16 results
Search Results
2. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
- Author
-
Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
- Abstract
Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
- Published
- 2014
3. Assisted Suicide and Euthanasia in Mental Disorders: Ethical Positions in the Debate between Proportionality, Dignity, and the Right to Die.
- Author
-
Scopetti, Matteo, Morena, Donato, Padovano, Martina, Manetti, Federico, Di Fazio, Nicola, Delogu, Giuseppe, Ferracuti, Stefano, Frati, Paola, and Fineschi, Vittorio
- Subjects
ASSISTED suicide laws ,EUTHANASIA laws ,HUMAN rights ,ASSISTED suicide ,DEBATE ,RIGHT to die ,EUTHANASIA ,DIGNITY ,MENTAL illness - Abstract
The admission of people suffering from psychiatric and neurocognitive disorders to euthanasia and physician-assisted suicide (E/PAS) in some European and non-European countries represents a controversial issue. In some countries, the initial limitation of E/PAS to cases of severe physical illness with poor prognosis in the short term has been overcome, as it was considered discriminatory; thus, E/PAS has also been made available to subjects suffering from mental disorders. This decision has raised significant ethical questions regarding the capacity and freedom of self-determination; the family, social, and economic contexts; the social consideration of the sense of dignity and the pressure on the judgment of one's personal value; the contextual therapeutic possibilities; the identification of figures involved in the validation and application; as well as the epistemological definitions of the clinical conditions in question. To these issues must be added the situation of legislative vacuum peculiar to different countries and the widespread lack of effective evaluation and control systems. Nonetheless, pessimistic indicators on global health status, availability of care and assistance, aging demographics, and socioeconomic levels suggest that there may be further pressure toward the expansion of such requests. The present paper aims to trace an international overview with the aim of providing ethical support to the debate on the matter. Precisely, the goal is the delimitation of foundations for clinical practice in the complex field of psychiatry between the recognition of the irreversibility of the disease, assessment of the state of physical and mental suffering, as well as the possibility of adopting free and informed choices. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
- Author
-
Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
- Abstract
The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
- Published
- 2022
5. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
- Author
-
Mavi, Reza Kiani and Standing, Craig
- Abstract
Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
6. Demographics and Education: The 20 Richest Countries
- Author
-
Marchant, Gregory J. and Johnson, Jessica J.
- Abstract
This paper explores the PISA [Programme for International Student Assessment] achievement of twenty countries in light of some of their demographic differences. SES [student socioeconomic status], nuclear family, gender, home language, and native status were predictive of achievement for every country. Demographics accounted for as little as 8 percent to as much as 22 percent of individual score variance depending on the country and subject. Being male was almost a universal advantage in math, but was a far greater disadvantage in reading for every country. The relative performance of some countries changed when scores were adjusted for demographic differences; however, the Asian countries and Finland remained on top. Instructional strategies related to countries performing above expectations were explored.
- Published
- 2012
7. International Perspectives on Educational Change. Research on the Improvement Process in Schools and Colleges.
- Author
-
Texas Univ., Austin. Research and Development Center for Teacher Education. and Marsh, Colin
- Abstract
These papers represent the efforts of individual researchers from five countries: Australia, Belgium, Canada, The Netherlands and the United States. Each paper reports on educational change in a different country, based on the Concerns-Based Adoption Model developed at the Research and Development Center for Teacher Education at the University of Texas at Austin. Papers included are as follows: "Implementing a High School Geography Curriculum in the State of Western Australia," by Colin J. Marsh (Australia); "Studying Change in Primary and Secondary Schools in Belgium and the Netherlands," by Roland Vandenberghe (Belgium); "The Effectiveness of Concerns-Based Staff Development in Facilitating Curriculum Implementation," by Jim Leary (Manitoba, Canada); "A Study of Curricular and Instructional Change Processes in Rural High Schools," by Robert Larson (Vermont, United States) and "The Functioning of School Principals in Relation to Large-Scale Change Efforts in the Netherlands," by Rudolf van den Berg (Netherlands). References are included with each paper. (TE)
- Published
- 1983
8. International comparison of professional competency frameworks for nurses: a document analysis.
- Author
-
Wit, Renate F., de Veer, Anke J.E., Batenburg, Ronald S., and Francke, Anneke L.
- Subjects
NURSING audit ,NURSING education ,NATIONAL competency-based educational tests ,RESEARCH evaluation ,NURSING ,COMMUNICATIVE competence ,LEADERSHIP ,BACCALAUREATE nursing education ,QUALITATIVE research ,PROFESSIONAL competence ,PHILOSOPHY of education ,DESCRIPTIVE statistics ,INTERPROFESSIONAL relations ,RESEARCH funding ,PROFESSIONALISM ,HEALTH promotion ,PATIENT safety ,EVALUATION - Abstract
Background: Nursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations. Objective: This study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor's degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US). Methods: Qualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries. Results: All the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise. Conclusions: Although ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
9. Systematic literature review of the impact and effectiveness of monovalent meningococcal C conjugated vaccines when used in routine immunization programs.
