham and other members of the UNEVOC Network.
- Published
- 2021
23. A Systematic Review of Media Multitasking in Educational Contexts: Trends, Gaps, and Antecedents
- Author
-
Yujie Zhou and Liping Deng
- Abstract
With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.
- Published
- 2023
- Full Text
- View/download PDF
24. Mathematics Anxiety as a Mediator for Gender Differences in 2012 PISA Mathematics Scores
- Author
-
Cox, Jennifer and Jacobson, Erik
- Abstract
Although gender differences in mathematics are smaller than they have been in the past, prominent voices still attribute these differences to a variety of fixed individual factors, such as genetic characteristics of men and women. We hold the alternative view that these differences can be ultimately attributed to malleable factors. From this vantage, societies could influence gender differences in mathematics by changing students' experiences in school. In this study, we built on prior work suggesting that mathematics anxiety causes lower mathematics scores. In particular, we found that mathematics anxiety entirely explains the gender differences evident in mathematics scores from the 2012 US Programme for International Student Assessment (PISA). Furthermore, we found that gender moderates the mediating role of mathematics anxiety: math anxiety is more detrimental for male than for female students. Because math anxiety is a malleable individual characteristic, we conclude that gender differences reveal more about gendered societal experiences than they do about innate characteristics of men and women. [For the complete proceedings, see ED629884.]
- Published
- 2020
25. Bringing the Learning Home: Examining the Course-Level Impact of International Professional Experience
- Author
-
Fitzgerald, Ange and Bradbury, Ondine J.
- Abstract
Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood is the impact on the learning and teaching that occurs at the university curriculum level prior to and after an international placement. An emergent aspect of this research and the focus of this paper is the impact of these experiences in terms of what they offer the university teaching and learning context. To gain a further understanding of the extent of these impacts, a set of reflective narratives from 10 pre-service teachers and seven teacher educators were gathered and analysed using inductive, thematic analysis. The findings showed that for pre-service teachers and teacher educators that context both culturally and educationally were paramount. The reflections highlighted the impact on the development of a range of general capabilities for both sets of participants. Additionally, international placement experiences increased levels of reflection for both pre-service teachers and teacher educators, which led to further understanding and refining their teacherly identity.
- Published
- 2023
26. A Systematic Review of School Distributed Leadership: Exploring Research Purposes, Concepts and Approaches in the Field between 2010 and 2022
- Author
-
Denise Mifsud
- Abstract
Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" "Educational Management Administration & Leadership" 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." "Educational Review" 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." "Management in Education" 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." "Review of Education" 5 (3): 267-307).
- Published
- 2024
- Full Text
- View/download PDF
27. Educational Technology Research during the COVID-19 Pandemic
- Author
-
Sijia Xue and Helen Crompton
- Abstract
Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.
- Published
- 2024
- Full Text
- View/download PDF
28. Effect of Sports Health and Exercise Research on Olympic Game Success: An Analytical and Correlational Survey
- Author
-
Sahin, Süleyman and Senduran, Fatih
- Abstract
The aim of this study is to investigate the effects of countries' development level in sports medicine, exercise and sports performance on their success in Olympic Games. Within this purpose, 1027 papers that were published between 2010 and 2018 in the journal of Sports Medicine, of which impact factor was 7.074 in 2017, were examined in analytical and correlational terms considering the first author and total author numbers. Pearson Correlation was utilized to find out the relationships between the papers from various countries and their success at Olympic Games. Regarding the number of medals won by the countries in the 2016, 2012 and 2008, Olympic Games were found significantly correlated with the number of first author (r = 0.73) and total author (r = 0.74).
