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2. Class Dismissed: Massachusetts' Lack of Preparedness for K-12 Digital Learning during COVID-19. White Paper No. 208
- Author
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Pioneer Institute for Public Policy Research, Flores, John, and Clancy, David
- Abstract
With Massachusetts' school closure extending until the end of the 2019-20 academic year, Pioneer Institute urges that Massachusetts schools offer meaningful online and virtual learning programs, doing everything possible to eliminate problematic inconsistencies across Bay State school districts. Pioneer further urges Massachusetts to develop and distribute for timely public comment two plans, one that will remedy this semester's educational gaps during the 2020-21 school year, and another to address future extended school closures, if and when they might occur. Relatedly, after this crisis passes, Massachusetts should take steps toward generally improving its knowledge and capabilities with respect to online learning, which Pioneer, Bay State lawmakers, and nationally-recognized experts on digital learning have long identified as a significant area of weakness in Massachusetts' K-12 education system.
- Published
- 2020
3. Professional Development Supports and Teacher Practice in Low-Income Pre-K Programs: Strengthening the Diversity and Quality of the Early Care and Education Workforce Paper Series. Research Report
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Urban Institute, Maier, Michelle F., and Kou, Anne
- Abstract
Public investment in pre-K programs across the US has expanded over the past two decades, primarily to increase access to pre-K programs, especially among low-income children and children of color. However, program quality varies across states. One key question policymakers and practitioners have posed is how to create high-quality early childhood educational environments that promote successful outcomes for all preschool-aged children. This study considers the role of professional development supports in helping teachers create high-quality learning experiences for children. It examines three professional development supports that early childhood programs often provide (teacher training, coaching, and common planning time), whether these supports predict various aspects of observed teacher practice, and whether the associations between professional development supports and teacher practice vary based on teachers' experience. Findings suggest that ongoing coaching is a key form of professional development for supporting classroom quality, that common planning time may be a promising professional development support for teachers, and that programs may need to consider teachers' experience when planning professional development. These findings inform the field's efforts to build a competent workforce that meets the needs of diverse groups of young children. [The current study is a secondary data analysis of "Making Pre-K Count: Improving Math Instruction in New York City" (ED569994).]
- Published
- 2019
4. Strengthening Early Childhood Care and Education. A Knowledge and Innovation Exchange (KIX) Discussion Paper
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Global Partnership for Education (GPE), Aboud, Frances, and Proulx, Kerrie
- Abstract
The purpose of this paper is to describe the current landscape in early childhood care and education and spark discussion and debate around potential areas for KIX investment. The paper is part of a series of discussion papers, drafted to support the engagement and consultation of developing country partners and technical experts in the initial design of the GPE Knowledge and Innovation Exchange. The ideas presented in the initial version of the paper served as a starting point for discussion and were modified significantly based on the consultation process, resulting in this updated version.
- Published
- 2019
5. The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan. Echidna Global Scholars Program, Policy Paper
- Author
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Brookings Institution, Center for Universal Education and Naveed, Sumbal
- Abstract
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
- Published
- 2018
6. Undergraduate Education in a Research University: Scaling High Impact Practices at USC. Research & Occasional Paper Series: CSHE.1.2019
- Author
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University of California, Berkeley. Center for Studies in Higher Education and Jackson, Michael L.
- Abstract
The University of Southern California (USC) transformed its undergraduate education program by making it a top priority in its strategic plans for the last two decades. The undergraduate experience was thoroughly studied and findings were used to determine what needed to be changed to improve the educational experience for students in and outside of the classroom. The institution has spent over $1.5B to hire new faculty to teach undergraduates, construct new residential colleges and renovate older ones (all led by tenured faculty), and build a new health center, campus center, and spaces in the USC College and professional schools dedicated to undergraduate academic programs, support services, and co-curricular programs. The key to the transformation was leadership provided by its late President Steven B. Sample and the university leaders he recruited to take on this big challenge. The team was focused and empowered to make administrative and academic changes, in concert with deans and faculty leaders, and given resources to turn thoughts, dreams and hopes into reality. The results are clear and demonstrate that institutions can improve undergraduate education by making it a high priority, allocating resources to recruit and hire outstanding faculty, and expand and improve programs, activities and facilities that directly serve undergraduates.
- Published
- 2019
7. Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0052-1804
- Author
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RTI International, Hayes, Anne M., Dombrowski, Eileen, Shefcyk, Allison H., and Bulat, Jennae
- Abstract
Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. [This guide is a complimentary resource to "School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701" (ED582357) and "Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707" (ED581498).]
- Published
- 2018
8. Teaching in Teams: A Planning Guide for Successful Collaborations. CRLT Occasional Paper No. 37
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University of Michigan, Center for Research on Learning and Teaching (CRLT), Meizlish, Deborah, and Anderson, Olivia
- Abstract
Team-taught courses have the potential to enrich experiences for both students and instructors. While the exact motivations for team teaching vary, these courses often share important goals for the students who enroll in them. For example, many team-taught courses seek to promote students' development of higher-order thinking skills by enabling them to interact with instructors who have different sets of expertise and perspectives (Bacharach, Heck, & Dahlberg, 2008; Bierwert, 2011; Helms, Alvis, & Willis, 2005). This is particularly true for educational programs intending to help students grapple with the scope and complexity of real-world challenges (Helms et al., 2005; Weinberg & Harding, 2004, Bierwert, 2011). Other courses teach successful collaboration in part by using the instructors themselves as a model of productive teamwork, whether in general (Carpenter, Crawford & Walden, 2007; Helms et al., 2005; Yanamandram & Noble, 2006;) or across salient social identities (Anderson & Speck, 1998; Ouellett & Fraser, 2011). In addition to higher-order thinking and collaborative skills, team-taught courses can provide other benefits for students. For example, a team of instructors can provide students with more access to advice and help with course material (Yanamandram & Noble, 2006). Multiple sources of instructional expertise, experiences, or identities can also help ignite interests and motivations across a broader array of students (Yanamandram & Noble, 2006). This Occasional Paper is designed to identify practices and resources to support the successful development and implementation of team-taught courses. The authors first identify a range of team teaching models and highlight some of their key features. They then turn to common challenges and key strategies for mitigating these challenges.