- Author
-
Tin Tin Htar, Myint, Jackson, Sally, Balmer, Paul, Serra, Lidia Cristina, Vyse, Andrew, Slack, Mary, Riera-Montes, Margarita, Swerdlow, David L., and Findlow, Jamie
- Subjects
MENINGOCOCCAL vaccines ,IMMUNIZATION ,MENINGOCOCCAL infections ,VACCINE effectiveness ,BACTERIAL vaccines ,VACCINES ,MEDICAL protocols ,NEISSERIA meningitidis - Abstract
Background: Monovalent meningococcal C conjugate vaccine (MCCV) was introduced into the routine immunization program in many countries in Europe and worldwide following the emergence of meningococcal serogroup C (MenC) in the late 1990s. This systematic literature review summarizes the immediate and long-term impact and effectiveness of the different MCCV vaccination schedules and strategies employed.Methods: We conducted a systematic literature search for peer-reviewed, scientific publications in the databases of MEDLINE (via PubMed), LILACS, and SCIELO. We included studies from countries where MCCV have been introduced in routine vaccination programs and studies providing the impact and effectiveness of MCCV published between 1st January 2001 and 31st October 2017.Results: Forty studies were included in the review; 30 studies reporting impact and 17 reporting effectiveness covering 9 countries (UK, Spain, Italy, Canada, Brazil, Australia, Belgium, Germany and the Netherlands). Following MCCV introduction, significant and immediate reduction of MenC incidence was consistently observed in vaccine eligible ages in all countries with high vaccine uptake. The reduction in non-vaccine eligible ages (especially population > 65 years) through herd protection was generally observed 3-4 years following introduction. Vaccine effectiveness (VE) was mostly assessed through screening methods and ranged from 38 to 100%. The VE was generally highest during the first year after vaccination and waned over time. The VE was better maintained in countries employing catch-up campaigns in older children and adolescents, compared to routine infant only schedules.Conclusions: MCCV were highly effective, showing a substantial and sustained decrease in MenC invasive meningococcal disease. The epidemiology of meningococcal disease is in constant transition, and some vaccination programs now include adolescents and higher valent vaccines due to the recent increase in cases caused by serogroups not covered by MCCV. Continuous monitoring of meningococcal disease is essential to understand disease evolution in the setting of different vaccination programs. [ABSTRACT FROM AUTHOR]- Published
- 2020
- Full Text
- View/download PDF
10. Patterns of Cross-National Variation in the Association between Income and Academic Achievement
- Author
-
Chmielewski, Anna K. and Reardon, Sean F.
- Abstract
In a recent paper, Reardon found that the relationship between family income and children's academic achievement grew substantially stronger in the 1980s and 1990s in the United States. We provide an international context for these results by examining the income-achievement association in 19 other Organisation for Economic Co-operation and Development countries using data from the Progress in International Reading Literacy Study and the Programme for International Student Assessment. First, we calculate and compare the magnitude of "income achievement gaps" across this sample of countries. Second, we investigate the association between the size of a country's income achievement gap, its income inequality, and a variety of other country characteristics. We find considerable variation across countries in income achievement gaps. Moreover, the U.S. income achievement gap is quite large in comparison to this sample of countries. Our multivariate analyses show that the income achievement gap is positively associated with educational differentiation, modestly negatively associated with curricular standardization, and positively associated with national levels of poverty and inequality.
- Published
- 2016
11. Cross-Border Higher Education Institutions in Mainland China: A Developmental Perspective
- Author
-
Wu, Mei and Li, Shengbing
- Abstract
Cross-border higher education institutions are considered a main way to fulfill the educational internalization in Mainland China; to some extent they represent the attitude of entering the international market. In this paper, the history, status quo, and future of Chinese-foreign cooperatively-run schools are analyzed and discussed. Cross-border higher education institutions in Mainland China have experienced the process from accidental and disorder to a systematic and quality orientation.
- Published
- 2015
12. An Assessment of the Growth in Coverage of Social and Environmental Issues in Graduate Accounting Courses
- Author
-
Green, Sharon and Weber, James
- Abstract
The paper examines if there has been an increase in the attention paid to social and environmental issues (SEI) in accounting curricula. Using schools participating in the Aspen Institute's Beyond Grey Pinstripes (BGP) program, we measure the increase in the number of accounting courses incorporating SEI across the biennial application years of 2005, 2007 and 2009. We also examine the percentage of SEI coverage in accounting courses between 2007 and 2009. Our findings suggest that there was not an appreciable increase in the number of accounting courses dealing with SEI between 2005 and 2007, but that the increase was significant during the period from 2007 to 2009. Further, the increase over the four-year period from 2005 to 2009 was also significant. In addition, there is a significant increase in the percentage of SEI coverage in accounting courses between 2007 and 2009. Implications of these findings are discussed.