- Published
- 2020
29. COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses. Part I: Developed Countries with Focus on the United States
- Author
-
Wodon, Quentin
- Abstract
The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]
- Published
- 2020
30. Some Reflections on the Challenges and Opportunities of the CCP Asia and Australia's Engagement with Asia in the Australian Curriculum
- Author
-
Henderson, Deborah
- Abstract
Three decades ago, Stephen Kemmis (1990) argued that curricula provide insights into how nations and states interpret themselves and how they want to be interpreted. He also noted that 'debates about curriculum reveal fundamental concerns, uncertainties and tensions which preoccupy nations and states as they struggle to adapt to changing circumstances' (Kemmis, 1990, p. 32). This empirical paper draws from the literature to review the inclusion of the Cross-Curriculum Priorities (CCP) as one of three basic dimensions of the Australian Curriculum. In doing so, this paper argues that the CCPs can be viewed as indicative of the curriculum challenges Kemmis canvassed and it raises questions about how particular approaches to curriculum can be integrated into subject-based curricula. In particular, the discussion focuses on the CCP of Asia and Australia's Engagement with Asia as a contested form of knowledge in the current curriculum, together with some of the challenges and opportunities Geography teachers face in planning to implement this CCP.
- Published
- 2020
31. Application of Blockchain Technology in Higher Education
- Author
-
Fedorova, Elena P. and Skobleva, Ella I.
- Abstract
Emergence and development of the blockchain technology, which is able to transform into "a most powerful disruptive innovation", shall definitely concern universities. Moreover, nowadays the blockchain technology meets the challenges that both the system of higher education and the entire society are currently facing. Advantages of the blockchain technology are decentralized open data, absence of forgeries, safe storage of information, and reduction of transaction expenses related to data checkup, control, and verification. This paper provides a critical analysis of application of the blockchain technology considering with its applicability opportunities and restrictions in education; it also aims to identify the consequences of its influence upon the development of education. The article analyzes real cases when this technology was applied, with the Massachusetts Institute of Technology (MIT) as an example. The MIT applied it to protect and validate the certificates that it issued. Another example is the Sony Global Education that forms individual data on its trainees' competencies and productivity; a third one relates to the University of Nicosia, which was the first to use smart contracts and accept cryptocurrency as a form of payment. The paper also considers the elements of the blockchain technology at universities (both in Russia and outside it), which participate in massive open online courses. It determines the scope of application of this technology in the Russian educational system. In addition, this article provides a literature review related to application of the blockchain technology; the review includes works by such renowned researchers as D. Tapscott, B. Bleir, A. Watters, A. Grech, A. Camilleri, M. Swan, A. Zaslavsky, etc. The paper analyzes the obtained findings of the survey that its authors have conducted among experts, professors, and specialists involved in accreditation. Thus, the paper provides an analysis of opportunities and restrictions related to application of the blockchain technology in higher education.
- Published
- 2020
32. Bibliometrics of Scientific Productivity on Physical Activity in Children and Adolescents with Autism Spectrum Disorder and Down Syndrome
- Author
-
Cossio Bolaños, Marco, Vidal Espinoza, Rubén, Pezoa-Fuentes, Paz, Cisterna More, Camila, Benavides Opazo, Angela, Espinoza Galdámez, Francisca, Urra Albornoz, Camilo, Sulla Torres, Jose, De la Torre Choque, Christian, and Gómez Campos, Rossana
- Abstract
The aim of this study was to compare bibliometric indicators of scientific productivity in physical activity (PA) in children and adolescents with Autism spectrum disorder (ASD) and Down syndrome (DS) in the PubMed database. A bibliometric study was conducted for the last 5 years (2017 to 2021). The data collected for each article were: year of publication, language of publication, country, journal name, and type of paper. The results showed that there was higher scientific productivity in the population with DS (20 studies) relative to their counterparts with ASD (31 studies). The language of publication in both cases was English. There were 10 countries that published on PA in ASD and 14 countries that published on DS. Overall, the greatest interest in publishing on PA in children and adolescents with ASD was in North America (6 studies), followed by Asia (5 studies) and Europe (4 studies). In the DS population it was in Europe (13 studies), North America (9 studies) and South America (4 studies). Nineteen journals were identified that published in the ASD population and 29 journals in DS. Six experimental studies were identified in ASD and 7 in DS. There was a higher scientific productivity with original studies. There was a positive trend of increasing scientific productivity over the years in both populations. We suggest the need to promote research on PA in both populations, regardless of the type of study, as it is an indicator of overall health status.