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- 2018
9. Disability and Inclusive Education: Stocktake of Education Sector Plans and GPE-Funded Grants. Working Paper #3
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Global Partnership for Education (GPE)
- Abstract
This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]
- Published
- 2018
10. School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701
- Author
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RTI International, Bulat, Jennae, Hayes, Anne M., Macon, Wykia, Tichá, Renáta, and Abery, Brian H.
- Abstract
Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
- Published
- 2017
11. Leadership for Transformative Change: Lessons from Technology-Mediated Reform in Broad-Access Colleges. CCRC Working Paper No. 8
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Columbia University, Community College Research Center, Klempin, Serena, and Karp, Melinda Mechur
- Abstract
Community colleges and broad-access four-year institutions have a crucial role to play in increasing educational equity in the United States. In order to fulfill this role, however, institutions must engage in organizational change to address their low completion rates. Drawing on qualitative case studies of six colleges, this study explores the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform, and assesses which types of leadership are associated with transformative organizational change. Expanding on Heifetz's theory of adaptive change and Karp and Fletcher's Readiness for Technology Adoption framework, we find that transformative change requires multitiered leadership with a unified commitment to a shared vision for the reform and its goals.
- Published
- 2015
12. A Toolkit for Detecting Fallacious Calls for Papers from Potential Predatory Journals.
- Author
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Dadkhah, Mehdi, Raja, Abdul Majed, Memon, Aamir Raoof, Borchardt, Glenn, Nedungadi, Prema, Abu-Eteen, Khaled, and Raman, Raghu
- Subjects
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PREDATORY publishing , *SPAM email , *TEXT mining , *PROGRAMMING languages , *EDUCATIONAL planning - Abstract
Purpose: Flattering emails are crucial in tempting authors to submit papers to predatory journals. Although there is ample literature regarding the questionable practices of predatory journals, the nature and detection of spam emails need more attention. Current research provides insight into fallacious calls for papers from potential predatory journals and develops a toolkit in this regard. Methods: In this study, we analyzed three datasets of calls for papers from potential predatory journals and legitimate journals using a text mining approach and R programming language. Results: Overall, most potential predatory journals use similar language and templates in their calls for papers. Importantly, these journals praise themselves in glorious terms involving positive words that may be rarely seen in emails from legitimate journals. Based on these findings, we developed a lexicon for detecting unsolicited calls for papers from potential predatory journals. Conclusion: We conclude that calls for papers from potential predatory journals and legitimate journals are different, and it can help to distinguish them. By providing an educational plan and easily usable tools, we can deal with predatory journals better than previously. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
13. Crossing the Partisan Divide in Education Policy
- Author
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Aspen Institute, Education & Society Program, Aspen Institute, Education and Society Program, Lorén Cox, and Karen Nussle
- Abstract
While education has historically enjoyed widespread bipartisan support, the aftermath of the pandemic, among other factors, has dramatically reshaped the field's political climate. This transformation, marked by increasing political tensions that impact students, schools and teachers, signifies a shift away from traditional educational policy practices. "Crossing the Partisan Divide in Education Policy" offers timely insight on how to effect meaningful policy change in education. The paper draws on recent examples from across the political landscape and offers five key success factors to serve as a roadmap for advocates, policymakers, and other education leaders. This paper aims to inspire hope and stimulate strategic thinking among advocates seeking to navigate today's politically polarized climate.
- Published
- 2024
14. Intelligent Learning in Studying and Planning Courses -- New Opportunities and Challenges for Officers
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Saastamoinen, Kalle, Rissanen, Antti, and Mutanen, Arto
- Abstract
There were two projects at the National Defence University of Finland (NDU), which both ended by the end of 2022. One of them tried to find the answers to the main question: How artificial intelligence (AI) could be used to improve learning, teaching, and planning? The other tried to find the answer to the main question: What new skills do officers need when artificial intelligence is coming? We did literature reviews and found out that intelligent technology combined with data analytics can offer several improvements to traditional classroom teaching. From literature reviews, we also found some new skills that officers might need to be able to handle AI-based technologies. This is a position paper presenting the arguable opinions of the writers. We have found lots of benefits that the use of intelligent learning technology can bring, mainly by supporting individual learning paths. There is also an obvious need for AI officers who should have a deeper understanding of the AI-supported technology than normal officers. This project and some other similar projects have raised a lot of discussions, one seminar series about artificial intelligence and we do have some trained AI officers as well. [For the full proceedings, see ED629086.]
- Published
- 2023
15. The Nigeria Education System and Vision 20: 2020--A Critical Development Planning Perspective
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Sanubi, Franklins A. and Akpotu, Nelson E.
- Abstract
The study examines the call for Nigeria becoming one of the twenty most developed economies by the year 2020, as it relates to development planning in Nigeria using the educational system as a unit of analysis. It aims at examining the relevance of this call within the context of existing facilities in the Nigeria educational system--both material and human--from the point of view of academic planning. It adopts a historical research methodology of analysis using purely secondary data drawn from statutory documents and other sources. The study observes among other things, a worrisome disposition of the country's educational system in terms of worsening commitments of stakeholders to the maintenance and expansion of existing facilities and poor funding of this sector by the public authorities. Thus, the study believes has seriously imperil the country's readiness for the Vision 20:2020 as education remains the bedrock of any form of national development. The study therefore suggests, among other planning strategies, an improved funding for education, and a deliberate effort at improving the status, motivation and the overall conditions of service of teachers which it is hoped, will help in reversing this ugly trend in the Nigerian educational system if the vision 20:2020 is ever to be realized.
- Published
- 2015
16. The Management of the Enrichment Curriculum in Public 'Madrasah Aliyah 1 Unggulan' Tulungagung Indonesia
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Manab, Abdul
- Abstract
The objective of this research is to examine: 1) the background in doing the curriculum enrichment; 2) the stages in managing the curriculum enrichment, and 3) the implications and the management of the curriculum enrichment. It is qualitative and naturalistic in nature with a case-study approach and, an interpretative analysis was made on the empirical data using a reflective-interpretatif method and a theory of analysis of spiral data. The results showed that 1) the curriculum enrichment was made by an educational institution, related to the excellence program, and its implementation was based on the academic experiences and tried to apply ideas of modernity; 2) teachers were very dominant in doing the changes and also in making the analysis, in determining the indicators of the curriculum materials for "MAN I Unggulan" Tulungagung, and anything was are based on the decision of the educational institution as the implementing manager; 3) since the curriculum enrichment is competence and professional needs, in terms of the learning activities and the learning results, the supervision and control should be integrally considered. The implication of the curriculum enrichment in "madrasah" is the improvement of the competence in the science and technology without ignoring "iman" ("faith"), "Islam" and "ihsan" (good deed).
