646 results on '"United Kingdom"'
Search Results
2. Challenges and Enablers in Designing Transnational Joint Education Provision: Thematic Peer Group Report. Learning & Teaching Paper #22
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European University Association (EUA) (Belgium)
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Transnational joint education provision -- education jointly developed and delivered by two or more institutions in different countries -- has emerged as a desired experience for many students, a key priority of several institutions, and a site of innovation. The strategic importance of this topic on a European level is one of the reasons it was selected for the 2023 EUA Learning & Teaching Thematic Peer Group entitled "Challenges and enablers in designing transnational joint education provision". The group's findings are compiled in this report, which outlines the group's conceptual understanding of the term, benefits and challenges of engaging in transnational joint education provision, and recommendations geared towards higher education leadership, staff members, as well as national and regional-level governments.
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- 2024
3. Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance
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Stracke, Christian M., Sharma, Ramesh Chander, Bozkurt, Aras, Burgos, Daniel, Cassafieres, Cécile Swiatek, dos Santos, Andreia Inamorato, Mason, Jon, Ossiannilsson, Ebba, Santos-Hermosa, Gema, Shon, Jin Gon, Wan, Marian, Agbu, Jane-Frances Obiageli, Farrow, Robert, Karakaya, Özlem, Nerantzi, Chrissi, Ramírez-Montoya, María Soledad, Conole, Grainne, Cox, Glenda, and Truong, Vi
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In terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the "new normal." Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative--to improve formal education at a distance in schools and universities in the future.
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- 2022
4. Education in Emergencies: Mapping the Global Education Research Landscape in the Context of the COVID-19 Crisis
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Naureen Durrani and Vanessa Ozawa
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This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.
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- 2024
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5. Mapping the Evolution Path of Citizen Science in Education: A Bibliometric Analysis
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Yenchun Wu and Marco Fabio Benaglia
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For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.
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- 2024
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6. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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7. Publication and Characteristics of Qualitative Research in School Psychology Journals between 2006 and 2021
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Sabnis, Sujay V., Newman, Daniel S., Whitford, Daniel, and Mossing, Kandace
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To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles in all but one journal were qualitative. The most commonly explored topic was diversity, equity, and social justice accounting for 23% of the qualitative articles. In total, 55% of the studies were conducted in the United States. Although many studies did not specify participants' race and gender, the most commonly reported research participants were K-12 students, female, White, and from the United States. We discuss these findings and provide recommendations.
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- 2023
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8. The Role of Studying Abroad in Attitudes toward Immigration: A European Context
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Öz, Yakup and Gök, Enes
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International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.
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- 2022
9. Catching up on Lost Learning Opportunities: Research and Policy Evidence on Key Learning Recovery Strategies. OECD Education Working Papers. No. 292
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students' learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including: (1) adapting instructional strategies and pedagogies to individual needs; (2) extending and adapting the time of instruction; and (3) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
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- 2023
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10. The Coming of 'Age': Educational and Bureaucratic Dimensions of the Classification of Children in Elementary Schools (Western Europe, 19th Century)
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Caruso, Marcelo
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Age-classes are a salient feature of modern schooling. Yet how did age-grouping come to prevail in entire school systems? And how was this form of grouping related to educational and pedagogic discussions at the time of its emergence? The article addresses these issues by looking at the historical context within which age classes came to a dominant position: the European nineteenth century. From the perspective of a governmental theorising of modern schooling, the article reconstructs the pace of their imposition and the main arguments in their favour through the analysis of a sample of 125 manuals of school management and organization of teaching. Against the usual description of age classification as a clear sign of the bureaucratic nature of modern schooling, the manuals show a concern about educational issues such as (de)motivation, encouragement and intelligence when discussing the role of age for the organization of elementary schools. The general idea of the modern school as an 'assembling' calls for more nuanced historical analyses of different combinations of the pastoral and the bureaucratic as techniques defining this institution.
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- 2023
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11. Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making. Summary Report. mba.com Prospective Students Survey 2021. Market Intelligence
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Graduate Management Admission Council (GMAC)
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Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020. Survey respondents represent demand for various MBA and business master's "program categories," including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific "program types." For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 Summary Report, see ED626970.]
