9,825 results on '"COMPARATIVE education"'
Search Results
2. IEA Six-Subject Survey Instruments: Student Questionnaires.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
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In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are two student questionnaires for populations I, II, IV surveying general information; and two attitude and descriptive scales for populations I, II, IV surveying what students think about themselves and the schools they attend. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
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- 2024
3. IEA Six-Subject Survey Instruments: Civic Education Student Questionnaires.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
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In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are an affective questionnaire, a background questionnaire, and a questionnaire designed to determine the students' conception of how society works for students of Civics at populations I, II, IV. Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. (RC)
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- 2024
4. IEA Six-Subject Survey Instruments: Reading Comprehension Tests.
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International Association for the Evaluation of Educational Achievement, Stockholm (Sweden).
- Abstract
In 1965 the International Association for the Evaluation of Educational Achievement (IEA) inaugurated a cross-national survey of achievement in six subjects: Science, Reading Comprehension, Literature, English as a Foreign Language, French as a Foreign Language, and Civic Education. The overall aim of the project was to use international tests in order to relate student achievement and attitudes to instructional, social, and economic factors, and from the results to establish generalizations of value to policy makers worldwide. Contained here are six tests measuring Reading Comprehension (populations I, II, IV); and one test measuring reading speed (populations I, II). Population I consists of students aged 10 to 11 years; population II, 14 to 15 years; and population IV, students enrolled in the final year of pre-university training. Some answer keys and statistical data can be found in ED 084 503. (RC)
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- 2024
5. Different Languages, Different Mathematics Learning
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Margarida César and Ricardo Machado
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Culture shapes pupils' mathematical learning, their performances and life trajectories of participation (César, 2013a, 2013b). It also contributes to the senses they attribute to mathematical learning (Bakhtin, 1929/1981). Using collaborative work and interempowerment mechanisms facilitates knowledge appropriation (César, 2009). This is particularly important for pupils participating in minority cultures, socially undervalued and whose L1 is not the instruction language. Bi-univocal culture mediation (César, 2017b) is important regarding empowerment. We used an instrument to evaluate pupils' abilities and competencies (IACC), conceived by the "Interaction and Knowlwdge" (IK) team (Machado, 2014), and other mathematical tasks. The goal we address is to trace the differences between their approaches to problems, mathematical reasoning and solving strategies used by pupils whose L1 is ideographic (Creole, Cape Verde) or phonetic (Portuguese). We developed an intrinsic case study (Stake, 1995). The main participants are the pupils from almost 600 classes (all over Portugal and Cape Verde) who participated in the IK. The analysis of some examples illustrates that L1 shapes pupils' approaches to problems, mathematical reasoning and solving strategies. This evidence plays an important role in their access to school achievement and in teachers' understanding about how they can promote pupils' mathematical learning.
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- 2024
6. Comparative Analysis of US and European Preschool Social and Emotional Learning Programs
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Zsófia Winkler, Borbála Bacsa-Károlyi, and Anikó Zsolnai
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Social-emotional skills are crucial for preschool children's mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the "EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.
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- 2024
7. The Multilayered Nature of 'Democratic Aspects' Leading to Equity: Considerations from Collaborative Activities between Schools and Communities in Japan and the United States
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Ayaka Nakano
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This paper examines how public education can ensure equity and diversity by clarifying the "democratic aspects" that can be captured through school-community collaborative activities in Japan and the U.S. As a result of comparison and analysis, it is indicated that in both Japan and the U.S., these activities are conducted in the context of streamlining educational administration. In addition, the participation in school management of diverse people such as local residents, parents, and children is promoted in order to grasp their needs and achieve deliberation on an equal footing. In contrast to Japan, however, these activities in the U.S. put importance on providing health and educational services to disadvantaged families and children. Furthermore, they aim to change not only schools but also communities. Therefore, this paper suggests that "democratic aspects" encompassed by collaborative activities have multiple layers: (1) "compensatory-type" (status-quo satisfaction -oriented democratic aspects), (2) "participatory-type" (deliberation-oriented democratic aspects), and (3) "transformative-type" (status-quo change-oriented democratic aspects). In order to guarantee equity of education that ensures fairness and inclusion to all children, this paper clarifies the importance of having both activities that distribute educational and welfare services on a curve to disadvantaged children and families (compensatory-type) and activities that involve children themselves in the practice, leading to the transformation and creation of the world (participatory and transformative type). The types of activities described above do not necessarily set the transformative-type as the ultimate goal. The three types interact together and pave the way toward a democratic and equitable education that is open to all and respects the voices of minorities.
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- 2024
8. An Evaluation of the Spatial Repercussions of Student Mobility Policy in European Higher Education Area Using Network Analysis
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Savas Zafer Sahin, Betül Bulut Sahin, and Emrah Söylemez
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The mobility of international students is a crucial tool for the European Union's goal of creating a unified European Higher Education Area. Despite the initial assumption that all European universities and students can benefit equally from cross-university study experiences, certain European regions have become disproportionately favored over time. This has resulted in specific geographical patterns, challenging the principles of equality and openness in the EU's higher education policy. To better understand these spatial effects and enhance the EU's mobility policy effectiveness, this research analyzes the network properties of Erasmus+, comparing it with traditional degree-seeking activities. Utilizing a modularity measure with data from the EU and UNESCO, the study reveals significant sub-regional variations in the Erasmus+ geographical network, posing challenges for policy implementation and limiting mobility alternatives.
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- 2024
9. The Influence of Learning Outcomes on Pedagogical Theory and Tools. Research Paper
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Cedefop - European Centre for the Development of Vocational Training
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This publication was prepared as part of the Cedefop project The shift to learning outcomes: rhetoric or reality. The purpose of this research is to analyse the conceptual, structural and political factors influencing the transformation of intended learning outcomes into achieved learning outcomes. It is considered as a first step in a long-term research strategy aiming to understand better the conditions for high quality vocational education, training and learning. The research focuses on initial vocational education and training, in schools and apprenticeships, in the 27 Member States of the EU as well as Iceland and Norway. The research is divided into five separate but interlinked themes: (1) Addressing the influence of learning outcomes on pedagogical theory and tools; (2) Focusing on the influence of learning outcomes-based curricula on teaching practices (in school-based programmes); (3) Examining the influence of learning outcomes-based curricula in company training (part of apprenticeship programmes that takes place in companies); (4) Mapping and analysing the influence of learning outcomes on assessment; and (5) Developing suggestions for the way forward supporting stakeholders and policy-makers in addressing future challenges and opportunities in this area. This report examines how the learning outcomes approach is embedded in and promoted by theories of teaching and learning (epistemology, didactics, pedagogy). It aims to analyse selected theories and the way these are presented to teacher training institutions in selected regions/countries. This allows for a better understanding of the explicit and implicit assumptions made regarding the role and relevance of learning outcomes. Results of the research illustrate differences across countries in whether and how the learning outcomes approach is embedded in theories underpinning VET teacher training programmes.