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- 2015
17. Escaping the Shadow: 'A Nation at Risk' and Its Far-Reaching Influence
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Mehta, Jal
- Abstract
In 1983, the National Commission on Excellence in Education released its now famous report, "A Nation at Risk," which warned of "a rising tide of mediocrity" in American schooling. Sponsored by the U.S. Department of Education but largely written by a group of prominent academics, "A Nation at Risk" invoked a crisis so far-reaching in its impact that it still governs the way we think about public education 30 years later. Many of our current policies, and the assumptions that underlie those policies, are attributable in significant part to the way in which the report framed the debate. If the next generation of educators are to forge their own path, they will need to get out from under the long shadow of "A Nation at Risk." The report, published years before many young teachers today were even born, was groundbreaking in emphasizing the importance of education to economic competitiveness and the failings of American schooling in comparison with international competitors. It presented a utilitarian and instrumental vision of education, and argued that schools, not society, should be held accountable for higher performance, and that performance should be measured by external testing--assumptions that underlie the state standards movement in the 1980s and 1990s and persist today in federal policy through No Child Left Behind. "A Nation at Risk" has not been ignored in previous accounts of American educational history: it is often cited as a critical document. In this article, the author examines, in more detail than previous work, the creation, rhetoric, and reception of the report, as well as its profound effect.
- Published
- 2015
18. Toward Climate-Smart Education Systems: A 7-Dimension Framework for Action
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Global Partnership for Education (GPE) and Harper, Renata
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As governments try to navigate education system reform amid an increasingly uncertain future, it has become urgent to articulate how they can better maximize the co-benefits of efforts to build climate resilience, advance environmental sustainability and achieve quality education for all. This paper proposes a seven-dimension framework to leverage potential entry points and address gaps within national education systems to strengthen the resilience and relevance of education to climate change and environmental degradation. [For the background paper, "Quality Education with the Planet in Mind: Towards a Climate-Responsive and Nature-Positive Framework for the Education System of Lower-Income Countries," see ED631325.]
- Published
- 2023
19. Teaching Sprints: Action Research Led by School Mathematics Teacher Leaders. Supporting the Leadership of Mathematics in Schools. [Symposium]
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Mathematics Education Research Group of Australasia (MERGA), Vale, Colleen, and Delahunty, Carmel
- Abstract
Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value of developing collaborative practices throughout the planning, enacting and reflection of the teaching sprint.
- Published
- 2022
20. Primary School Mathematics Leaders' Actions That Facilitate Effective Mathematics Planning and Support Teachers' Professional Learning
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Mathematics Education Research Group of Australasia (MERGA) and Driscoll, Kerryn
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All teachers of mathematics aim to provide productive learning experiences that cater for students in their care. The planning of effective and engaging mathematics lessons is complex and requires expertise. In a larger study survey data, observations and interviews were used to investigate the ways in which School Mathematics Leaders supported teachers to learn. This paper reports results from case study research and focuses on the actions of one School Mathematics Leader during planning meetings. Findings highlight a range of supportive actions, which included developing constructive working relationships with teachers, fostering knowledge of mathematical content and curriculum and facilitating collaborative team planning.
- Published
- 2022
21. Crisis-Based Remote Education: A Comprehensive Model
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William H. Stewart and Patrick R. Lowenthal
- Abstract
The COVID-19 pandemic revealed significant gaps in institutions' ability to maintain education under crisis conditions, which is now commonly referred to as Emergency Remote Teaching (ERT). A critical analysis of the literature reveals that ERT is a label that does not differentiate adequately between the different ways ERT manifested worldwide and over time. In this conceptual paper, we analyze empirical research on remote teaching conducted over single, double, and three+ learning terms. Our analysis shows not only multiple possible phases of remote education but also different stages, scopes, and pathways between them. The proposed model in this paper can be used to analyze current literature, ground future research, and serve as a foundation for developing protocols and practices to proactively maintain education when exigent circumstances demand remote teaching over the short-, mid-, and long-term.
- Published
- 2023
22. Word of Mouth Strategy Combined Andhab Asor as Problem Solving in Planning and Organizing Problems of Curriculum Development
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Elfira, Athalla Nauval Bhayangkara, and Febiolola Milinia Triana
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This research aims to describes (1) problems in planning and organizing (2) actualization of curriculum planning updates, (3) actualization of curriculum curriculum organization descriptions, (4) "Gethok Tular" word of mouth strategy, (5) description of low self-esteem or low self-esteem strategies. "Andhab Asor". The method used in this study is a qualitative method, through a phenomenological approach with a case study design in the Regional Coordinator of Bantur, Malang Regency. There are 3 data collection techniques used by researchers, namely interviews, documentation studies, and observation. Data analysis techniques used in this study include (1) data collection, (2) data compaction, (3) data presentation, (4) drawing conclusions/verification. The validity data obtained through this study used technical triangulation and source triangulation, with persistence, reference testing, and member checking. The results in this study indicate that (1) the main problems that occur in planning and organizing are the lack of technology, (2) the actualization of curriculum planning planning, using online vark questionnaires to determine the learning model used by teachers with the planned 2013 curriculum design, ( 3) the actualization of curriculum organization lies on the basis of the patchwork curriculum and the integrated curriculum as the type of organization. (4) the word of mouth strategy is considered capable of overcoming the lack of technology from senior teachers, (5) the "Self Humble" or "Andhab Asor" strategy is considered capable of overcoming the demotivation of teachers in learning to create digital-based media. [For the full proceedings, see ED654100.]