- Published
- 2022
33. Higher Education as a Field of Study: An Analysis of 495 Academic Programs, Research Centers, and Institutes across 48 Countries Worldwide
- Author
-
Chan, Roy Y.
- Abstract
The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from "Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications" (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention. [For the complete Volume 17 proceedings, see ED596826.]
- Published
- 2019
34. A Bibliometric Analysis of Digital Literacy Research and Emerging Themes Pre-During COVID-19 Pandemic
- Author
-
Baber, Hasnan, Fanea-Ivanovici, Mina, Lee, Yoo-Taek, and Tinmaz, Hasan
- Abstract
Purpose: Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach. Design/methodology/approach: Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper. Findings: The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are 'Fake News', 'Competence', 'Educational Technology', 'Health Literacy', 'Self-Efficacy' and, interestingly, 'COVID-19'. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy. Originality/value: This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.
- Published
- 2022
- Full Text
- View/download PDF
35. Knowledge Mapping of Skills Mismatch Phenomenon: A Scientometric Analysis
- Author
-
Draissi, Zineb, Zhanyong, Qi, and Raguindin, Princess Zarla Jurado
- Abstract
Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.
- Published
- 2022
- Full Text
- View/download PDF
36. Mapping Inclusive Education 1980 to 2019: A Bibliometric Analysis of Thematic Clusters and Research Directions
- Author
-
Methlagl, Michael
- Abstract
The importance of inclusive education receives global acceptance. The current paper presents a bibliometric analysis of 8398 papers dealing with inclusive education between 1980 and 2019. The research aim is to gain information on scientific productivity, international collaboration activities, and the conceptual structure of this research field. Descriptive analyses, co-authorship collaboration analysis and co-word analysis were conducted to obtain a comprehensive knowledge map of inclusive education research. The results show a fast growing body of research in inclusive education over the years with intensive international collaboration patterns. Six research clusters could be identified. Major and intensively studied research themes are disability issues, teacher professionalisation, teacher practices, attitudes towards inclusive education, social processes, support, curricular issues, student perspective, parent perspective, intercultural education, policy, etc. Research addressing inclusive education from a queer perspective, bullying, stigmatisation, digital education and emerging technologies in inclusive settings are under-represented and should be intensified in future studies.
- Published
- 2022
37. Digital Transformation in the Education Sector Due to the Impact of COVID-19
- Author
-
Jimenez-Pitre, Iris, Molina-Bolivar, Geomar, and Pitre, Rodrigo Gamez
- Abstract
A documentary review was conducted on the production and publication of research papers on studying the variable Digital Transformation, Education and COVID-19. The bibliometric analysis proposed in this document aims to know the main characteristics of the volume of publications registered in the Scopus database from 2020 to 2022, achieving the identification of 464 publications in total. The information provided by this platform was organized using tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced through qualitative analysis. Among the main findings of this research, it is found that Spain, with 49 publications, was the country with the highest global production. The area of knowledge that made the most significant contribution to the construction of bibliographic material related to the study of Digital Transformation, Education and COVID-19 was the area of Social Sciences with 253 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 54% of the total scientific production.
- Published
- 2022
38. Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review
- Author
-
Husamah, H., Suwono, Hadi, Nur, Hadi, and Dharmawan, Agus
- Abstract
Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.
- Published
- 2022
39. The Implementation of Dual Language Programme for Mathematics Education in Secondary Schools: A Systematic Literature Review
- Author
-
Khaizaar, Nur Izzatie and Hidayat, Riyan
- Abstract
The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.