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- 2021
12. Career Aspirations. mba.com Prospective Students Survey 2021. Market Intelligence
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Graduate Management Admission Council (GMAC)
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Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 8,430 individuals surveyed between January and December 2020, as well as responses from more than 144,000 individuals surveyed between the years 2009 and 2020. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. [Contributors of the report include: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2020 report, see ED627001.]
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- 2021
13. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
14. Technology of Forming a Multicomponent Organizational Structure of a Continuous Pedagogical Education System
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Sergeeva, Marina Georgiyevna, Sokolova, Aleksandra Sergeevna, Karavanova, Lyudmila Zhalalovna, Skudnyakova, Elena Vladimirovna, and Ishchenko, Elena Nikolaevna
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Successful results of all types of professional activities largely depend on the quality of training. At present, however, the acquired knowledge does not guarantee a university graduate stability of success throughout his/her career. Thus, the concept of lifelong education was gradually formed. From the previously established stereotype "education for life", society is moving to the "education throughout life". The traditional division of a person's active life into the period of professional activity and study is blurring. There is a need for a transition to continuing professional education throughout life. One of the most important tasks for the management is to ensure the continuous development and survival of the organizations. Such a task is also vital for the institutions of additional professional education. With the transition to the newly established market relations, in the Russian Federation, the conditions for the operation of the system of additional professional education have changed significantly. First of all, a market for services in the field of additional professional education has emerged, where a large number of organizations of various forms of ownership operate, creating strong competition. In these conditions, the maximum consideration of different factors influencing on the additional professional education institutions, as well as the choice of a management strategy, is an important condition for their successful development and competitiveness. The demand of society for an effective system of additional vocational education determines its place and role in the state policy in relation to the development of human resources. At the same time, it is necessary to take into account the challenges of the labor market, the increasing needs of production, the real sector of the economy, the non-production sphere in qualified workers, specialists, managers, as well as training and re-training of unemployed citizens.
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- 2021
15. Higher Education Institutions and Development: Missions, Models, and Challenges
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Olo, Daniela, Correia, Leonida, and Rego, Conceição
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Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
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- 2021
16. A Bibliometric Analysis of Articles on Text Simplification: Sample of Scopus Database
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Özcan, Halil Ziya and Batur, Zekerya
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Literacy is a term generally used for adults and young people. Basically, it is an acquisition that includes the process of reading, writing and understanding symbols in any language. While this concept, whose definition and scope has expanded over time, refers to people who can only say their names in the past, today it refers to individuals who can perform more functional skills. What is expected from today's literacy, which is also referred to as functional literacy, is not just saying the name, but also understanding what you read and harmonizing these information with the environment. It is critical to create texts that are easier to interpret, especially for poor readers and individuals learning foreign languages, in today's world where reading comprehension and correct use of information have become extremely important. In this context, the text simplification method, which is one of the text modification methods, comes to the fore. In accordance with these information, this current study aims to presents the bibliometric analysis of articles on text simplification, which are published in journals indexed in Scopus database in the field of social sciences. The data set of the study consists of 194 articles on text simplification published in journals scanned in the field of social sciences and scopus database. These 194 articles were examined in terms of different variables. The research is generally a descriptive study and document analysis method was used as a method. In the data analysis stage of the research, VOSviewer visualization software version 1.6.16 was used. According to the results obtained from the study, the most articles on text simplification were written in 2020 (f: 21), most cited article is "Interpretation as Abduction" (f: 363) written by J.R Hobbs, M.E Stickel, D.E. Appelt and P. Martin. Findings obtained from the research were shared in the form of tables, graphs and figures. The most common keywords that preffered by authors is "Simplification" (f: 18). The most cited institution is "Artifical Intelligence Center" (f: 363). The most cited journal is "Artifical Intelligence" (f: 363). The most published country is United States of America (f: 30). The most cited country is United States of America (f: 863). All findings obtained from the research were shared as tables and figures in the findings section.
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- 2021
17. Scoping Review on Research at the Boundary between Learning and Working: A Bibliometric Mapping Analysis of the Last Decade
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Gessler, Michael, Nägele, Christof, and Stalder, Barbara E.
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Context: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing. Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis. Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters. Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here.