- Published
- 2023
23. Description of an Approach for Analyzing External Program Reviews to Inform Educational Planning
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Alana Hoare, Shannon Wagner, and Catharine Dishke Hondzel
- Abstract
Post-secondary institutions are required to complete a variety of quality assurance activities including external program review, a process of inviting external reviewers from outside the institution to provide constructive feedback on all aspects of an academic program. While external program reviews have been completed for decades, there has been little work to ensure that meaningful change occurs as a result. Assessment of outcomes at the department level are limited and research specifically considering external academic program review as a primary quality assurance activity is scant. Each of these limitations is even more significant when considered at the institutional level. From our experience, there is minimal consideration in research or practice to ensure that external review recommendations have an impact on educational planning at the institutional level. To help address this concern, in this paper we describe an approach involving secondary research and thematic document analysis that can be leveraged to enhance institutional decision-making processes by uncovering institutional themes evident across external reviews. We suggest that our approach may be helpful for other higher education institutions striving to make sense of program review recommendations from an institutional perspective.
- Published
- 2024
24. A New Narrative: How Unlocking the Power of R&D through Inclusive Innovation Can Transform Education
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Digital Promise, Center for Inclusive Innovation, Kimberly Smith, and Viki M. Young
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Across the country, district-community teams are tackling pressing and complex educational challenges with Inclusive Innovation, an education R&D model that starts with centering the needs of those most impacted by these challenges. This paper shares the stories, solutions, outcomes, and learnings from years of deep collaboration in the words of students, parents, teachers, and district leaders who have worked together to tackle education challenges--and discusses how the Center for Inclusive Innovation, anchored in its core tenets, is building upon this work with the Inclusive Innovation 2.0 model.
- Published
- 2024
25. Educational Challenges for Universities during the COVID-19 Pandemic
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Klemens, Brygida and Adamska, Malgorzata
- Abstract
The purpose of the article was to present the impact of the COVID-19 pandemic on the didactic process and to start a discussion on what can universities do at this specific time to meet the requirements of the Polish Qualifications Framework and also how should the didactic staff communicate with the use of virtual space to achieve the expected quality of education. The paper is a concept study based on the results of a literature search query, experiences derived from cooperation with institutions dealing in the management of regional development and labour markets, such as the Regional Labour Office, and the experience gained from holding specific positions at the faculty. As former vice-deans for didactics, both authors have in-depth knowledge about the conditions for the education process implementation and the related challenges. Experience gained from holding a specific position made it possible to propose a comprehensive look at the challenges for universities related to education at the time of the COVID-19 pandemic. The original features of the paper include: discussion on the importance of universities in the market economy and the education process, presentation of the current situation of universities at the time of the COVID-19 pandemic and the opportunity to get acquainted with the activities that were undertaken by universities in response to the new challenge, i.e. complete transition to distance learning. [For the complete volume, "NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4," see ED625509.]
- Published
- 2021
26. Competence to Design and Plan Education and Its Application in School Practice
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Predanocyová, Lubica and Jonášková, Gabriela
- Abstract
Planning is an essential part of the preparation and implementation of the teaching process. Designing and planning education is an important part of the complex professional competencies of teachers, which were the subject of several years of research carried out at the University of Constantine the Philosopher in Nitra. Scientific research of Slovak experts focused on the issue of the professional competencies of teachers. The starting point was to determine the current state of professional skills of teachers in the Slovak Republic, then a complex of necessary competencies was identified. The relevance of the teacher's competency complex was confirmed by their practical implementation, which was assessed by competent evaluators. The paper presents the professional competence to plan and design, which we understand as a basic pillar of quality and effective education. A modern school requires the personal and social development of the student, good study results, but also in a complex of student values, which can be ensured by a methodologically and professionally thought-out organization of the teaching process. One of the results of the APVV research project, "Evaluation of Teacher Competencies," was the creation of tools and criteria for evaluating and self-evaluating the quality of a teacher's professional competencies in educational practice. Part of the paper is to present the practical implementation of a special methodology aimed at evaluating the competence to design and plan teaching, in the form of a case study model. [For the complete volume, "NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4," see ED625509.]
- Published
- 2021
27. Conceptualising the Critical Factors That Influence Teachers' Mathematics Planning Decisions for Student-Centred Learning
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Mathematics Education Research Group of Australasia and Davidson, Aylie
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The process of planning to teach mathematics is complex and idiosyncratic and is gaining increased attention in educational research. In this paper, I propose a framework for conceptualising the critical factors that influence teachers' mathematics planning decisions. The framework is informed by the analysis of teacher survey data (n=114) and two case studies, a Year 1 (n=5) and Year 5 (n=4) teaching team. In this paper I illustrate the way the framework enhanced the analysis and discussion of the Year 5 case study. The potential of the framework to drive future research and teacher professional learning is discussed.
- Published
- 2019
28. Statutory Curtailment of School Autonomy: Recent Movements on the Centralization-Decentralization Continuum in South African Education
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Bulgarian Comparative Education Society (BCES) and du Plessis, André
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The South African education system has been perceived as a decentralised and democratized education system and the National Development Plan proposes that greater management autonomy should be granted to public school principals by recommending that principals should gradually be given more powers as the quality of their leadership improves. This paper however, argues that contrary to the objectives of the National Development Plan, recent and current amendments to legislation is indicative that the government is moving in the opposite direction and that school governance and management autonomy is being curtailed. This is evident through an analysis of the effect of relevant sections of the Education Laws Amendment Act 31 of 2007 and the draft Basic Education Laws Amendment Bill (2017).
- Published
- 2020
29. A Model of Future Mathematics Teachers' Preparedness to Organize Mobile Learning for Schoolchildren
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Sharafeeva, Landysh
- Abstract
Born in the digital world, children cannot imagine life without mobile devices and technologies, which contributes to the transformation of the education system. Mobile devices allow getting information on the Internet anywhere and at any time, the methodology of teaching subjects changes accordingly, the educational process becomes interactive. Mobile technologies and devices have an effective didactic and methodological potential, which requires targeted training of future teachers for their use in teaching activities. The purpose of the paper is to theoretically substantiate and develop a model for forming the readiness of a future mathematics teacher to organise mobile learning for schoolchildren. To create a model of future teachers' readiness for mobile education of schoolchildren, system-activity, personality-oriented and analytical approaches were applied. Analysis and generalisation of the research results of domestic and foreign scientists on this problem are the main research methods, as well as conceptual and terminological analysis and pedagogical modelling. The paper substantiates the relevance and necessity of purposeful preparation of future mathematics teachers to organise mobile education of schoolchildren. The concept of mobile learning of schoolchildren is clarified, its main features are determined. The readiness of future mathematics teachers to organise mobile learning of schoolchildren is considered as a set of motivational, personal, theoretical, activity and reflexive components, which allowed us to systematise and model the process of training teachers for this activity. The model presented by the author, the main components of which are conceptual, content, activity and reflexive blocks, reflects the peculiarities of a future mathematics teacher's readiness for mobile learning of schoolchildren. The developed model will allow us to reach a higher level of training of mathematics teachers, providing personal and professional development of students.