- Published
- 2022
40. A Systematic Review of Flipped Learning Approach in Improving Speaking Skills
- Author
-
Santhanasamy, Cassandra and Yunus, Melor Md
- Abstract
Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils' speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils' speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils' speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils' speaking skills from various levels of education.
- Published
- 2022
41. International Predictors of Contract Cheating in Higher Education
- Author
-
Awdry, R. and Ives, B.
- Abstract
Prevalence of contract cheating and outsourcing through organised methods has received interest in research studies aiming to determine the most suitable strategies to reduce the problem. Few studies have presented an international approach or tested which variables could be correlated with contract cheating. As a result, strategies to reduce contract cheating may be founded on data from other countries, or demographics/situations which may not align to variables most strongly connected to engagement in outsourcing. This paper presents the results of a series of statistical analyses aimed at testing which variables were found to be predictors of students' self-reported formal outsourcing behaviours. The data are derived from an international research study conducted in 22 languages, with higher education students (from Europe, the Americas and Australasia. Analyses found that country and discipline of study as well as the rate at which respondents n = 7806) believed other students to be cheating, were positively correlated to their cheating behaviours. Demographic variables did not show strong statistical significance to predicting contract cheating.
- Published
- 2023
- Full Text
- View/download PDF
42. Resource Exploitation and Consumption in the Frame of Education for Sustainable Development in German Geography Textbooks
- Author
-
Kowasch, Matthias
- Abstract
This paper discusses the representation of resource exploitation and consumption in German geography textbooks. The aim of the paper is to contribute to a critical and reflective understanding of the representation of resource-related issues in textbooks by analyzing two scientific debates (resource curse and actor analysis). The paper shows that all studied geography textbooks contribute to a certain degree to awareness raising in Education for Sustainable Development (ESD), but references to the everyday life of students are rare. There are only few action-orientated tasks in the frame of resource exploitation and consumption in the studied textbooks. As real-world examples help develop students' critical thinking skills and shape their ideas of sustainable development, these aspects reflect a pedagogical shortcoming.
- Published
- 2017
43. Education for Sustainability in Early Childhood Education: A Systematic Review
- Author
-
Güler Yildiz, Tülin, Öztürk, Naciye, Ilhan Iyi, Tülay, Askar, Nese, Banko Bal, Çagla, Karabekmez, Sibel, and Höl, Saban
- Abstract
This study aims to review the scientific papers on Early Childhood Education for Sustainability (ECEfS) published between 2008 and 2020 and reveal changes in the area. This systematic review was carried out in two stages. In the first stage, a systematic review of papers on ECEfS was conducted according to the specified criteria, and all identified studies were evaluated descriptively. In the second stage, interventional research was evaluated, and their results were reviewed. It was seen that qualitative research methods were mostly preferred in the reviewed studies and most of them were conducted with children. It was determined that the most frequently discussed pillar is environmental. Moreover, the number of interventional research studies is limited. The research findings, it is thought that there is a need for future studies that use interventional, experimental and action research methods, holistically addressing pillars of sustainability
- Published
- 2021
- Full Text
- View/download PDF
44. Considering the State and Status of Internationalization in Western Higher Education Kinesiology
- Author
-
Culp, Brian, Lorusso, Jenna, and Viczko, Melody
- Abstract
While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.
- Published
- 2021
- Full Text
- View/download PDF
45. The Interaction between Belongingness and Bullying in Relation to the Mathematics Achievement of Fourth and Eighth-Grade Students on the 2011 TIMSS (Trends in International Mathematics and Science Study)
- Author
-
Ferguson, Sharlyn
- Abstract
The objective of this paper is to investigate differences in the academic achievement of students who report experiencing both bullying and a lack of belonging within their school settings as compared to their peers who report neither of these experiences. This study will expand upon existing research by using a cross-national sample of students from the Trends in International Mathematics and Science Study (TIMSS) 2011 to analyze two peer relational factors as they relate to mathematics achievement: (1) belongingness and (2) bullying. The purpose of the study will be to identify an international trend and examine education systems in which academic achievement increases or decreases with these two factors interacted, with each factor taken separately, and investigate the patterns amongst them.