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- 2021
18. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
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Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
19. Returns to Workplace Training for Male and Female Employees and Implications for the Gender Wage Gap: A Quantile Regression Analysis
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Icardi, Rossella
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Context: Existing studies have explored the association between workplace training and wages suggesting that training participation may have a positive association with wages. However, we still know very little about whether this association varies between men and women. Through its potential positive association with wages, training may balance wage differences between men and women. In addition, the gender wage gap varies across the wage distribution. Differences in the association between training participation and wages for men and women across the earnings spectrum may offer an explanation as to why the discrepancy in female/male earnings is larger at some point of the wage distribution compared to others. Approach: Using data from the Programme for International Assessment of Adult Competencies (PIAAC) and unconditional quantile regression, this paper examines whether the association between workplace training and wages differs between men and women at different points of the wage distribution across 14 European countries. To partly control for endogeneity in training participation, detailed measures of cognitive skills have been included in the models. Findings: Findings show gender differences in the association between training and wages across the wage distribution. In most countries, results indicate larger training coefficients for women than men at the lower end of the wage spectrum whereas they are larger for men at the top. This pattern holds across most countries with the only exception of Liberal ones, where women benefit less than men across the entire wage spectrum. Conclusions: The findings of this work reveal that distributional variations in returns to workplace training follow a similar pattern across industrialized countries, despite their different institutional settings. Moreover, differences in training coefficients of men and women at different parts of the wage distribution suggest that training could reduce gender wage differences among low earners and potentially widen the gap in wages among individuals at the top of the wage distribution.
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- 2021
20. Bibliometric Analysis of the Research on Seamless Learning
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Talan, Tarik
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Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.
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- 2021
21. Designing and Implementing Virtual Exchange -- A Collection of Case Studies
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Research-publishing.net (France), Helm, Francesca, Beaven, Ana, Helm, Francesca, Beaven, Ana, and Research-publishing.net (France)
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Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
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- 2020
22. Doctoral Defence Formats
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Lantsoght, Eva O. L.
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The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.
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- 2023
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23. Motivations to Learn Catalan outside the Catalan-Speaking Community: Factors and Affecting Variables
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Manuel-Oronich, Ruben, Repiso-Puigdelliura, Gemma, and Tudela-Isanta, Anna
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While research on motivation has attracted a great deal of attention in relationship with L2 success, studies dealing with motivation on Languages Other than English and, particularly, on regional languages is scarce [Dörnyei, Z., & Al-Hoorie, A. H. (2017). The motivational foundation of learning languages other than global English: Theoretical issues and research directions. "Modern Language Journal," 101(3), 455-468. https://doi.org/10.1111/modl.12408]. This study examines the factors accounting for Ln Catalan students' motivation outside the Catalan-speaking area, and analyses how these factors are affected by demographic, academic, and linguistic variables as well as by the level of contact with the L2 community. University students (N = 194) from four universities in China, France, the United Kingdom and the United States completed an online questionnaire containing 49 motivational items and 12 questions about their profile and background information. Four factors explained variance accounting for Ln Catalan students' motivation. While factor 1 "Ln Academic Experience and Use of the Language" is only affected by gender, more significant differences were found for factor 2 "Emigration Plans in a Catalan-speaking region and Language Awareness," factor 3 "Contextual motivation," and factor 4 "Work" in relation to university of origin and contact with the Ln community, among other variables.
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- 2023
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24. Motivations and Deterrents in Contemporary Science Communication: A Questionnaire Survey of Actors in Seven European Countries
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Wilkinson, Clare, Milani, Elena, Ridgway, Andy, and Weitkamp, Emma
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As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.
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- 2023
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25. How International Short-Term Mobility Experience Affects Full-Degree Abroad Experience: Insights from Chinese Students
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Xu, Xing, Peng, Jing, Xia, Yunni, and Zhang, Rui
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Despite an extensive body of literature scrutinising international students' short-term and long-term mobility experiences, little is known about the connection between the two. To address this gap, this study looks into the perception of a group of Chinese international students on how participation in their short-term mobility (STM) experience affects their navigation of subsequent full-degree experiences. Based on a qualitative investigation into 31 participants, drawing on the ABC theoretical model, this study manifests that penetrating diverse fabrics, the STM experience revealed impacts on the students' preparation for, operating and imagining their long-term study trajectory and beyond. These impacts are embodied in affective, behavioural and cognitive learning gains that are predominantly perceived as positive forces that facilitate navigation of a longer course. The study suggests some implications for stakeholders involved in students' international mobility programs and concludes with directions for future research.