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- 2024
10. Academic Benchmarking and the Provision of Quality Secondary Education in Tanzania
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Haruni Machumu and Apolonia Agaptus
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The academic benchmarking process is broadly employed by private secondary education providers and educational stakeholders in Tanzania to examine the benefits and drawbacks of service delivery. The study explored the use of academic benchmarking in providing quality education in Tanzanian secondary schools. Employing a cross-sectional research design, data were collected from 188 participants and subsequently analysed both descriptively and thematically. The study found that the academic benchmarking process plays a significant role in ensuring the provision of quality education through internal assessment, comparisons, and the adoption of best practices from benchmarked schools. Further, the findings reveal that six types of academic benchmarking are utilized in Tanzanian secondary schools. According to the study, proper academic benchmarking in secondary schools will improve educational results among secondary school graduates. Furthermore, academic benchmarking in secondary schools affects school rankings, which reflect a school's potential to do well at the end of national examinations. The study concludes that academic benchmarking enhances the provision of quality education by influencing future performance and commitments to work on secondary schools' goals, vision, and mission. Moreover, the study provides both theoretical and practical insight to the understanding of the necessity of academic benchmarking in secondary schools.
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- 2024
11. Thought of War and Literacy of Peace: A Comparison between US and Turkey
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Ali Altikulaç
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The main purpose of this research is to comparatively examine the views of social studies teacher candidates in Turkey and the USA towards war and peace, and to reveal the similarities and differences. In parallel with the increasing violence and wars in the world, literacy of peace has become a concept that attracts more and more attention. Each country includes war and peace issues in its curriculum in different ways. Literacy of peace has become one of the basic elements of citizenship education in democratic societies. Social studies is one of the most powerful components of citizenship education. In the social studies course, while trying to raise patriotic individuals by teaching about the wars of the past, they are also trying to raise democratic citizens who have gained peace awareness. The research is a descriptive study in which quantitative and qualitative research methods are used together. As a quantitative data collection tool, The Attitude Inventory Regarding Peace and War developed by Bizumic et al., was used. Moral dilemma stories were used as a qualitative data collection tool. Qualitative and quantitative analysis techniques were applied together to transform the obtained data sets into findings. Working group of the research is 60 teacher candidates in total, 30+30 each studying at state universities in Türkiye and the USA. Descriptive analysis method was used to analyze the data. A comparative analysis of participants' perspectives on war and peace can give us an idea about how war and peace can be included in the teaching process. According to the results of the research, it was seen that the attitudes towards peace of the participants from both countries were high and when compared, the attitudes of the participants from the USA towards peace were higher than the participants from Turkey. The findings of the qualitative analysis also support this conclusion.
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- 2024
12. Antecedents of Student Teachers' Time-on-Task in Campus Activities in Denmark and Norway
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Eyvind Elstad, Knut-Andreas Abben Christophersen, and Are Turmo
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Increased time-on-task is one of the overall goals for teacher education in both Denmark and Norway. However, student teachers' time-on-task in those programs are uncertain and highly debated indicators of research input. Researchers adopt this indicator with the expectation that student teachers must invest time and effort in their courses that are approximately equivalent to that expended during a standard workweek. The purpose of this article is to analyse the differences between Danish and Norwegian teacher education for elementary schools based on a uniform survey conducted in each country; more specifically, the survey queried student teachers' time-on-task in faculty- and student faculty-led campus activities. In this empirical study, we use survey data to examine factors that influence the duration of student teachers' time-on-task in Norway (n = 274) and Denmark (n = 1224). To meet the study's objectives, we conducted an ordinary least squares regression analysis and found that student teachers' self-discipline and perceived study demands are the most important exogenous factors in the duration of their time-on-task. The analyses led us to explore their implications for the structure of teacher education programs, particularly in terms of curriculum design and the articulation of academic expectations.
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- 2024
13. Returning through Front or Back Door: Legibility Sorter for Overseas Ph.D. Holders in Kazakhstan
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Aliya Kuzhabekova
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The article reports the results of an interview-based study exploring how internationally educated Ph.D. degree holders re-integrate into research environment in Kazakhstan and how the process of reintegration varies depending on the country of study. We found that returnees from non-Western countries experience greater challenges than returnees from the Western contexts. Applying the concept of "legibility" we reveal that the variation in the experiences is the result of operation of a legibility sorting mechanism used by the state in valuation of the quality of doctoral education of two formerly colonial academic systems -- the post-Soviet and the Western one, which compete as they exert neo-colonial claims on the academic system in Kazakhstan. The state uses foreign degree recognition mechanism as a heterogeneity producing system signaling the stakeholders the desired perception of the value of the different degrees. The differentiation in the experiences results from the sorting.
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- 2024
14. Effective Ways of Modernization and Internationalization of Education in Kazakhstan
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Aigerim Kosherbayeva, Ardak Alipbek, Rinad Kosherbayev, Aknyr Baimahova, and Albina Niyazova
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This paper examines the problem of modernization of the national education model, based on the program documents "Mangilik El" and "Rukhani Zhangyru," the project "New humanitarian knowledge: 100 new textbooks in the Kazakh language," "Daryn" programs, etc., aimed at the spiritual development of the nation. One of the ways to internationalize education in Kazakhstan is the participation in "QS World University Rankings," which highlights the top five universities: Asfandiyarov Kazakh National Medical University, Satbayev University, Al-Farabi Kazakh National University, Gumilev Eurasian National University, and Nazarbayev University. In addition to the five universities described, nine more, highlighted in the QS subject rankings, deserve attention. Among these universities is Abai Kazakh National Pedagogical University, which implements educational programs in teaching professions developed jointly with foreign partners. The review also covers the following path of modernization of education in Kazakhstan, which takes place in preschool and school education. Since 2009, Kazakhstan has been actively participating in international PISA studies, the results of which have contributed to the implementation of important educational initiatives implemented in the country. The study of such experience contributed to the design of a scientific study on the topic "Theory and technology of a comprehensive psychological and pedagogical assessment of the developing potential of the school s educational environment using the international SAKERS (modified version)." The quality of school life and educational outcomes of students directly depend on the comfort of the school educational environment, in addition, the problem is aggravated by the risks and threats of globalization and changes in the modern world. The international SACERS (School-Age Care Environment Rating Scale) tool allows for the assessment and measurement of the educational environment according to 7 criteria: the internal space and furniture of the school; health and safety; active activity and pastime; interaction; educational process; staff development; special needs for students with disabilities. At this stage, according to the project on measuring the educational environment using international scales, SAKERS (this term is used in Kazakhstan for SACERS) is conducted in 7 Kazakhstani schools, different in structure and location. The paper ends with strategies for solving problems regarding the orientation of the educational system of Kazakhstan to international cooperation. [For the complete Volume 22 proceedings, see ED656158.]