- Published
- 2022
30. Differentiated Visions: How Ontario Universities See and Represent Their Futures
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Buzzelli, Michael and Songsore, Emmanuel
- Abstract
This paper is concerned with long term strategic planning in higher education and focuses on Ontario's strategic mandate agreement (SMA) sector planning framework. In 2012, the province initiated its new SMA planning process by requiring all higher education institutions to propose their own strategies for their academic visions, missions, and objectives. The proposals submitted by Ontario's universities furnish the empirical content of this paper: a historically unique, comprehensive and comparable set of documents capturing institutions' self-understanding and plans for their respective futures. Using concepts from organizational theory, content analysis of universities' SMA proposals reveals divergent strategies, both in terms of institutional administrative responsiveness to the SMA process as well as the academic (i.e., education and scholarship) content of the submissions. In addition, two further sub-themes are analysed: proposals for experiential learning and so-called town-gown connections. Both themes also reveal very different visions amongst institutions. In general, the proposals appear to be independent of institution type and community size/location. Setting the stage for future research, the paper concludes with policy discussion of: (1) the possibilities for institutional diversity in the context of policy discourses on institutional differentiation; and (2) implications for system planning given the structure and process of Ontario's ongoing SMA framework.
- Published
- 2022
31. A Framework for Content Sequencing from Junior to Senior Mathematics Curriculum
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Chinofunga, Musarurwa David, Chigeza, Philemon, and Taylor, Subhashni
- Abstract
This paper argues for effective sequencing of mathematics content to aid transition from junior (Year 7 to Year 10) to senior mathematics (Year 11 to Year 12) curriculum in Queensland, Australia and provides a tool for sequencing the mathematics content. Planning templates and samples are available to schools; however, it is imperative for teachers to understand the processes that underpin planning. This paper provides a step-by-step systematic sequencing of mathematics concepts. The premise is that depending on the level of assumed prior knowledge and skills students recall and apply, teachers can start teaching from any level. The study draws from constructivism to develop a planning tool that can be adapted to all mathematics subjects and levels, help identify conceptual relationships and skills from lower to upper levels and provide students with the opportunity to build their mathematical knowledge.
- Published
- 2022
32. Lebanon's 2011 ICT Education Reform Strategy and Action Plan: Curriculum Success or Abeyance
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Awada, Ghada and Diab, Hassan
- Abstract
The purpose of the present study was to investigate the effectiveness of Lebanon's Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers with the expertise and competencies adopted to bridge the disparity between the 1997 curriculum guidelines, general and instructional objectives on the one hand and the curriculum implementation, textbooks, and pedagogical practices on the other hand. The general objectives, introductions, instructional objectives, and activities for grades 3, 6, and 9 of the Lebanese English language curriculum were analyzed using the qualitative design implemented to serve the purposes of the study and to build on the approaches that inform about the theoretical/conceptual and empirical literature on education in Lebanon. The findings of the study indicated that the synthesis of the extant literature underscored the positive effect of the ICT tools in general and that of the WebQuest, Wiki, Google Drive, and Window Live Movie Maker models in particular on improving the pedagogical practices of the teachers and on enhancing the learners' skills as well as increasing the motivation of the learners.
- Published
- 2016
- Full Text
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33. Assessment and Curricular Policies of Higher Education in Brazil: Enhancing Both Performance and Cultural Diversity?
- Author
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Ivenicki, Ana
- Abstract
The present paper posits that in culturally diverse societies such as Brazil the value of cultural diversity within higher education institutions, faculties, and students has begun to gain momentum as a relevant dimension in the assessment of quality, performance, and productivity. In order to develop this argument, it first reviews the supporting literature, offering an overview of the institutional structures of higher education in Brazil and its quality assessment practices. It then analyses how multicultural aims may or may not have been articulated in the assessment of performance and productivity in Brazilian higher education policies, as gleaned from the National Plan for Education (Presidency of Republic, 2014), and recent debates around curriculum reform. It discusses the extent to which higher education policies in Brazil have tried to tackle the twin objectives of enhancing performance while also valuing cultural diversity and inclusion in their quality control strategies. The study may have global implications; as international mobility increases societies around the globe should be prepared to value both performance and diversity in their assessment exercises and curricular policies. [This paper was presented at the 14th Higher Education Reform Workshop 26-28 September 2017, Hiroshima University, Japan.]
- Published
- 2019
34. Pilot Research of Teacher Placement: Are Industry and STEM Classroom Different Learning Environments?
- Author
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Argyri, Panagiota and Smyrnaiou, Zacharoula
- Abstract
The rapidly changing modern world is creating new demands in the workplace. This connected with challenges in educating young people. Teachers are called to provide high quality teaching and learning methodologies so that young people can develop knowledge, skills and attitudes to be able to transfer safely into the world of work. This article describes the objectives and the results of the pilot participatory research with my placement in the food industry as a unique professional development opportunity that links the classroom to the workplace. Through the data collected and analyzed from active participation in tasks, services or activities in the workplace and interviews with different sections of the food industry, this article analyzes the similarities and differences in industry with classroom instruction. The main result of this paper is that such teacher placements increase the teacher's ability to link theory and practice with the proper planning of learning and teaching activities, understanding of workplace practices (e.g. problem solving methods, practical applications of theory) the importance of student learning. This completely and comprehensive view of occupational tasks needed in industry, provide as proposals innovative teaching methodologies and evaluation form based on the activities and tasks performed into industry in relation with required skills. [For the complete proceedings, see ED625798.]