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- 2023
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26. COVID-19 Learning Deficits in Europe: Analysis and Practical Recommendations. Analytical Report
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European Commission, Directorate-General for Education, Youth, Sport and Culture, Public Policy and Management Institute (PPMI) (Lithuania), European Expert Network on Economics of Education (EENEE), De Witte, Kristof, and François, Maxime
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The aim of this report is threefold. Its first section provides an overall sketch of the situation across Europe and the underlying mechanisms for the differences in European countries. The second section focuses on the heterogeneities within each country. It examines the disparities among students in order to understand which of those correlate with larger learning deficits or worsening mental health. Section 3, considers the findings of the first two sections in order to discuss five policy recommendations for the short and long run.
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- 2023
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27. Ethical Leadership and Ethical Climate at Educational Organizations in Europe: Depicting the 'Value' of Values
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Evangelia Papaloi, Aikaterini Balasi, and Georgios Iordanidis
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Despite the immense amount of literature on ethical leadership and ethical climate, little is known about how ethical leadership characteristics are correlated with different dimensions of ethical climate. This study investigated the relationship between ethical leadership and ethical climate in European educational organizations. With a view to examine the influence of ethical leadership on moral and ethical outcomes and vice versa, multilevel analyses were conducted to test our research questions using a sample of 451 teachers at primary and secondary schools (gymnasium & lyceum) in Greece, UK, France, Italy, Spain and Germany. The results show that educational leaders in Europe attach a great importance to all dimensions of ethical climate while, they are perceived as having to a great extend almost all traits of ethical leadership. Moreover, data analysis reveals that ethical leadership traits are positively related to all ethical climate's dimensions, except the instrumental ethical climate, which reveals a significant negative correlation with ethical leadership.
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- 2023
28. The Role of the Welfare State for NEETs: Exploring the Association between Public Social Spending and NEET in European Countries
- Author
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Minjong Youn and Chungseo Kang
- Abstract
This study explores the role of the welfare state in reducing young people not being in education, employment, or training (NEET)s across 15 European countries. Using data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) in combination with the Social Expenditure Database, we conducted cross-national analysis to reveal whether the increase in public social spending moderates the risk of being NEET at a young adult age, especially for socially disadvantaged young people. Our results highlighted that the rise of one percentage point of public social spending per gross domestic product, including social expenditure on education, active labor market, and unemployment, is significantly associated with decreasing the odds of being NEET. Furthermore, these social expenditures appeared to lower the NEET risk given socially disadvantaged backgrounds suggesting that young people with low educational levels, whose parents have low educational attainment levels, non-immigrant families, and females are likely to benefit given the robust social protection system. These findings suggest that public social spending may be an effective investment in promoting the social involvement of young people from socially disadvantaged background.
- Published
- 2023
- Full Text
- View/download PDF
29. Recruiters' Attitudes to Hiring 'Native' and 'Non-Native Speaker' Teachers: An International Survey
- Author
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Kiczkowiak, Marek
- Abstract
Little is known about recruiters' attitudes to hiring 'native' and 'non-native speakers', or the factors which might influence their potential preference for the former group. Of the four studies conducted thus far, three were carried out in the US or the UK, and are over a decade old (Clark & Paran, 2007; Mahboob et al., 2004; Moussu, 2006). The fourth, conducted in Poland, had a small sample size of five recruiters (Kiczkowiak, 2019). Consequently, the present study aimed to investigate this issue further providing more up-to-date data and extending the scope to EFL contexts. Mixed methods were used: an on-line questionnaire completed by one hundred fifty recruiters, followed by semi-structured interviews with twenty-one recruiters. The results showed that while teaching experience, qualifications, and performance in the interview were important for over 90 per cent of respondents, almost half still considered the 'native speaker' criterion as important. This may be due to concerns about the proficiency of 'non-native speakers' and the reaction from clients. Nevertheless, high satisfaction with 'non-native speaker' teachers was also observed, and the data provided important advice for recruiters on how to successfully implement an equal opportunities policy.