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- 2024
15. Education in Developing, Emerging, and Developed Countries: Different Worlds, Common Challenges. BCES Conference Books, Volume 22
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Bulgarian Comparative Education Society (BCES), Nikolay Popov, Charl Wolhuter, Zacharias L. de Beer, Gillian Hilton, James Ogunleye, and Elizabeth Achinewhu-Nworgu
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This volume contains selected papers submitted to the 22nd Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, in June 2024. The Conference theme was "Education in Developing, Emerging, and Developed Countries: Different Worlds, Common Challenges." The theme focuses how scholars of Comparative and International Education embraced the developed-developing countries dichotomy since the middle of the twentieth century. It is argued that this conceptualisation of the world has become increasingly anachronistic and also problematic for a number of reasons. Other taxons that have been suggested among scholars in the field include emerging countries, BRICS, and the Global South. The book includes 25 papers and starts with an introductory piece authored by Charl Wolhuter. The other 24 papers are divided into 5 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; and (5) Law and Education. [Individual papers are indexed in ERIC.]
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- 2024
16. A Comparison of Angle Problems in Indonesian and Singaporean Elementary School Mathematics Textbooks
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Yoppy Wahyu Purnomo, Antika Asri Julaikah, Galuh Candra Aprilia Hapsari, Rina Cahyani Oktavia, and Rizki Muhammad Ikhsan
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Textbooks are one of the main resources for teaching and learning mathematics. This study examines the presentation of angle topics in 4th-grade mathematics textbooks in Indonesia and Singapore. The analysis focused on the general characteristics of the textbook and the nature of the mathematical tasks presented. The results showed that Indonesian mathematics textbooks are more likely to provide a more ample opportunity to learn than Singaporean textbooks based on the number and description of task activities. However, the distribution of items in each task activity in Singapore mathematics textbooks is more proportionate than in Indonesian mathematics textbooks. Concerning mathematical tasks, the findings show that the form of representation in Indonesian mathematics textbooks contains a more purely mathematical form, while Singapore's mathematics textbooks are dominated by visual form. Regarding contextual features, mathematical tasks in Indonesian and Singaporean mathematics textbooks are dominated by non-application forms. Closed tasks also dominate the response type of task for both textbooks. The implications of this finding can be applied to classroom teaching activities, as highlighted in the discussion section.
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- 2024
17. The Influence of Extracurricular Activities on the Interest of Czech and Finnish Students in Biology
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Ina Rajsiglová, Viktorie Poneszová, and Milada Teplá
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Extracurricular learning plays a key role in shaping students' interest in (not only) biology. The research examined which extracurricular areas related to biology can make biology more attractive for the participating Finnish and Czech students. A 5-point Likert scale questionnaire was administered to 178 Finnish and 195 Czech 9th-grade lower-secondary school students. Cronbach's alpha, Varimax rotation and Mann-Whitney U-test were performed. Factor analysis identified 7 areas: Family trips, My career, Biology lessons, Healthy lifestyle, Institutions, Nature-related hobbies, and Information sources. For Czech, hobbies related to nature and family trips are significant contributors to fostering interest in biology, and an informal educational environment is crucial for cultivating a lasting relationship with biology. For Finns, biology classes and career orientation have a more significant influence on students, demonstrating the effectiveness of formal educational strategies in increasing students' interest in biology. Increasing interest in biology among the students observed in both sociocultural environments is significantly influenced by family involvement and the use of information sources. Further research should explore how specific ECA can support the connection between family and school environments and their impact on students' interest and engagement in biology lessons.
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- 2024
18. Impact of Specific Features of National Quality Assurance and Higher Education Systems in the Overall Quality of Higher Education--A Comparative Analysis
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Jan Vašenda and Jan Cadil
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Our study uses a qualitative comparative analysis method in order to assess the impact of national accreditation schemes and also other relevant features of the higher education systems of 20 OECD countries on quality of the higher education sector measured by world rankings of national higher education systems. The analysis shows that higher education systems with accreditation system focused mainly on inputs, lacking involvement of professionals in the accreditation process, having a single body granting accreditation for the respective type of institution or degree, not having English as an official language, and not allowing public universities to charge tuition fees do worse in the higher education system rankings.
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- 2024
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19. Teachers' Beliefs on Integrating Children's Literature in Mathematics Teaching and Learning in Indonesia
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Iwan A. J. Sianturi
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The integration of children's literature, specifically mathematical story picture books, in mathematics education has demonstrated significant benefits. Nevertheless, its actual implementation largely hinges on teachers' beliefs. This exploratory mixed-methods study examines the beliefs of 78 teachers regarding the integration of children's literature into mathematics teaching and learning, with a focus on identifying its barriers and enablers. Data were collected through an open-ended survey and semi-structured interviews and analyzed using thematic analysis framed by the concept of belief indication. The study identifies 15 barriers (across five themes) and 16 enablers (across six themes) that, teachers believe, affect their decisions to integrate children's literature into mathematics teaching and learning. This paper contextualizes the findings within the Theory of Planned Behavior (TPB), a framework from social psychology, to provide actionable recommendations and compare findings from studies conducted in Asian and Western countries. Ultimately, this research offers a broader understanding of teachers' behaviors and their receptiveness to educational reforms, such as the integration of children's literature, across diverse cultural and international settings.
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- 2024
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20. Czech and Turkish Preschool Teachers' Compassion and Psychological Well-Being
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Ramazan Sak, Martin Skutil, Ikbal Tuba Sahin-Sak, Pavel Zikl, Esref Nas, and Marie Herynková
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This quantitative survey-based study examines 366 Czech and 532 Turkish preschool teachers' compassion levels and psychological well-being. The Adult Compassion Scale and Psychological Well-being Scale were used as the data-collection tools, and Mann-Whitney U testing and Kruskal Wallis-H testing were used for data analysis. Although Turkish preschool teachers' compassion levels were found to be higher than Czech participants, the Turkish preschool teachers' psychological well-being was lower. While participants' compassion did not differ significantly across gender, parent/non-parent status, or the presence/absence of children with special needs in their classrooms, significant differences were associated with age, seniority, personal education level, marital status, age group of children taught, class size, and faith. While psychological well-being did not differ significantly across presence/absence of special-needs children, seniority, personal education level, age group of children taught, or faith, there were significant differences across gender, age, parenthood, marital status and class size. There was also a positive and moderately significant relationship between the preschool teachers' compassion and their psychological well-being.
