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2. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
- Author
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
- Abstract
Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
- Published
- 2020
- Full Text
- View/download PDF
3. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
- Author
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Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
- Abstract
The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
- Published
- 2012
- Full Text
- View/download PDF
4. Pre-School Education Audit in the World and Turkey
- Author
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Çakir, Turan
- Abstract
Preschool education is an education process that prepares children for primary education, provides the training and upbringing conditions in the home and also aims to remove the inequalities in terms of language and society in the early period. The audit is to evaluate learning and all the factors that affect learning and also prepare the environment and conditions for effective learning. The purpose of this research was to develop a comprehensive point of view for preschool education audit in the world and our country. Document analysis that is one of the qualitative research methods were utilized in this paper as the method. The documents related to the systems in France, Netherlands, Germany, Belgium, Luxembourg, Denmark, Greece, Spain, Italy, Portugal, Ireland, Italy, Sweden, Sweden, Norway, Iceland, Switzerland, Russia, China, Israel, America, Saudi Arabia, Japan, India Jordan, Albania, Bulgaria, Macedonia, Romania, Bosnia and Herzegovina, Poland, Kosovo and Turkey were researched out within the scope of this study.
- Published
- 2021
5. The De Jong Gierveld short scales for emotional and social loneliness: tested on data from 7 countries in the UN generations and gender surveys.
- Author
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de Jong Gierveld, Jenny and van Tilburg, Theo
- Subjects
LONELINESS ,HEALTH ,FACTOR analysis ,MENTAL health ,PSYCHOLOGICAL stress ,AGING ,EMOTIONS ,HEALTH status indicators ,INTERVIEWING ,PSYCHOMETRICS ,RELIABILITY (Personality trait) ,RESEARCH funding ,SEX distribution ,SOCIAL skills ,SURVEYS ,SCALE items - Abstract
Loneliness concerns the subjective evaluation of the situation individuals are involved in, characterized either by a number of relationships with friends and colleagues which is smaller than is considered desirable (social loneliness), as well as situations where the intimacy in confidant relationships one wishes for has not been realized (emotional loneliness). To identify people who are lonely direct questions are not sufficient; loneliness scales are preferred. In this article, the quality of the three-item scale for emotional loneliness and the three-item scale for social loneliness has been investigated for use in the following countries participating in the United Nations “Generations and Gender Surveys”: France, Germany, the Netherlands, Russia, Bulgaria, Georgia, and Japan. Sample sizes for the 7 countries varied between 8,158 and 12,828. Translations of the De Jong Gierveld loneliness scale have been tested using reliability and validity tests including a confirmatory factor analysis to test the two-dimensional structure of loneliness. Test outcomes indicated for each of the countries under investigation reliable and valid scales for emotional and social loneliness, respectively. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
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