- Published
- 2020
30. Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making. Supplemental Report. mba.com Prospective Students Survey 2020. Market Intelligence
- Author
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Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this supplemental report are based on responses from a total of 9,840 individuals surveyed between January and December 2019. Survey respondents represent demand for various MBA and business master's "program categories," including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific "program types." For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report provides detailed breakdowns of 2019 candidate survey responses by several variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Devina Caruthers, Matt Hazenbush, and Tacoma Williams. For the 2020 Summary Report, see ED626970.]
- Published
- 2020
31. Career Aspirations. mba.com Prospective Students Survey 2020. Market Intelligence
- Author
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Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 9,839 individuals surveyed between January and December 2019, as well as responses from more than 135,000 individuals surveyed between the years 2009 and 2019. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. This report--the second in a series of topical reports based on mba.com Prospective Students Survey responses collected in 2019--summarizes the findings associated with candidates' postgraduate management education career interests, including goals, industries, and job functions. [Contributors of the report include: Alexandria Williams, Devina Caruthers, and Tacoma Williams. For the 2019 report, see ED598268.]
- Published
- 2020
32. The Effects of Home Literacy Environment on Children's Reading Comprehension Development: A Meta-Analysis
- Author
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Dong, Yang, Wu, Sammy Xiao-Ying, Dong, Wei-Yang, and Tang, Yi
- Abstract
A rich home literacy environment (HLE) fosters students' academic achievement. However, the link between HLE and children's reading comprehension is unclear. This study examined the effects of HLE factors on children's reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children's reading comprehension was moderate ([zeta] = 0.32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children's reading comprehension. Third, parents' involvement and literacy expectations of children had a significantly higher correlation with children's reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement. [Note: The month shown on the PDF (January) is incorrect. The correct month is April.]
- Published
- 2020
33. Research and Development: U.S. Trends and International Comparisons. Science and Engineering Indicators 2020. NSB-2020-3
- Author
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National Science Foundation, National Science Board and Boroush, Mark
- Abstract
The U.S. R&D enterprise relies on businesses, federal and nonfederal governments, higher education institutions, and other nonprofit organizations. This report identifies trends in R&D performance and funding and compares them to those of the world's other major economies. The U.S. annual total of R&D has expanded steadily since 2010 (totaling $548 billion in 2017), mostly due to sizable annual increases in business R&D performance. In 2017, the United States remained the world's top R&D performer. However, the global concentration of R&D continues to shift from the United States and Europe to South Asia and East-Southeast Asia. [SRI International, Center for Innovation Strategy and Policy, assisted with report preparation. Research and development performed by higher education institutions is treated in more detail in the "Indicators 2020" reports "Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6" (ED615534) and "Academic Research and Development. Science & Engineering Indicators 2020. NSB-2020-2" (ED615447).]
- Published
- 2020
34. Problematic Internet Uses and Depression in Adolescents: A Meta-Analysis
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Lozano-Blasco, Raquel and Cortés-Pascual, Alejandra
- Abstract
Widespread use of the Internet in 21st century society is not risk-free. This paper studies the comorbidity of some problematic uses of Internet with depression in order to assess their correlation. With that aim, a meta-analysis of 19 samples obtained from 13 different studies (n=33,458) was carried out. The subjects of these studies are adolescents between the ages of 12 and 18 years ([mu]=15.68) from different cultures and continents (Europe, Euro-Asia, America and Asia). The effect size obtained from the use of a random-effects model (r=0.3, p<0.000) is significant, moderate and positive, thus confirming the relation between pathologic uses of the Internet and depression. Moreover, meta-regression test results showed that 9% of the variance (R2=0.09) is associated with the male gender, while age and culture are not significant variables. The variability rate of the studies is high (I2=87.085%), as a consequence of heterogeneity rather than publication bias, as Egger's regression test shows (1-tailed p-value=0.25; 2-tailed p-value=0.50, and [sigma]=1.57). Therefore, the need for specific interventions in secondary education dealing with this issue is evident to ensure that it does not extend into adult life.