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- 2024
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21. The Contemporary Scholar in Higher Education: Forms, Ethos and World View
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Paul Gibbs, Victoria de Rijke, Andrew Peterson, Paul Gibbs, Victoria de Rijke, and Andrew Peterson
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This book examines what a scholar looks and feels like in contemporary times. It suggests that scholars are more than people employed as academics and discusses how different world ideologies, cultures and systems view their scholars and how they might be considered in the changing and challenging nature of higher education. The book includes discussion from Islamic, Confucian, postcolonial and post-Soviet perspectives, alongside other approaches such as the scholar-artist, thinker, teacher and activist. It will appeal to students and scholars working in the philosophy of higher education, higher education practice and comparative studies.
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- 2024
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22. CLIL as a Pathway for Cross-Curricular and Translingual Classroom Practices: A Comparative Quantitative Study on Scottish and Spanish Teachers' Views
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Xabier San Isidro
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Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers' views on CLIL design, implementation and results in two different contexts, Scotland (n = 127) and Spain (n = 186). The first phase focused on the creation, pilot-testing and validation of the research tool. The second phase consisted in administering the final questionnaire and analysing the results. The primary goals were (1) to ascertain whether practitioners' perceptions on CLIL effects and classroom practices match the topics addressed by research; and (2) to analyse and compare teachers' views in the two contexts. The study offers interesting insights into the main challenges in integrating language and content. Besides providing a conceptual framework for identifiable classroom practice, findings revealed that both cohorts shared broadly similar perceptions, although the Spanish respondents showed more positive views and significantly higher support for this approach.
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- 2024
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23. University's Shared Vision for Research and Teaching: An International Comparative Study
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Hong T. M. Bui, Shandana Shoaib, Ly Thi Tran, Viet Ha Tran Vu, and Yehuda Baruch
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How do universities encourage academics to buy into a shared vision while often setting punitive targets in teaching and research? This article explores possible antecedents of a university's shared vision and its relationships with academics' research and teaching performance in the era of managerialism. This cross-country study of two large universities in the UK and Vietnam draws on data from multiple sources to uncover the key components of a university's shared vision. A survey strategy was adopted. Data were collected from different sources, using a stratified random sampling technique from academics of different schools at those universities. A total of 431 survey responses from academics at these universities were included for analysis, employing structure equation modelling. It provides fresh insights into whether having a shared vision can benefit academics' research and teaching performance. The findings of this study show that while achieving a high degree of shared vision may enhance research performance, it may do little to improve teaching performance. The study provides empirical evidence indicating that a shared vision emerges as strongly rooted within individual employees rather than managers, challenging the common belief that a shared vision emanates primarily from the top down. This article advances social exchange theory (SET) by showing the interdependence of workplace antecedents, personal attributes, interpersonal connections, and performance. It introduces a framework for the relationship between universities' shared vision with its possible antecedents and with academics' teaching performance and research performance. The article also discusses useful implications for higher education leaders, based on the findings of the study.
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- 2024
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24. PISA 2022: National Report for England. Research Report
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Department for Education (DfE) (United Kingdom), Jenni Ingram, Jamie Stiff, Stuart Cadwallader, Gabriel Lee, and Heather Kayton
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The Programme for International Student Assessment (PISA) assesses the knowledge and skills in mathematics, reading and science of 15-year-old pupils in countries around the world. PISA is run by the Organisation for Economic Co-operation and Development (OECD), and assessment is typically undertaken every 3 years, allowing us to chart how performance changes over time and across different education systems. PISA 2022, which was undertaken 4 years after the previous cycle due to the global COVID-19 pandemic, involved 81 education systems, including England. In England, 4,763 15-year-old pupils from 165 schools completed a 2-hour computer-based assessment and pupil questionnaire. Headteachers at participating schools were also asked to complete a school questionnaire. The study was carried out in November and December 2022, with most of those pupils who participated completing their GCSE exams in 2023. This report analyses their performance in the three subject domains of mathematics, reading and science, as well as their responses to the pupil questionnaire, and their headteachers' responses to the school questionnaire. When reading this report, it is important to keep in mind that England's sample of participating pupils may not be entirely representative of all 15-year-old pupils in England. This is, to some degree, always the case with international studies such as PISA, but in this case the sample for England did not meet 2 of the 82 PISA Technical Standards. Analysis of the characteristics of the pupils who participated revealed that the final sample had somewhat higher academic attainment on average than the general population and a somewhat lower proportion of pupils who had been eligible for free school meals in the past 6 years. In other words, higher performing pupils may be overrepresented in the final sample and some of the PISA results may therefore be somewhat higher than they might otherwise be. This issue was also a challenge for some of the other participating education systems including several OECD countries. Given that the sample may not be entirely representative of the population, caution is required when interpreting the analysis that is presented in this report, though this does not necessarily translate directly to a particular score being a certain number of points higher than its 'true' value, and the OECD itself makes no adjustments to the scores in any education system in which some of the PISA's Technical Standards were not met. The term 'significant' is used throughout this report to refer to statistically significant differences between scores or values. In this report, we use a '95% confidence level' to define statistical significance. A statistically significant result is one that is not likely to occur by chance, due to the sampling process, and is more likely to be attributable to a genuine difference between groups. Similarly, the term average, as in 'average score', is used to refer to the arithmetic mean for the relevant group, unless stated otherwise.
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- 2023
25. Educating African Immigrant Youth: Schooling and Civic Engagement in K-12 Schools. Language and Literacy Series
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Vaughn W. M. Watson, Michelle G. Knight-Manuel, Patriann Smith, Vaughn W. M. Watson, Michelle G. Knight-Manuel, and Patriann Smith
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This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors examine contours of the Framework for Educating African Immigrant Youth, which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating the complex past, present, and future of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African and, by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education; and after-school initiatives. Book Features: (1) A focus on honoring and affirming the range of youth and community's diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa; (2) Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada; (3) Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more; and (4) A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
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- 2024
26. Development, Education and Learning in Sri Lanka: An International Research Journey
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Angela W. Little and Angela W. Little
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Sri Lanka's early achievements in education and literacy became well known among the international development community in the middle of the last century and were often used to benchmark progress elsewhere. "Development, Education and Learning in Sri Lanka" presents an illuminating narrative of changing education fortunes and inequalities, based on half a century of research. This research journey was undertaken in collaboration with Sri Lankan researchers island-wide in myriad communities, schools, classrooms and education offices, through conversations with countless parents, teachers, students, community members, trade union officers, politicians and members of local, national and international development agencies, as well as through extensive documentary analysis. The book delineates the distinctive and changing features of the Sri Lankan education system through comparisons with systems elsewhere, through an understanding of national political, economic and social conditions, crises and upheavals, through changes in education policy and through shifting patterns of opportunity among diverse social groups. These analyses are framed by themes in the international development discourse ranging from modernisation to basic needs to globalisation and sustainable development, some of which themes have been influenced by the Sri Lankan story. The book's overriding messages are the need to understand education and development in a country's own terms, and to place learning at the heart of education policy, situating it within broader conceptions of the purpose, values and means of development.