- Published
- 2019
35. Towards a Framework to Improve the Quality of Teaching and Learning: Consciousness and Validation in Computer Engineering Science, UCT
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Lévano, Marcos and Albornoz, Andrea
- Abstract
This paper aims to propose a framework to improve the quality in teaching and learning in order to develop good practices to train professionals in the career of computer engineering science. To demonstrate the progress and achievements, our work is based on two principles for the formation of professionals, one based on the model of learning skills and the second on the model of convergence in information technology and communication (ICT) (Bradley, 2005). In this paper, the results are the validation of the graduation profile as part of the process of self-assessment and the internal strategies of the learning community that allowed to achieve the career validation for five years (2015-2020). [For full proceedings, see ED571459.]
- Published
- 2016
36. It Is Time for DiSCo--A Theoretical Model for Didactic Spatial Competence
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Leijon, Marie, Malvebo, Elisabet, and Tieva, Åse
- Abstract
In this position paper we present a theoretical model on how to support teachers to develop a "didactic spatial competence" (DiSCo). We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and learning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space. In the paper we argue that a Didactic Spatial Competence (DiSCo) can be used to frame the complex relationship between learning spaces and teaching. DiSCo concerns to plan for teaching and learning in a variety of learning spaces that support the pedagogical ideas; but it also entails implementing, that is to critically reflect over and use affordances and meaning potential in various learning spaces, to have agency and competence to act and react during teaching and learning in various learning spaces and maybe first and foremost; to use the space in a meaning-making process together with students -- that is to create a place for learning. Furthermore, it includes a reflective and evaluative part.
- Published
- 2021
37. Measuring Quality in Indian VET Institutions: Development Steps towards a Framework Adapted to the National Context
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Ramasamy, Muthuveeran, Regel, Julia, Sharma, Harshil, Rajagopalan, Anjana, and Pilz, Matthias
- Abstract
Purpose: The quality of vocational education and training (VET) processes plays an important role in international education policies and research. In India, issues of quality came into focus in recent years due to an increased demand for skilled workers, and continuing challenges in the area of quality of VET. Existing quality assurance mechanisms of VET in India are characterised by a lack of comprehensiveness and uniform standards. This paper addresses the contextualised development of an Indian-specific approach for quality measurement. It centres on following research question: Which quality areas, criteria and related indicators are of relevance for measuring quality comprehensively? Approach: Design-based research substantiates the research objective, which is to develop a model that is theoretically and technically sound, as well as adapted to the national context. The question of how to create "cultural-fit" was essential for the research process illustrated in this paper. Starting point for the development of the approach was to build a structured review, and following analysis, with reference to existing models and approaches to quality management. The initial search examined national and international academic sources for quality management in business and education, as well as governmental sources for quality management strategies in VET. A significant number of models were selected, based on inclusion criteria, and these models were aggregated to provide a source for a first own conception of an approach. Results: Quality dimensions and criteria were collected and identified with reference to distribution across models. In total, seven major quality areas are identified, namely Institutional Sphere and Context; Personnel; Educational Planning, Provision and Assessment; Learning and Teaching; Leadership and School Management; Industry Linkage and Learner Achievements. In addition, 40 quality criteria are determined under these major quality fields, and relevant quantitative and qualitative sub-indicators for measurement are derived. Conclusion: The actual results will be a basis for the following pilot-based implementation in India. The model can provide meaningful feedback and data-based recommendations for continuous improvement of the Indian VET system and may furthermore provide for a reflected and contextually adapted implementation in other countries.
- Published
- 2021
38. Higher Education in China, a Paradigm Shift from Conventional to Online Teaching
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He, Wang and Wei, Gao
- Abstract
The entire education system, from elementary school to higher education, distorted during the lockdown period. The latest 2019 coronavirus disease (COVID-19) is not only recorded in China, but also globally. This research is an account of the online teaching paradigm assumed in the teaching method by most of universities in China and subsequent tests over the course. It looks forward to offering resources rich in knowledge for future academic decision-making in any adversity. The aim of this research paper is to explain the prerequisites for online education and teaching during the COVID-19 pandemic and how to effectively turn formal education into online education through the use of virtual classrooms and other main online instruments in an ever-changing educational setting by leveraging existing educational tools. The paper uses both quantitative and qualitative research approaches to analyses the views of online teachers and students on the learning regime, with specific attention to the online learning regime implementation process. In the midst of the COVID-19 outbreak, the purpose of this article is to provide an in-depth overview of online learning. These activities took place during a time of isolation, including the creation of a link between the process of change management and the online learning process in the education system to tackle current issues of academic interference and, however, the re-establishment of educational practice and debate as a normal system of procedural education.
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- 2021
39. Leading Mathematics: Doings of Primary and Secondary School Mathematics Leaders
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Mathematics Education Research Group of Australasia (MERGA), Vale, Colleen, Roche, Anne, Cheeseman, Jill, Downton, Ann, Gervasoni, Ann, Kalogeropolous, Penelope, Livy, Sharyn, and Russo, James
- Abstract
Effective middle leading of mathematics is a complex task as it requires a focus on improving learning outcomes for students. This study gathered information about the activities of middle leaders of mathematics using a survey of primary and secondary mathematics leaders. Both primary and secondary mathematics leaders more often focussed on interacting with students in the classroom and participating in team planning meetings. Secondary leaders mentored teachers more often than primary leaders. Time to conduct some of the less frequent but more effective leadership activities needs to be provided.
- Published
- 2021
40. Pilot Study on the Impact of in Situ Spaced Professional Learning on Teachers' Mathematical Knowledge of Multiplicative Thinking
- Author
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Mathematics Education Research Group of Australasia, Downton, Ann, Giumelli, Kerry, McHugh, Barbara, Roosen, Tammy, Meredith, Nadine, Caleta, Geraldine, and Stenning, Paul
- Abstract
This paper reports on a pilot study that incorporated an alternative professional learning model that was school-based and focused an identified area of need: multiplicative thinking. The shift to multiplicative thinking can be challenging for both students and teachers due to its multifaceted nature. The study involved the delivery of six modules of learning related to multiplicative structures, pedagogical approaches to learning and subsequent between session activities to staff in 14 participating primary schools. Our findings suggest such a model of professional learning that includes enactment and reflection supports change in teachers' pedagogical content knowledge.