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- 2020
35. The State of U.S. Science & Engineering. National Science Board Science & Engineering Indicators 2020. NSB-2020-1
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National Science Foundation, National Science Board
- Abstract
Contributions from and innovation in science and technology over many decades have resulted in dramatic improvements to American lives, including enhanced living standards and life expectancy, better access to information and connectivity across the globe, and increased access to and affordability of consumer goods. The analysis in this report is based on data from "Science and Engineering Indicators 2020" ("Indicators 2020"), which has been redesigned to ensure that the content is maximally useful and accessible to a wide audience. "Indicators 2020" consists of nine thematic reports that provide a high-level overview of the U.S. S&E enterprise, which includes elementary and secondary science and mathematics education, S&E higher education, S&E workforce, S&E publications, R&D investment, academic R&D, R&D-intensive industries, innovation, and public perceptions of S&T. This report highlights the key findings and indicators from the "Indicators 2020" thematic reports. Detailed analysis of these key indicators, as well as numerous important topics, are addressed in the individual thematic reports and are summarized in the executive summary of each report. This report is organized in six topical sections. The report begins with the topic of education, including performance of K-12 students and S&E degrees awarded in the United States, along with relevant international comparisons. The second section describes the demographic composition of the U.S. S&E workforce and employment trends, including trends in the skilled technical workforce. The next two sections focus on R&D, including the U.S. position within a global context and the structure of U.S. R&D performance and funding. The fifth section examines trends in global S&T capabilities, including S&E research publications and R&D-intensive industry output. The sixth section focuses on innovation-related indicators, as well as U.S. public attitudes toward S&T. The report ends with concluding remarks, as well as references and resources, such as a glossary of terms and acronyms, detailed notes for figures, and information on the other reports, including "Indicators 2020" thematic reports that provide the underlying analysis for each section.
- Published
- 2020
36. College Educated yet Disconnected: Exploring Disconnection from Education and Employment in OECD Countries, with a Comparative Focus on the U.S. PERC Report and ETS Research Report Series No. RR-20-21
- Author
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Kevelson, Marisol J. C., Marconi, Gabriele, Millett, Catherine M., and Zhelyazkova, Nevena
- Abstract
In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.
- Published
- 2020
37. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6
- Author
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National Science Foundation, National Science Board and White, Karen
- Abstract
This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]
- Published
- 2019
38. Career Aspirations: mba.com Prospective Students Survey 2019. Market Intelligence
- Author
-
Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate management education (GME) program. The findings detailed in this report are based on responses from a total of 9,617 individuals surveyed between January and December 2018, as well as responses from more than 126,000 individuals surveyed between the years 2009 and 2017. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and specialized business master's programs. This report--the second in a series of topical reports based on mba.com Prospective Students Survey responses collected in 2018--summarizes the findings associated with candidates' postgraduate management education career interests, including goals, industries, and job functions. A pair of previously published reports --a summary report and supplemental report--summarize the survey findings associated with candidate demand for business school programs and study destinations. [Contributors of the report include: Rhonda Daniel, Matt Hazenbush, Gregg Schoenfeld, Tacoma Williams, and Devina Caruthers. To view the summary report, "Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making," see ED598219. For the supplemental report, see ED598220.]
- Published
- 2019
39. How Playful Learning Can Help Leapfrog Progress in Education
- Author
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Brookings Institution, Center for Universal Education, Winthrop, Rebecca, Ziegler, Lauren, Handa, Rhea, and Fakoya, Foluyinka
- Abstract
Humans are born with the natural ability to gain skills through play. Children learn about social norms, roles and responsibilities, and language through curiosity-driven, playful interactions and activities. Learning through play harnesses the power of children's imagination and inspires active engagement with the material. The Center for Universal Education at Brookings, is studying innovations that strive to improve education. If the education sector stays on its current trajectory, half of all youth around the world entering the workforce in 2030 will lack basic secondary-level skills they need to thrive--from literacy and numeracy to critical thinking and problem solving. It is believed that leapfrogging, or rapid nonlinear progress, is needed to change this trajectory. Education that allows students to leap forward in learning should incorporate experimentation and iteration, helping students make meaning of what they are learning, and engage with others in doing so. These types of student-centered, playful learning experiences are an essential component to leapfrogging in education because without them young people will not be able to develop the full breadth of competencies and skills they need to thrive in a fast-changing world. This paper is the first in in a series of Leapfrogging in Education snapshots that provide analyses of a global catalog of education innovations. Of the nearly 3,000 innovations captured in the catalog, two-thirds involve playful learning, which represents the largest category of innovations that were recorded. [Support also provided by the BHP Foundation.]