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- 2024
27. The Elephant in the Exam Room
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David Bray
- Abstract
This short article notes the disruption to public examinations caused by the COVID-19 pandemic and resultant lockdowns. This provides a context to examine the way normreferencing controls the distribution of grades in England's test and examination system. This is viewed as 'the elephant in the exam room', something accepted, normalisedand hidden in plain sight. A proposal is made for a system of criterion referencing, where the hard work of pupils and teachers can be recognised, or where vocational examinations can be rewarded without fears over declining standards. Finland is noted as a school system which is highly regarded within international comparisons.
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- 2024
28. Vocational Education and Training Systems in Europe: A Cluster Analysis
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Manuel Salas-Velasco
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European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification of VET systems in Europe is presented in the present article on the grounds of the size of the vocational enrollment, on the one hand, and the percentage of vocational enrollment in programs in which work and school are combined, on the other hand. Twenty-two European countries with full available information are considered in the study: 18 European Union (EU) countries, three Schengen Area (non-EU) countries (Iceland, Norway, and Switzerland), and the UK (non-EU state outside Schengen). Cluster analysis is a quantitative form of classification. The country groupings emerging from the K-means analysis performed in this paper allow us to distinguish mainly between vocational-oriented countries with high vocational specificity (e.g. Germany, Switzerland, and Austria), highly vocational-oriented countries with traditionally school-based VET programs (e.g. the Czech Republic and Slovakia), and less vocationally-oriented countries (general education-oriented countries such as Estonia and Spain).
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- 2024
- Full Text
- View/download PDF
29. Critically Assessing the Reputation of Waldorf Education in Academia and the Public: Recent Developments the World Over, 1987-2004. Routledge Research in International and Comparative Education
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Ann-Kathrin Hoffmann, Marc Fabian Buck, Ann-Kathrin Hoffmann, and Marc Fabian Buck
- Abstract
The second of two volumes dedicated to this little-explored topic continues to gather international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. Both books thereby challenge the historic concept of Waldorf education as an international movement championing "progressive education." Spanning the period 1987-2004, this second volume focuses on more recent developments in Waldorf education in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as yet under researched field. This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education as well as practicing teachers and school staff at Waldorf education institutions may also benefit from the volume.
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- 2024
30. The Structures of World Society: Geography, Discourse, and Interorganizational Networks in Global Education, 1900-2018
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Mike Zapp, Marcelo Marques, and Thiago Brant
- Abstract
Research on international organizations (IOs), both intergovernmental and non governmental, has become an important strand in comparative education. At the same time, strikingly absent in this large body of research is a large-N perspective on IOs themselves, representing a level of analysis in its own right where geography, discourse, and networks are reflected in conference activities. We examine data on 37,649 international education conferences organized by 6,634 IOs and analyze patterns of geographic distribution, discursive shifts, and network dynamics as they evolve over the twentieth century until today. We find that over time conferencing has become geographically less Western, much more substantively differentiated, and far more networked. At the same time, Europe, together with Asia, remains the hotspot of conference activity and the network structure reflects a clear core-periphery pattern with the UN, and particularly UNESCO, representing the pivotal hub of the entire field.
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- 2024
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31. Routes to Reform: Education Politics in Latin America
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Ben Ross Schneider and Ben Ross Schneider
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The key to sustained and equitable development in Latin America is high quality education for all. However, coalitions favoring quality reforms in education are usually weak because parents are dispersed, business is not interested, and much of the middle class has exited public education. In "Routes to Reform," Ben Ross Schneider examines education policy throughout Latin America to show that reforms to improve learning--especially making teacher careers more meritocratic and less political--are possible. Several Andean countries and state governments in Brazil achieved notable reform since 2000, though on markedly different trajectories. Although rare, the first bottom-up route to reform was electoral. The second route was more top-down and technocratic, with little support from voters or civil society. Ultimately, by framing education policy in a much broader comparative perspective, Schneider demonstrates that contrary to much established theory, reform outcomes in Latin America depended less on institutions and broad coalitions, but rather--due to the emptiness of the education policy space--on more micro factors like civil society organizations, teacher unions, policy networks, and technocrats.
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- 2024
32. Critically Assessing the Reputation of Waldorf Education in Academia and the Public: Early Endeavours of Expansion, 1919-1955. Routledge Research in International and Comparative Education
- Author
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Ann-Kathrin Hoffmann, Marc Fabian Buck, Ann-Kathrin Hoffmann, and Marc Fabian Buck
- Abstract
The first of two volumes dedicated to this little-explored topic, this volume gathers international perspectives to critically assess how Waldorf education has been perceived and discussed in both public and academic arenas. The book thereby challenges the historical concept of Waldorf education as an international movement championing "progressive education." Spanning the period 1919-1955, this first volume looks at countries with a longstanding tradition of Waldorf schools: Germany, The Netherlands, Norway, Switzerland, Austria, and Finland. The second volume, which covers the period 1987-2004, focuses on more recent developments in Japan, Israel, Spain, Poland, Kenya, France, Slovenia, and China. Throughout both books, over 25 leading scholars present 16 case studies spanning 14 countries to discuss the history and perception of Waldorf education in the context of respective school systems and societies. By exploring the ramifications of these case studies against the background of existing research, the books offer cutting-edge perspectives and prompts for scholarly debates for this as-yet under-researched field. This book will be of interest to researchers, scholars, and postgraduate students in international and comparative education, the theory of education, and the philosophy of education. Policy makers interested in the history of education, as well as practicing teachers and school staff at Waldorf education institutions, may also benefit from the volume. [Preface written by Peter Staudenmaier.]