- Published
- 2018
41. A Strategic Institutional Response to Microcredentials: Key Questions for Educational Leaders
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Brown, Mark, Mcgreal, Rory, and Peters, Mitchell
- Abstract
This article responds to the rise of the micro-credential movement. It evidences the heightened attention politicians, policy-makers and educational leaders are giving to micro-credentials by framing the discussion in several recent high-level policy developments, an exponential growth in the number of academic publications and the increasing level of interest shown by popular media. It follows that micro-credentials appear to be high on the change agenda for many higher education institutions (HEIs), especially in the post-COVID-19 environment. However, the emergence of the micro-credential raises several crucial questions for educational leaders, set against fear of missing out. Importantly, the paper identifies a significant gap in the literature regarding leadership and strategic institutional responses to micro-credentials. Indeed, there is a dearth of literature. Leadership is crucial to the success of any educational change or innovation, so five key questions are presented for institutional leaders. They challenge institutions to make strategic decisions around how they engage with and position micro-credentials. If micro-credentials are part of an HEI's change agenda, then serious consideration needs to be given to the type of leadership and internal structures required to develop and execute a successful micro-credential strategy. Consideration must also be given to fit-for-purpose business models and how to mitigate potential risks. We hope to bring these strategic questions to the table as institutions plan, envision and develop their micro-credential strategies.
- Published
- 2023
42. Preparedness of Schools to Re-Open Post-COVID-19 Induced School Closures in Ghana
- Author
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Clara Araba Mills, Might Kojo Abreh, Amina Jangu Alhassan, Gloria Nyame, Rosemary Serwah Bosu, Francis Ansah, and Wisdom Kwaku Agbevanu
- Abstract
The ravages of the COVID-19 pandemic on society affected several facets including formal education. Significantly, the indefinite closure of schools was introduced to control the spread and related fatality of the pandemic making the decision to reopen schools for all learners in January 2021 after several months of closure a preparedness concern. Using a national school-based survey informed by Event Systems and Chaos theories, the paper explores the preparedness of schools to re-open post-COVID-19 school closure. From the findings, it became evident that schools in Ghana were generally prepared to re-open per schedule. However, there existed unique disparities in some school system sub-levels informed by the location of the school. Consequently, we recommend: (1) the need to take advantage of the confidence the school system had regarding reopening for undertaking build-back efforts in future pandemics, and (2) policy and research response, especially for the vulnerable in resilience building post-emergency recovery in schools.
- Published
- 2023
43. Education at the Crossroads: Inclusive Education for the Global Refugee Crisis
- Author
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Moradi Sheykhjan, Tohid
- Abstract
The global refugee population continues to climb and the number of refugees across the globe is at an alarming high and is expected to continue to rise for the foreseeable future. Access to education is a basic human right and is linked to poverty reduction, holding promises of stability, economic growth, and better lives for children, families, and communities. Refugee children and adolescents remain amongst the most marginalized groups in education. Refugee children and youth have frequently missed substantial amounts of schooling due to the effects of conflict. The lack of high quality and protective education for refugees stands in the way of meeting education for all goals, of achieving durable solutions, and of sustainable development and reconstruction of home and host countries. Inclusive education is a process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve education for all. However, Collecting regular, reliable and disaggregated education statistics on refugees are notoriously complex meaning that education indicators for this sub-group can be difficult to estimate. Education indicators for refugees may not be included in either the statistics of the refugee's country or the country hosting the refugees itself. The World is witnessing the largest refugee crises in decades. Crisis and conflict are among the biggest obstacles to ensuring inclusive and equitable quality education for all. However, education is a human right with important implications for health, livelihood, and peace building in contexts of conflict and crisis. We need to make changes to the way we respond to the changing landscape of the displaced, particularly refugees. Education is one of the most prominent needs of displaced refugees. Therefore, it is necessary to explore the global refugee crisis creating hurdles in the field of education for achieving success in inclusive education all around the globe. The objective of this paper is to point out the obstacles and elaborate challenges in education with special reference to inclusive education for the global refugee crisis.
- Published
- 2017
44. A Blueprint for Back to School
- Author
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American Enterprise Institute (AEI), Bailey, John P., and Hess, Frederick M.
- Abstract
Schools connect students with peers and mentors, channel youthful energy into productive pursuits, teach essential academic skills and knowledge, and give overwhelmed parents room to breathe and work. Adapting to the challenges of COVID-19 gives America's schools the opportunity to provide what is uniquely possible in the schoolhouse while seeking new ways to fully use technology and community partnerships. As communities and public officials start to think about the problems ahead, states, districts, and schools should consider at least six different buckets of work: (1) school operations; (2) whole child supports; (3) school personnel, (4) academics; (5) distance learning; and (6) other general considerations. Together with a task force of accomplished educational leaders--including former state chiefs, superintendents, federal education officials, and charter network leaders--this report sketches a framework that can help state policymakers, education and community leaders, and federal officials plan appropriately for reopening. [Written with Chris Cerf, Carrie Conaway, Sharif El-Mekki, Dale Erquiaga, Kaya Henderson, Duncan Klussmann, Wayne Lewis, Phyllis Lockett, Candice McQueen, Karega Rausch, Nina Rees, Gerard Robinson, Andrew Rotherham, Ian Rowe, Irvin Scott, Hanna Skandera, David Steiner, Joanne Weiss, and John White. For a shortened version of the report "A Blueprint for Back to School. Education Studies," see ED606267.]
- Published
- 2020
45. Making Sense of Multiple Options for the Design of a Classroom
- Author
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Duncanson, Edward and Curry, Michael
- Abstract
The changing nature of education has forced educators to rethink the role of classrooms in student learning. Prior research has shown that the environmental and structural design of education centers impact student learning. With a dozen variables to deal with, classroom designers are faced with the daunting task of selecting one plan from the thousands that are possible. This paper demonstrates how tradespace exploration (TSE), an analytical methodology used by NASA and the DoD to design spacecraft and other complex systems, can be applied to the design of classrooms. To demonstrate the TSE methodology, a predictive model was built based on historical data collected by prior researchers on third and fifth grader test performance and data along 86 descriptive variables that they used to characterize the school and classrooms. An analysis of main effects using a multi-way ANOVA allowed the larger data set to be reduced to 8 composite independent variables that are predictive of student tests scores. This model was then used to generate thousands of possible school and classroom design permutations and predict the resulting student test scores. This allowed the authors to identify the Pareto frontier of designs that yield the greatest benefits for a given investment. The case study described in this paper demonstrates how this approach could be applied to enable decision-makers to identify a more effective allocation of resources or determine when changes in total investment are likely to have a significant impact on desired performance.