- Published
- 2013
13. Current Research in European Vocational Education and Human Resource Development. Proceedings of the Programme Presented by the Research Network on Vocational Education and Training (VETNET) at the European Conference of Educational Research (ECER) (4th, Lille, France, September 5-8, 2001).
- Author
-
Manning, Sabine and Dif, M'Ham
- Abstract
These proceedings are comprised of 23 presentations on research in European vocational education and human resource development. Papers include "Developing Information and Communication Technology Capability in Higher Education in the United Kingdom (UK)" (Nick Boreham); "Methodological Issues in the Study of Organizational Learning, with Reference to the Framework V Project ORGLEARN--Organizational Learning in the Chemical Industry and Its Implications for Vocational Education and Training (VET)" (Nick Boreham); "Forms and Implications of Work Related Identity Transformation: Preliminary Findings of "FAME" Project Investigation in the French Case" (M'hamed Dif); "Promoting Social Capital in a 'Risk Society': A New Approach to Emancipatory Learning or a New Moral Authoritarianism?" (Kathryn Ecclestone, John Field); "The Value of a Three-Year Upper Secondary Vocational Education in the Labor Market" (Erika Ekstrom, Asa Murray); "Taking Control of Their Lives? Agency in Young Adult Transitions in England and the New Germany" (Karen Evans); "Tacit Skills and Work Inequalities: A UK Perspective on Tacit Forms of Key Competences and Issues for Future Research" (Karen Evans); "Does Training Have Any History? The Enduring Influence of Behaviorism in Britain, 1940-1966" (John Field); "Training Policies Valuation in European Enterprises by Studying the Valuation Practices/Comprendre les Politiques de Formation d'Entreprises Europeennes par l'Etude de Leurs Pratiques d'Evaluation" (Gerard Figari et al.); "Work Process Knowledge in the Context of Socio-Technical Innovation" (Martin Fischer); "'I Couldn't Wait for the Day': Young Workers' Reflections on Education During the Transition to Work in the 1960s" (John Goodwin, Henrietta O'Connor); "Typology of Work Experience: Analysis of the Workplace Training Process in Quebec" (Marcelle Hardy, Louise Menard); "Apprenticeship in France, Ireland, the Netherlands, and Scotland: Comparisons and Trends" (Jannes Hartkamp); "Gender and Qualification: Are Gender Differences Ignored?" (Anke Kampmeier); "From Normatively Constructed Identity to New Identities in the Contexts of 'Double' Transition Processes. The Case of Estonia" (Krista Loogma et al.); "The Consideration of Relevant Features for the Processes of Identity Formation in Current VET Policies" (Fernando Marhuenda); "The Hidden Labor Market of the Academic" (Anne Rouhelo); "Developing a Model of Factors Influencing Work-Related Learning: Findings from Two Research Projects" (Sally Sambrook); "Transition from Higher Vocational Education to Working Life: Different Pathways to Working Life" (Marja-Leena Stenstrom); "WEPP--The Work Environment Pedagogy Project: Individuals' Discovering, Interpreting, and Changed Perception of Work and Learning Environments" (Arvid Treekrem); "Continuing Vocational Training in Belgium: An Overview" (Els Vanhoven, Dirk Buyens); "Training Incidence and Job Mobility in Switzerland" (Stefan Wolter); and "The Role of Human Resource Development in Creating Opportunities for Lifelong Learning: An Empirical Study in Belgian Organizations" (Karen Wouters et al.). (YLB)
- Published
- 2001
14. Degrees of Competency: The Relationship between Educational Qualifications and Adult Skills across Countries
- Author
-
Massing, Natascha and Schneider, Silke L.
- Abstract
Background: Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Because of this relationship educational qualifications are often used as a proxy for "human capital". However, from a theoretical perspective, there are many reasons why this relationship is not perfect, and to some degree this is due to third variables. Thus, we want to explore the net relationship between educational attainment (harmonized according to the International Standard Classification of Education, ISCED) and literacy skills, and how much skills vary within education levels across countries. Methods: We use data from 21 countries from the Programme for the International Assessment of Adult Competencies 2012. This paper compares the literacy skills of adults who achieved different levels of educational attainment across countries. Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used. In our analyses we firstly adjust for factors that are likely to affect access to education and the acquisition of educational qualifications and literacy skills, such as parental education and language and migration background. In a second step, we also take into account factors affecting skill development after initial formal education, such as occupation and skill use at home. Results: We firstly find a high degree of heterogeneity of skills across countries for equivalent education categories. Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of 'higher education entails higher competencies'. Conclusion: We conclude that ISCED levels cannot be taken as a cross-nationally comparable proxy for human capital in terms of literacy skills, and that education has to be harmonized in a substantively more meaningful way in future adult literacy surveys.
