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The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Globally, there is considerable investment in education technologies leading to increased attention from stakeholders (Trucano, 2017). For a deeper understanding about the implementation of various technologies, research is needed to examine how teachers are incorporating them in teaching and learning. This study focused on eight countries to examine how teachers used ICT in mathematics instruction and factors that contributed to ICT use. Results show that teachers' education levels and cooperation amongst educators are associated with ICT use in instruction. The paper includes recommendations and implications for practice and future research.

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific demands made of teachers working in rural schools and the implications for teacher education in supporting them to develop the necessary self-efficacy for this role. The results indicate that attention to specific teaching and teacher competences is required but that this must be undertaken with an awareness of the importance of place-based education.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This paper summarizes initial field-test results from data analytics used in the work of the Assessment and Teaching of 21st Century Skills (ATC21S) project, on the "ICT Literacy--Learning in digital networks" learning progression. This project, sponsored by Cisco, Intel and Microsoft, aims to help educators around the world enable students with the skills to succeed in future career and college goals. The paper begins with describing some expansions to a common definition of learning analytics, then includes a review of the literature on ICT literacy, including the specific development that led to the ATC21S effort. This is followed by a description of the development of a "learning progression" for this project, as well as the logic behind the instrument construction and data analytics, along with examples of each. Data were collected in a demonstration digital environment in four countries: Australia, Finland, Singapore and the U.S. The results indicate that the new constructs developed by the project, and the novel item forms and analytics that were employed, are indeed capable of being employed in a large-scale digital environment. The paper concludes with a discussion of the next steps for this effort.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Seamless learning has a significance that has been increasing in recent years, and an increasing number of studies on the subject in the literature draws attention. This study aimed to examine the research on seamless learning between 1996 and 2020 with the bibliometric analysis method. The Scopus database was used in the collection of the data. After various screening processes, a total of 389 publications were included in the analysis. Descriptive analysis and bibliometric analysis were used in the analysis of the data. The distribution of publications by years, types of publications, sources, and languages were analyzed in the research. Additionally, visual maps were created with analyses of co-author, cocitation, and co-word. At the end of the study, it was seen that there has been an increase in the number of publications from the past to the present, articles and papers were predominant, and that most of the studies were carried out in English. As a result of bibliometric analysis, it was concluded that the most efficient countries in seamless learning were the United Kingdom, the United States, and Singapore. Also, it has been determined that the National Institute of Education, Center for International Education and Exchange, and Kyushu University institutions are dominant. The most frequently mentioned authors cited in studies in many different fields are M. Sharples, L.-H. Wong, and H. Ogata. According to the co-word analysis, the keywords seamless learning, mobile learning, ubiquitous learning, and mobile-assisted language learning stand out in the field of seamless learning.

This paper compared technical/vocational education in: Germany, Australia, Finland, Hong Kong, Hungary, India, Japan, South Korea, Mexico, and Nigeria, and found that technical/vocational education was given proper attention in countries considered except Nigeria, where it was handled with laissez faire attitude. Set-Up of Technical/Vocational Schooling, Curriculum, Mode of Training and Conduct of Final Examination, Financing and Motivating Factor was the basis for comparison, and Nigeria lagged behind in these. Amongst the lessons for Nigeria's technical/vocational education sector are that her technical/vocational education sector be dual, while students should be appropriately motivated. Schools should collaborate with registered organizations (work-integrated learning) to train the students. The paper recommended that there should be national conference strictly on the status of technical/vocational education in Nigeria, so that necessary solutions could be proffered to the problems facing this part of the education sector. Finally, manufacturing organizations, etc. should be involved in the drafting of curriculum of the technical/vocational education in the country, while taking into consideration peculiarities of Nigeria as a sovereign nation.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

This study describes an online method of measuring individual students' collaborative problem-solving abilities using four interactive mathematics-based tasks, with students working in pairs. Process stream data were captured from 3,000 students who completed the tasks in the United States, Australia, Canada, Costa Rica, Singapore, and Finland. The data were transformed into indicators of collaborative problem-solving ability and were analyzed using item response modeling. The assessments employed in this study can be used as a teaching tool for introduction to algebraic concepts and as a measurement instrument for collaborative problem-solving ability. The paper describes the construction, calibration, and reliability of the tasks and considers validation issues, such as fairness between assessments for both partners and avoidance of cultural biases. Investigations into the dependencies between student scores provide evidence for convergent and discriminant validity.