- Published
- 2019
40. Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making. Supplemental Report. mba.com Prospective Students Survey 2019. Market Intelligence
- Author
-
Graduate Management Admission Council (GMAC)
- Abstract
Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this supplemental report are based on responses from a total of 9,617 individuals surveyed between January and December 2018. Survey respondents represent demand for various MBA and business master's "program categories", including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific "program types". For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. This report--a supplement to "Demand for MBA and Business Master's Programs: Insights on Candidate Decision Making" summary report--provides detailed breakdowns of 2018 candidate survey responses by a number of variables of interest to school professionals, including by program type, candidate country of citizenship and residence, and candidate preferred study destination. [Contributors of the report include: Rhonda Daniel, Matt Hazenbush, Gregg Schoenfeld, Tacoma Williams, and Devina Caruthers. For the summary report, see ED598219.]
- Published
- 2019
41. Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4
- Author
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Koçak, Deniz, Türe, Hasan, and Atan, Murat
- Abstract
Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.
- Published
- 2019
42. Content Analyses on the Use of Technology in Dyslexia: The Articles in the Web of Science Data Base
- Author
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Adamu, Idris and Soykan, Emrah
- Abstract
Articles published in the Web of Science database between 2014 and 2019 (March) were screened in this research. This is because of its respected position in the field of technology and the peer-reviewed secured structure of this database. From a total of 56 articles within the scope of the screening, 46 articles were included in the study. As a result of this research, particularly children and students were selected as the sample group of the researches. It has emerged that questionnaires were predominantly used as the research instrument. Quantitative data collection tools were used most frequently as the means of data collection medicals area as the research fields through traditional teaching methods. It was observed that assistive technology is the most widely used field in technology for dyslexia. It is seen that optometric neuropsychological assessments, digital tools and adaptive mobile learning as devices were used the most in research. The lecture-based method is seen to be the most used teaching method in the present study.
- Published
- 2019
43. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
- Author
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University of New Hampshire, Carsey School of Public Policy, Ettlinger, Michael, Hensley, Jordan, and Vieira, Julia
- Abstract
In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, "Comparing Public Spending and Priorities Across OECD Countries" (ED606844).]
- Published
- 2019
44. Risk of Job Automation and Participation in Adult Education and Training: Do Welfare Regimes Matter?
- Author
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Ioannidou, Alexandra and Parma, Andrea
- Abstract
This study explores the relation between risk of job automation and participation in adult education and training (AET) and examines variation in that relation across welfare regimes distinguishing between situational and institutional barriers. Using microdata of PIAAC, we analyze participation in formal or nonformal AET for job-related reasons in relation to the risk of automation of the respondents' occupation after controlling for main sociodemographic characteristics. Logistic regression models are run on respondents from 14 European countries representing different welfare regimes: Denmark, Norway, and Sweden (Scandinavian countries); Italy, Greece, and Spain (Southern European); Czech Republic, Slovakia, and Poland (Central and Eastern Europe), Belgium, France, and Germany (Continental); and United Kingdom and Ireland (Anglo-Saxon countries). Our findings confirm that workers in occupations at high risk of automation were found to be consistently less likely to participate in job-related AET, quite irrespective of welfare regime. [The paper was presented at XIII Conferenza Espanet Italia--Il welfare state di fronte alle sfide globali (Venezia, 17 September 2020).]
- Published
- 2022
- Full Text
- View/download PDF
45. Multi-Level Classification of Literacy of Educators Using PIAAC Data
- Author
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Yalcin, Seher
- Abstract
This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
- Published
- 2022
- Full Text
- View/download PDF
46. The Slow Dichotomization of Elementary Classroom Roles. 'Grammar of Schooling' and the Estrangement of Classrooms in Western Europe (1830-1900)
- Author
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Caruso, Marcelo
- Abstract
Before and during the era when mass elementary schooling took off, children populated classrooms in many roles and not only as learners. The traditional teaching situation was actually full of children in roles as instructors, inspectors, and helpers, among others. In this contribution, the dichotomisation of expected classroom roles, being a central aspect of the grammar of schooling, is in focus. This dichotomisation resulted in one adult and trained teacher controlling all relevant activity in the classroom and children being confined to only one function: learning. On the basis of teaching manuals for school management and the organisation of teaching from four European countries, the article presents evidence of the slow process of the marginalisation of children from other roles than learning. Children as "learners only" was a relatively late reality for elementary and primary classrooms in Western Europe. The article proposes an interpretation of these trends as being an estrangement of classrooms from other fields of practice, particularly concerning the increasing division of labour in the modern world and the activities of children as workers and carers outside classrooms.