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- 2024
33. Differences in the Perception of the Role of Instructors among Western and Chinese Students in Online Teaching Practices
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Xiaojing Liu and Chunmiao Zhou
- Abstract
Background: The global introduction of complex measures directed at the containment of the COVID-19 spread has spurred a massive shift to distance learning among educational institutions. As far as such a learning mode is rather forced and, probably, only a few establishments faced no difficulties with it, the matter of assuring teaching activities' effectiveness in the practice of e-learning is relevant. Objectives: The main purpose of this article was to assess the efficiency of online-based tools and technologies in the context of distance education and develop a set of recommendations aimed at improving the effectiveness of online teaching. Methods: The research methodology was based on an empirical approach presupposing an exploratory questionnaire survey addressed to university students. As for the e-learning platform used, the focus was set on Microsoft Teams. Results and Conclusions: In general, the conducted investigation unveiled that the perception of the role of the instructor differs among Western and Chinese students in terms of willingness to accept psychological help and the feeling of safety during online lessons. Given this, it is reasonable to pay more attention to the psychological well-being of international students. The comprehensive analysis of survey outcomes allowed the development of a set of recommendations able to enhance the effectiveness of teaching in online settings. These encompass, for example, giving preference to small student group formations, setting greater emphasis on means increasing students' motivation to learn, involvement of instructors in the development and delivery of video lectures, the introduction of automated student assessment, use of multimedia information, and informing students about possible ways of interaction.
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- 2024
- Full Text
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34. Comparison between Universities in Indonesia and Malaysia: World-Class College Ranking Perspectives
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Suyantiningsih, Tri, Garad, Askar, Sophian, Muhamad, and Wibowo, Muhammad Agung
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This study analyzes Indonesian and Malaysian universities in order to evaluate the reality of higher education in both countries, uncover the dynamics and causes influencing higher education, and disclose the similarities and contrasts between the Indonesian and Malaysian systems. Birdy's comparative descriptive method was used. This research relies on trustworthy global rating websites, statistics from the Indonesian and Malaysian Ministries of Higher Education, high-quality publications, and authoritative news. Indonesian higher education is largely entirely supported by the government and tuition fees at private universities. Due to a lack of collaboration between universities and industry groups, Indonesian higher education lacks a connection between scientific research, technical education, and the job market. Unlike Malaysia, it stresses scientific research, community service, and labor market demands. The researchers hypothesized the following processes based on the comparator countries: Adopting a productive university focused on output application via instruction and advice. Community-government and private-sector connections using research to enhance firm products collaboration with a firm or group to provide services that benefit them in exchange for participation in higher education goals, payment of expenditures, and use of outcomes. Through cooperative education, businesses and institutions may train and prepare university students for the job market.
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- 2023
35. 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.]
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- 2023
36. The Attractiveness of European HE Systems: A Comparative Analysis of Faculty Remuneration and Career Paths. Research & Occasional Paper Series: CSHE.1.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Civera, Alice, Lehmann, Erik E., Meoli, Michele, and Paleari, Stefano
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The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.
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- 2023
37. Scientific Literacy -- What Can We Learn from High Performing Jurisdictions? Research Report
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Cambridge University Press & Assessment (United Kingdom) and Majewska, Dominika
- Abstract
This report presents a literature review that was conducted to answer the question -- what can be learned from high performing jurisdictions with respect to scientific literacy? The review intends to build a picture of the education systems, specifically science education, in the five jurisdictions which performed the best in the scientific literacy component of the latest (2018) PISA assessment. These include (in order of best performance, starting with the first: mainland China (Beijing, Shanghai, Jiangsu, Zhejiang), Macao (Special Administrative Region of China or S.A.R.), Singapore, Japan and Estonia. Information collated through the literature review was analysed and themes that emerged from the literature were picked out. The report breaks down the findings of each jurisdiction into key themes, starting with the "general education system," which is further sub-divided into important themes such as: stages of education, centralisation of education, curricular reforms. It then talks about each jurisdiction's "science-specific features," further dividing it into sub-themes such as: when students study science and the ages at which science is compulsory, the influence of research on science education, features and aims of the science curriculum. This report highlights that building a whole picture of a jurisdiction's educational performance is a complex endeavour.
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- 2023
38. Exploring Differences in Academic Priorities: A Comparison of Turkish and Singaporean Mathematics Teachers' Responses to TIMSS 2019
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Eyüp Yurt
- Abstract
This research aims to compare the responses of Turkish and Singaporean mathematics teachers to school emphasis on academic success questions. The research was conducted following the causal-comparative design. The research study group consists of Turkish and Singaporean eighth-grade mathematics teachers who participated in the 2019 TIMSS. The data collection tool used in this study consisted of survey items directed to teachers under the "School Emphasis on Academic Success" category in the 2019 TIMSS. The Cronbach's alpha coefficient was calculated as 0.89 for the Singaporean sample and 0.90 for the Turkish sample. Independent samples t-test was used to compare the averages of the scores obtained from the survey items of Turkish and Singaporean teachers. According to the results obtained, Singaporean teachers expressed more positive views about their schools regarding teachers' expectations for student achievement, parental involvement in school activities, parental support for the instructional process, students' desire for success, and students' ability to reach academic goals compared to Turkish teachers. On the other hand, Turkish teachers expressed more positive views about their schools regarding the ability of teachers to inspire students and the collaboration among teachers for planning instruction compared to Singaporean teachers. The results showed that Turkish and Singaporean education systems have different priorities and emphases. [For the full proceedings, see ED652228.]
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- 2023
39. A Comparison of Teacher Induction Systems in Türkiye, China, New Zealand, and Germany
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Baran Kaya, Tugba and Baki, Adnan
- Abstract
The purpose of this study is to compare Turkish novice teacher induction system with China, New Zealand, and Germany in terms of assignment to teaching, duration of induction, and opportunities provided in programs. Those countries selected are known to have the best practices for induction training. Despite their differing policies regarding novice teacher training, they provide novice teachers with many exemplary aspects of support. The comparison shows that collaboration activities are formalized in three countries, except Türkiye. While novice teachers in Türkiye have the same workload as experienced teachers, novices in the other three countries have a reduced workload and have more free time for education. A mentoring program is being conducted in all countries, including Türkiye. Türkiye has weekly seminars on liberal education topics, while the other three countries have mostly branch-specific seminars. The paper concludes with a discussion of the educational implications of the induction programs.