- Published
- 2020
46. The Concepts 'Benchmarks and Benchmarking' Used in Education Planning: Teacher Education as Example
- Author
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Steyn, H. J.
- Abstract
Planning in education is a structured activity that includes several phases and steps that take into account several kinds of information (Steyn, Steyn, De Waal & Wolhuter, 2002: 146). One of the sets of information that are usually considered is the (so-called) "benchmarks" and "benchmarking" regarding the focus of a particular planning project. The concepts "benchmarks and benchmarking" is the result of a particular methodology following the sequence of identifying positive and negative lessons to be learned from different education systems, after which best practices in and for particular situations are defined that can be formulated as benchmarks and benchmarking guidelines, which informs theory that can be applied in a particular setting. Therefore, the aim of this paper is to shortly explain the nature of planning in education, the methodology to determine benchmarks regarding a particular topic, the position of teacher education in the education system as well as the different important determinants of teacher education. The paper concludes with some examples of international perspectives regarding benchmarking for quality in teacher education. [For the complete Volume 13, Number 1 proceedings, see ED568595.]
- Published
- 2015
47. Inclusive Education and the 'Balkanization' Professionalization of the Specialized Field of Studies in Special Education Postgraduate Programs: The Case of Sweden
- Author
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Berhanu, Girma
- Abstract
This short paper has two pronged purposes. The first is to reflect on policies and practices of inclusive education in Sweden and the second is to problematize the implications of the continuous proliferation of the specialized field of studies in Special Education postgraduate programs in Sweden. The current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena. Policy and practice decisions involve dilemmas. Sweden may be characterized by an embodiment of a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, the country has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion (Berhanu, 2011, 2016). The second concern of this paper is: Does the current specialization or diversified form of studies within Special Education postgraduate programs (Teacher Training Programs) support the inclusive agenda, or does it hamper the vision? In addition, recent developments to create new categories or subcategories of special education have the potential not only to tie up administrative and diagnostic resources but also to create an increasingly less manageable array of separate special education programs. This Balkanization process with regard to a number of select disorders has advantages and disadvantages. My concern is that the very existence of "highly specialized knowledge domains" may result in a new form of exclusion and segregation. This is a scenario that one can imagine or expect with the proliferation or balkanization of specialized studies in numerous strands unless we plan carefully as to how to utilize these skills and expertise within inclusive settings.
- Published
- 2019
48. Knowledge and Certificate Based System: A Critical Analysis of Nigeria's Educational System
- Author
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B.O., Ajibade
- Abstract
One of the factors that should have made Nigeria achieve better ratings in the Economic Index, Growth Index et cetera is the number of its educated population which is not comparable with any other African nation. However, little or nothing tangible has been achieved so far by the acclaimed largest black population in term of education. This signaled the need to look into the ailing educational system thus the analysis of the knowledge based and certificate based educational system. This paper attempts to analyse the nation's educational system and how it has affected the functionality of education in the country. The paper is purely a conceptual paper which review some literatures to draw some conclusion on the role the certificate based system has wreck havoc to the educational system. The paper further gave a model which analyse the current educational situation and another model which will serve as solution to the situation on ground. Recommendations on the ways forward for Nigeria on its educational system were made in the paper.
- Published
- 2019
49. Teachers in Forced Displacement Contexts: Persistent Challenges and Promising Practices in Teacher Supply, Quality, and Well-Being
- Author
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Mendenhall, Mary, Gomez, Sonia, Varni, Emily, and Guven, Ozen
- Abstract
In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement. Mendenhall, Gomez, and Varni recently authored "Teaching Amidst Conflict and Displacement: Persistent Challenges and Promising Practices for Refugee, Internally Displaced, and National Teachers," a background paper for the 2019 Global Education Monitoring Report on the challenges and opportunities available to teachers working in forced displacement settings. Drawing from their paper, which includes case studies from countries as diverse as Germany, Kenya, Chad, and Iraq, the authors discuss such topics as education planning, teacher professional development, teacher well-being and motivation, and teacher agency. Throughout the discussion, they highlight practices and policies that could be leveraged to strengthen support for teachers working in displacement contexts. Mendenhall, Gomez, and Varni are scholar-practitioners whose work focuses on the challenges faced by teachers in crisis contexts, and on the policies and practices that provide these teachers with comprehensive support. Guven's work examines teaching practices among Syrian refugees in Turkey.
- Published
- 2019
- Full Text
- View/download PDF
50. Flexibility and Agility in Pedagogical Contingency Planning Design in Open, Distance and e-Learning
- Author
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Nyoni, Jabulani
- Abstract
Pedagogical contingency policy planning in open distance and e-learning plays a critical role in achieving the United Nations 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals, with the aim to stem poverty, protect the planet, foster gender equality, defend and promote cultures and cultural understanding, and ensure prosperity for all. The purpose of this conceptual paper is to describe criticalities of flexibility and agility in pedagogical contingency policy planning designs in open, distance and e-learning in developing states like South Africa. Furthermore, it examines epistemologies of diverse students' pedagogic inclusion in line with social justice and equal rights during strategic planning and management. The legal rational paradigm is underpinned by a qualitative narrative research design to analyse available theories and epistemologies of flexibility and agility in pedagogical contingency policy planning theories in open distance and e-learning. Using the theory of justice by Rawls, the paper recommends that flexibility and agility in pedagogical contingency policy planning in open, distance and e-learning ecosystems must ensure that students from diverse backgrounds are catered for in line with social justice and equal rights values and principles. This is critical for a country like South Africa to achieve the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals.
- Published
- 2022
- Full Text
- View/download PDF
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