- Published
- 2022
- Full Text
- View/download PDF
47. The Legitimacy of Private Schooling: Education Preferences in Nine European Contexts
- Author
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Põder, Kaire and Lauri, Triin
- Abstract
Motivated by empirical reality of differences in the scope and meaning of school choice and private schooling this article focuses on the public demand for increasing diversity of educational options In Europe and the division of public and private provision in it. We aim to test self-interest and ideology-driven logics of education policy preferences in different educational contexts. We operationalize this variety of contexts by the share of private education spending and between-school inequality. We show that, on average, more resourceful individuals are less pro-private-education and those that are ideologically right-leaning are more so. At the system level, private schooling feeds back positively, and this does not differ across educational or ideological divides. Educational inequality, at the same time, de-legitimizes the support for private schooling and its effect differs -- higher educated and ideologically right-leaning turn to prefer more public schooling the higher the educational inequality. Thus, the more equal the educational provision, independent of public-private mix, the more entrenched pro-private school preferences will become.
- Published
- 2022
- Full Text
- View/download PDF
48. The Post-Study Migration of EEA Postgraduates: Who Is Remaining to Work in the UK?
- Author
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Zhan, Meng
- Abstract
This article models the migration flow of EEA students who graduated from masters and doctoral programmes in UK universities. The increased intra-European mobility of students and graduates is claimed to have crucial positive influence on building Europe's high-skill labour force, which in turn would strengthen its competency in the global knowledge economy. However, the absence of accurate quantitative data on degree-mobile students makes it difficult to track and investigate their post-study mobility patterns. Six one-year extracts from the DLHE dataset were analysed (2011/2012-2016/2017) using cross-classified multilevel modelling in order to investigate which group of EEA graduates were more likely to remain and work in UK, and how the patterns were changing in the long-term. The stay rates of students from four countries (Romania, Bulgaria, Italy, and Greece) were found to have stable growth between 2011/2012 and 2016/2017. Graduates who received degrees in Medicine & Dentistry and Computer Sciences were found to have the highest and the most stable stay rates among all graduates. Multilevel modelling results show that, at domicile-level, the difference between home and host country in GDP per capita could be an effective predictor in analysing student post-graduation movement. At HEI-level, the prestige level of HEI could not effectively predict students' stay rate. At individual-level, students' education background and gender identity were significant in predicting stay rate. Results imply that group effects at neither HEI-level nor domicile-level should be ignored. This study provides an empirical foundation for evidence-based decision-making in a field that is heavily contested in policymaking.
- Published
- 2022
- Full Text
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49. A Landscape of Open Science Policies Research
- Author
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Manco, Alejandra
- Abstract
This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.
- Published
- 2022
- Full Text
- View/download PDF
50. Sexuality Education as Political Theology: Pathways to Non-Violence
- Author
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Heyes, Joshua M.
- Abstract
Thinking sexuality education and religion together often results in antagonisms that pit religious and secular values against each other. Political theology provides new insights into this tendency by showing how modern concepts of political legitimacy are based on secularised Christian theology. Neoliberal schooling, public sexual health and human rights provide legitimacy for sexuality education in post-Christian societies and all three are grounded in political theology. The political theology of sexuality education can be seen wherever ideal sexual subjectivities are presented which set up standards which one can succeed or fail to meet with clear consequences. These standards could be heterosexual, safe and marital, but equally agential, pleasurable, transgressive and self-aware. While there may be many ways of escaping the Christian political theological foundations of sexuality education altogether, a political theology of non-violence opens up a way for Christian and secular conceptions of sexuality education to move forward amidst significant cultural and moral difference.
- Published
- 2022
- Full Text
- View/download PDF
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