- Published
- 2017
- Full Text
- View/download PDF
15. Representativeness of personality and involvement preferences in a web-based survey on healthcare decision-making.
- Author
-
Birkeland S, Linkhorst T, Haakonsson A, Barry MJ, and Möller S
- Subjects
- Aged, Australia, Belgium, Canada, Finland, Germany, Health Surveys, Humans, Internet, Male, Middle Aged, Netherlands, Neuroticism, New Zealand, Norway, Patient Preference, Prostatic Neoplasms therapy, Switzerland, United Kingdom, United States, Decision Making, Patient Participation, Personality, Prostatic Neoplasms psychology
- Abstract
Background: Obtaining a sample that is representative of the group of interest is of utmost importance in questionnaire studies. In a survey using a state authorized web-portal for citizen communication with authorities, we wanted to investigate the view of adult men on patient involvement in health care decision-making regarding Prostate-Specific Antigen test for prostatic cancer. In this paper, we report on sample characteristics and representativeness of our sample in terms of personality and baseline involvement preferences., Methods: We compared personality profiles (BFI-10) and baseline healthcare decision-making preferences (CPS) in our sample (n = 6756) to internationally available datasets. Pooled data from a) US, UK, Canada, Australia, and New Zealand (n = 1512), b) Germany, Netherlands, Switzerland, and Belgium (n = 1136), and c) Norway, Sweden, Finland, and Denmark (n = 1313) were used for BFI-10 comparisons. Regarding CPS, we compared our sample with three previous datasets relating to decision-making in cancer (n = 425, 387, and 199)., Results: Although statistically significant differences particularly appeared in large dataset comparisons, sample BFI-10 and CPS profiles mostly were within the range of those previously reported. Similarity was greatest in BFI-10 comparisons with group a) where no statistically significant difference could be established in factors 'agreeableness' and 'neuroticism' (p = .095 and .578, respectively)., Conclusion: Despite some variation, our sample displays personality and baseline preference profiles that are generally similar to those described in previous international studies. For example, this was the case with the BFI-10 'agreeableness' measure (incl. trust and fault-finding items), an important factor in healthcare decision-making.
- Published
- 2020
- Full Text
- View/download PDF
16. A stakeholder-informed approach to the identification of criteria for the prioritization of zoonoses in Canada.
- Author
-
Ng V and Sargeant JM
- Subjects
- Access to Information, Adult, Aged, Animals, Belgium epidemiology, Canada epidemiology, Female, Focus Groups, France epidemiology, Germany epidemiology, Humans, Male, Middle Aged, Netherlands epidemiology, Politics, Public Health, Public Opinion, Young Adult, Health Priorities classification, Health Priorities trends, Zoonoses epidemiology, Zoonoses transmission
- Abstract
Background: Zoonotic diseases account for over 60% of all communicable diseases causing illness in humans and 75% of recently emerging infectious diseases. As limited resources are available for the control and prevention of zoonotic diseases, it is necessary to prioritize diseases in order to direct resources into those with the greatest needs. The selection of criteria for prioritization has traditionally been on the basis of expert opinion; however, details of the methods used to identify criteria from expert opinion often are not published and a full range of criteria may not be captured by expert opinion., Methodology/principal Findings: This study used six focus groups to identify criteria for the prioritization of zoonotic diseases in Canada. Focus groups included people from the public, animal health professionals and human health professionals. A total of 59 criteria were identified for prioritizing zoonotic diseases. Human-related criteria accounted for the highest proportion of criteria identified (55%), followed by animal-related criteria (26%) then pathogen/disease-related criteria (19%). Similarities and differences were observed in the identification and scoring of criteria for disease prioritization between groups; the public groups were strongly influenced by the individual-level of disease burden, the responsibility of the scientific community in disease prioritization and the experiences of recent events while the professional groups were influenced by the societal- and population-level of disease burden and political and public pressure., Conclusions/significance: This was the first study to describe a mixed semi-quantitative and qualitative approach to deriving criteria for disease prioritization. This was also the first study to involve the opinion of the general public regarding disease prioritization. The number of criteria identified highlights the difficulty in prioritizing zoonotic diseases. The method presented in this paper has formulated a comprehensive list of criteria that can be used to inform future disease prioritization studies.
- Published
- 2012
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.