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- 2023
40. Playful Learning: Teaching the Properties of Geometric Shapes through Pop-Up Mechanisms for Kindergarten
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Mohamed, Dalia Abdelwahad and Kandeel, Mohamed Metwally
- Abstract
Teaching the properties of geometric shapes in traditional ways does not help children to understand them, nor does it enable them to visualize them. It may need methods that correspond to the characteristics and tendencies of children and more interesting methods based on fun learning. Designing 3D geometric shapes with children through pop-up mechanisms can offer a solution to their difficulties. Therefore, the current research aims to verify the current geometric thinking skills of children and the development of their geometric thinking skills in terms of distinguishing between the names of 2D and 3D geometric shapes and the properties of 3D geometric shapes after presenting a program based on the pop-up design mechanisms. The researchers developed a program to teach children to distinguish between the names and properties of 3D geometric shapes based on the design mechanisms that emerge. It has been called 3D through pop-ups in kindergarten children (3D POP-UP in KC). The research sample consisted of 12 children of (5:6) age groups. The study adopted the qualitative approach; data were collected through semi-structured interviews, observation, video recordings of children's handiwork, and photos during application. The results indicated that the participating children have a limited understanding of geometric thinking skills regarding the nomenclature and properties of 2D and 3D geometric shapes according to the results of the pre-test. It was also found that it is possible to teach them some geometric thinking skills such as distinguishing 3D and D2 geometric shapes and knowing their properties through the proposed program (3D POP-UP in KC). This result was shown in the difference between the children's scores on the pre-and post-test.
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- 2023
41. Literacy Policy in Southeast Asia: A Comparative Study between Singapore, Malaysia, and Indonesia
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Rusydiyah, Evi Fatimatur, Tamin AR, Zaini, and Rahman, Moh. Rifqi
- Abstract
This study starts with two questions: why is the literacy of 15-year-old Indonesian students low, and how does this compare with other countries? This study aimed to examine the literacy policies in Singapore, Malaysia, and Indonesia and discuss the strategic policies to improve literacy in each country. The qualitative comparative research method was employed to acquire a comprehensive understanding of the literacy policies in these three countries. According to the findings, Singapore, Malaysia, and Indonesia each have distinct literacy policy trends. The context of each country's education system and language affects the government's literacy policies: Singapore emphasises industrialisation; Malaysia refers to its multi-ethnic life; Indonesia reflects the 2013 curriculum. Meanwhile, the National Library Board (NLB; Singapore), the Malaysian National Literacy Agency (Malaysia), the Language and Book Development Agency, as well as the Archive and Library Agency (Indonesia) contribute to the implementation and commitment of these literacy policies. As part of their programme implementation, each institution has a literacy activity.
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- 2023
42. Comparison of Economic Geography Contents in Turkey and Turkmenistan Geography Curriculum: Grades 10th, 11th and 12th
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Sahin, Vedat
- Abstract
Education curricula are programs that include topics for students' academic achievement and individual development. Geography curricula cover many subjects such as physical, human, economic and environmental issues. In this study, the economic geography contents of Turkey and Turkmenistan high school geography curricula were compared in the study. Firstly, the content of 10th, 11th and 12th grades in the geography programs of both countries was investigated and evaluated. The study is qualitative in nature as it is mainly based on document analysis. Economic geography topics in geography programs according to grade levels were examined and the similarities and differences between the economic geography subjects in the geography programs of both countries were determined. In both countries, economic geography subjects are included in the 12-year compulsory education, especially after the 10th grade. Moreover, both programs include economic geography topics from a local to global scale.
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- 2023
43. Comparative Analysis of Iranian and Turkish Special Education in Terms of Aims and Principles
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Kizilkaya, Hasan and Vosough Matin, Mehrossâdat
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Comparative education is very important in terms of addressing the similarities, differences, interactions, and interaction levels of education systems. In comparative education studies the similarities and differences between the education systems implemented by the countries under consideration are investigated and presented within the framework of certain criteria. This study aims to compare Iranian and Turkish special education systems in terms of aims and principles. In the study, a qualitative study based on the document/document analysis method is adopted to compare the special education principles of the two countries. In this study, which focuses on the aims and principles of special education in Turkey and Iran, the data were collected using the relevant laws, regulations, legislation, theses, books, articles, publications, and websites of ministries and institutions. The obtained data were analyzed by descriptive analysis method in terms of similarities and differences in accordance with document analysis in comparative education. According to the results, Iran and Turkey have a similar general purpose in special education: to prepare the individual for society and the future. The main purpose of special education is to meet the educational needs of individuals with special needs. While the Turkish special education approach is more family-oriented and cares about the child's environment, the Iranian special education approach focuses on the individual in need of special education.
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- 2023
44. The Impact of Self-Regulation in the Governance of European Higher Education Systems on Quality and Equity
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Sabzalieva, Emma, Roser, Jaime, and Mutize, Takudzwa
- Abstract
Self-regulation in the governance of higher education systems is often assumed to improve institutional performance, accountability, and responsiveness. Although studies of higher education governance have addressed the extent of self-regulation across national systems, there has been less investigation of the links between self-regulation and quality and equity. Nevertheless, the universal adoption of the United Nations Sustainable Development Goals (SDGs) commits all countries to equal access to affordable and quality education, including higher education, by 2030. To assess the relationship between self-regulation, quality, and equity, this paper presents a novel higher education self-regulation index trialed using the cases of England, Finland, France, and Germany. The index compares self-regulation, based on the respective national legal and policy frameworks, in core higher education functions: control and evaluation, funding, strategy and structure, personnel, and teaching and research. Each area is analyzed using six conditions reflecting the level of autonomy of an institution which could be met in full, in part or not met and assigned to a proxy number ranging from 0, 0.5 and 1 respectively. Each of these areas is summarized with a level that is either High, Medium, or Low and these are the levels then shown in the composite index. The impact of varying levels of self-regulation in a higher education system on quality and equity is then analyzed. Whereas higher levels of self-regulation do appear to have some impact on quality, the study found that a mix of policy steering, and institutional initiatives are needed to improve equity. Further refinement and testing of the self-regulation index would improve its utility as a tool to support governments and institutions to enhance higher education governance in support of the SDGs.
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- 2023
45. Assessment of Strategies for Preparing Graduates for the Disruptive Workplace: Evidence from Nigeria and South Africa
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Pitan, Oluyomi Susan and Muller, Colette
- Abstract
This study examined the extent to which experiential learning and career guidance activities, as strategies for equipping students with transferable skills, are used by Higher Education (HE) in two African countries, Nigeria and South Africa to prepare students for the volatile labour market. The contributions of the two strategies to students' preparedness for work, after controlling for the possible effects of gender and type of university, were also determined. Perceptions of students (n=865) from six universities in the two countries, on their level of exposure to the two strategies, were analysed. Hierarchical regression was used to control for the influence of gender and type of university, while findings from the two countries were compared using Mann-Whitney U tests. Students from both countries agreed that the two strategies jointly and individually have significant positive influences on their preparedness for work. However, the students alleged that their universities are not exposing them adequately to these strategies. Students from Nigeria believed they are exposed adequately only to experiential learning, while those from South Africa demonstrated inadequate exposure to both strategies. The effects of gender and type of university on students' responses were significant only among South African students. This study has highlighted the extent to which sampled universities adopt the two strategies in preparing their students for work and has offered suggestions on how to address the identified inadequacies in students' exposure to the strategies. Also, results of the differences in students' perceptions have established the role of dominant contextual differences in employability development, which should be acknowledged when making quantitative comparisons in Higher Education between countries.