- Published
- 2016
46. ESP Student Feedback - A Tool to Develop Both Students' and Teachers' Competences
- Author
-
Dima, Viorela-Valentina and Stefan, Laura Raluca
- Abstract
The current paper investigates how ESP teachers and learners may benefit from feedback exchange during the learning process. The article is a qualitative analysis of student feedback provided for ESP classes by learners from a Romanian economic university -- i.e. the Bucharest University of Economic Studies. Responses refer to: the development of (general and business) English skills, enhancing self- and peer awareness, benefits of peer cooperation. The analysis is undertaken by an interdisciplinary team comprising an English teacher and a psychologist and discusses the relevance of such assignments for the development of students' and teachers' competences. We place our analysis against the background of research on (language) teacher competences and (language) learner competences in professional frameworks developed in Europe, Asia, Australia, North America, highlighting the complex teacher and learner/ graduate profiles required across the world, as well as the contribution of feedback exchange skills to this profile.
- Published
- 2021
47. Augmented Reality in Education: An Overview of Twenty-Five Years of Research
- Author
-
Avila-Garzon, Cecilia, Bacca-Acosta, Jorge, Kinshuk, Duarte, Joan, and Betancourt, Juan
- Abstract
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
- Published
- 2021
48. Digital Device Use and Scientific Literacy: An Examination Using Programme for International Student Assessment (PISA) 2015 Data
- Author
-
Dong, Fang and Kula, Maria Cornachione
- Abstract
This paper uses data from the OECD's 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school.
- Published
- 2023
- Full Text
- View/download PDF
49. Raising the Achievement of Immigrant Students: Towards a Multi-Layered Framework for Enhanced Student Outcomes
- Author
-
Volante, Louis, Klinger, Don A., Siegel, Melissa, and Yahia, Leena
- Abstract
Results of international achievement surveys such as the Programme in International Student Assessment have consistently reported an achievement gap between immigrant and non-immigrant student populations around the world. This paper unpacks this persistent achievement gap by examining key characteristics that influence the performance of first- and second-generation immigrant students as well as the policies and practices that are associated with enhanced educational outcomes. A multi-layered framework is proposed to help policymakers juxtapose key characteristics of their immigrant students' achievement against individual, family, school, community, and host society characteristics and policies. The discussion also underscores the importance of connecting this multi-layered framework with other important sectors within governments such as those responsible for the economy, health, social protection, and immigration. This paper also examines limitations with current large-scale data sets and the implications for research and policy analysis.
- Published
- 2019
- Full Text
- View/download PDF
50. Is Employer Engagement Effective in External Quality Assurance of Higher Education? A Paradigm Shift or QA Disruption from Quality Assurance Perspectives in Asia
- Author
-
Hou, Angela Yung Chi, Hill, Christopher, Justiniano, Dewin, Lin, Arianna Fang Yu, and Tasi, Sandy
- Abstract
Due to global attention on student employability, employers are expected to be involved in institutional governance in higher education and quality assurance (QA). Due to the difficulties in recruiting motivated employers to participate in external QA governance and process, this has become a challenging issue in many Asian nations. The paper aims to explore employer legitimacy in Asian national higher education regulations and EQA system according to a four-dimensional diagram of institutional governance model. There are two major findings. First, Asian governments developed QA policies with a focus on employer engagement but the emerging practice is still ineffective. Second, approaches of employer engagement in QA governance vary context to context, such as HK and Malaysia in the excellence mode; Taiwan, Indonesia, Australia, New Zealand belong to advanced type; and China, Thailand, and Vietnam fall in the intermediate category.
- Published
- 2022
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.