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- 2023
46. Reasoning about Fraction and Decimal Magnitudes, Reasoning Proportionally, and Mathematics Achievement in Australia and the United States
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Resnick, Ilyse, Newcombe, Nora, and Goldwater, Micah
- Abstract
There is strong evidence from research conducted in the United States that fraction magnitude understanding supports mathematics achievement. Unfortunately, there has been little research that examines if this relation is present across educational contexts with different approaches to teaching fractions. The current study compared fourth and sixth grade students from two countries which differ in their approach to teaching fractions: Australia and the United States. We gathered data on fraction and decimal magnitude understanding, proportional reasoning, and a standardized mathematics achievement test on whole number computation. Across both countries, reasoning about rational magnitude (either fraction or decimal) was predictive of whole number computation, supporting the central role of rational number learning. However, the precise relation varied, indicating that cross-national differences in rational number instruction can influence the nature of the relation between understanding fraction and decimal magnitude and mathematics achievement. The relation between proportional reasoning and whole number computation was fully mediated by rational magnitude understanding, suggesting that a key mechanism for how reasoning about rational magnitude supports mathematics achievement: proportional reasoning supports the development of an accurate spatial representation of magnitude that can be flexibly and proportionally scaled, which in turn supports children's mathematics learning. Together, these findings support using measurement models and spatial scaling strategies when teaching fractions and decimals.
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- 2023
47. Shine a Spotlight on the Preparatory Service within Science Teacher Education in Germany: A Systematic Review
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Doil, Melina and Pietzner, Verena
- Abstract
Due to the lack of success of German students in recent program for international student assessment (PISA) studies since 2001, the question arises whether German teacher training has an impact on this performance. This publication is based on a systematic review which deals with German-language publications of various PISA-relevant areas within the preparatory service in Germany. The results show that there is a clear need for action in the areas of scientific literacy, nature of science as well as media and information literacy. In addition, the structure of the preparatory service as well as the psychological stress of prospective (science) teachers in Germany are explained in more detail. Despite being limited to German publications and individual competencies of PISA surveys, the study identifies a need for action for the German preparatory service. The aim of this publication is to provide a basic description of the German preparatory service in relation to science teacher education to compare German teacher education with better performing teacher training according to PISA.
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- 2023
48. Studying Teacher Shortages: Theoretical Perspectives and Methodological Approaches
- Author
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Marín Blanco, Ana, Bostedt, Göran, Michel-Schertges, Dirk, and Wüllner, Sabrina
- Abstract
Teacher shortages are a phenomenon of growing international concern. The causes of this phenomenon are the focus of the research project What About Teacher Shortage (WATS up), which uses an international comparative perspective to analyse teacher shortages in Denmark, Germany, and Sweden. Because the nature of teacher shortages' development is complex and influenced by several interacting factors, this theoretical article accounts for the complexity of the phenomenon and introduces a theoretical and methodological model for empirical research. The theoretical starting point is a policy problem approach; more precisely, one that adapts Bacchi's model on focusing 'what the problem is represented to be' (WPR). Due to variations between the studied countries, a multiple case design is chosen as the methodological approach. This allows an individual analysis as well as a comparison of the countries. A methodological model comprising 8 parameters and 23 indicators summarizes the interacting factors influencing teacher shortages.
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- 2023
49. Towards the Recovery of Education: Reaching for 2030 and Comparative and International Education
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Wolhuter, Charl
- Abstract
The aim of this paper is to reflect on what the changing context brought about by the Pandemic mean and can mean for the repositioning and reinvigoration of Comparative and International Education in 2023. The paper commences with the Sustainable Development Goals and the Incheon Declaration, as the vision humanity has set for itself for 2030. The paper then maps out the gap between the reality of education globally in 2015, when the goals were set, and the vision for 2030. The intervention of the COVID-19 Pandemic increased that gap. This paper argues that at the same time the Pandemic brought with it an opportunity to redesign education in the world, benefitting from the opportunities offered by technology. The paper further argues that in effecting such a redesign of education in the world, the scholarly field of Comparative and International Education has a pivotal role to play to -- to connect to the theme of this book and of the conference of which this volume is the proceedings of papers presented -- to use education experiences of the Pandemic and post-Pandemic times, to learn to not only recover education to its pre-Pandemic state, but to ensure the recovery has enough momentum to move beyond the pre-Pandemic level, surging towards the goals set for 2030, i.e. building new better education systems. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
50. A Comparison of Response Styles between Different Groups of Czech and New Zealand Students Participating in PISA 2018
- Author
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Boško, Martin, Vonková, Hana, Papajoanu, Ondrej, and Moore, Angie
- Abstract
International large-scale assessments, such as Programme for International Student Assessment (PISA), are a crucial source of information for education researchers and policymakers. The assessment also includes a student questionnaire, however, the data can be biased by the differences in reporting behavior between students. In this paper, we analyse differences in response styles of students in the Czech Republic and New Zealand based on data gathered in PISA 2018. The results show that Czech students use, on average, the acquiescence response style (ARS) and extreme response style (ERS) less than their counterparts in New Zealand. Contrarily, Czech students use, on average, the disacquiescence response style (DARS) more than students from New Zealand. A closer analysis according to the school type in the Czech Republic, showed that students from 4-year secondary general schools score, on average, the highest on ARS and ERS, but the lowest on DARS among all school types. The analysis in New Zealand according to the Year of study showed that students in Years 12-13 score, on average, the highest on ARS and ERS among all Year-of-study groups, the DARS values being similar across the Year-of-study groups. The mean ARS and ERS of each of the Czech school types remains below that of any of the New Zealand Year-of-study groups. For DARS, the mean score of the highest-scoring Year-of-study group in New Zealand (Years 9-10) remains below that of the lowest-scoring Czech school type (4-year secondary general school). Analysis of response styles is a crucial tool for the identification of some of the potential biases in student-reported data. Future research should take the differences in student reporting behavior into account and perhaps also employ other methodological approaches for their identification, such as the overclaiming technique. [For the complete Volume 21 proceedings, see ED629259.]
- Published
- 2023
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