This paper presents an exploratory analysis of the funding mechanisms for higher education across sixteen countries which builds upon existing work on educational institutions, educational outcomes, and welfare regimes. We focus upon the current financing dilemma within the Irish higher education system, seeking potential solutions within an international comparison. Our quantitative analysis identifies four clusters of countries: the Nordic, Continental-Europe, Mediterranean and English-Speaking; all of which are strongly correlated to economic and structural characteristics based on welfare state literature. Each education regime is associated with institutional, economic, and political factors. Our analysis presents evidence that Ireland does not possess the characteristics of a country that could benefit from an income-contingent lending structure to fund university education due to inherent sovereign characteristics. Further, Ireland could be better served through the introduction of free fee structures such as that found in Norway and Scotland or through the generation of state-sponsored lending facilities through private institutions like those already in place in Finland, Germany, and Sweden.

It is a decade since the last review of the geographical understandings of pre-service primary teachers. Examining the range of research about novice primary teachers' geographical and environmental knowledge and understanding, it is clear there have been limited follow up studies, and there remain important gaps in the research. Research relevant to this topic was identified through journal, research book and conference proceedings searches, where these were accessible. It is evident that more research now exists into pre-service primary teachers' senses of geography, geographical and environmental knowledge and environmental attitudes. For instance, it appears that they have an information oriented view of geography but are not clear about the meaning of the term "environment", that there are misunderstandings in such aspects of their geographical knowledge as climate change, that they may not adapt their behaviors though they appreciate a need for care for the environment, and that they have limited experience in planning for and teaching geography in primary schools. Furthermore, studies are lacking into their understanding of such aspects of geographical learning as fieldwork, map work, geographical enquiry and a wide range of topics in physical and human geography. While there is some information, little is known really about their teaching of geography to younger children. In view of the increased focus globally on geographical knowledge in the school curriculum, this raises serious questions about geography teacher educators' understanding of their trainee primary teachers, in part because tutors seem rarely to undertake such research. This appears to be an embedded situation, resulting in negligible evidence to challenge the status quo and improve pre-service primary teachers' geographical knowledge. Is it really a concern? Four responses are presented, but the paper concludes that more needs to be known.

The Changing Academic Profession (CAP) international survey was designed in part to consider the effects of globalization on the work context and activities of academics in 19 countries or regions around the world. This paper draws from a subset of these data to explore the extent to which academics are globally connected in their research and teaching, and the ways this connectedness relates to global migration. Across multiple measures, immigrant academics (i.e., academics working in countries where they were not born and did not receive their first degree) were more globally connected than national academics (i.e., those working in the countries of their birth and first degree). Global migration by academic staff is clearly a major contributor to the internationalization of higher education institutions, yet there was no evidence these contributions led to enhanced career progress or job satisfaction for immigrant academics relative to national academics. The international expertise and experience of immigrant academics may not be sufficiently recognized and valued by their institutions.

The paper examines if there has been an increase in the attention paid to social and environmental issues (SEI) in accounting curricula. Using schools participating in the Aspen Institute's Beyond Grey Pinstripes (BGP) program, we measure the increase in the number of accounting courses incorporating SEI across the biennial application years of 2005, 2007 and 2009. We also examine the percentage of SEI coverage in accounting courses between 2007 and 2009. Our findings suggest that there was not an appreciable increase in the number of accounting courses dealing with SEI between 2005 and 2007, but that the increase was significant during the period from 2007 to 2009. Further, the increase over the four-year period from 2005 to 2009 was also significant. In addition, there is a significant increase in the percentage of SEI coverage in accounting courses between 2007 and 2009. Implications of these findings are discussed.

PISA, the OECD's international program of assessment of reading, scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students' attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment.

This article presents the authors' critique of lessons proposed by the Partnership for 21st Century Skills (P21). The authors initiate a discussion about content that they hope will play out in schoolhouses and statehouses across the country. They take on a different task: they present a handful of lesson ideas from P21 that could enhance studies of academic content. They present examples of content-rich education in which they hope P21 will use as models to revise its current skills maps. (Contains 11 endnotes.)

Background: Data from the Programme for the International Assessment of Adult Competencies (PIAAC) revealed that countries systematically differ in their respondents' literacy, numeracy, and problem solving in technology-rich environments skills; skill levels also vary by gender, age, level of education or migration background. Similarly, systematic differences have been documented with respect to adults' participation in education, which can be considered as a means to develop and maintain skills. From a psychological perspective, motivation to learn is considered a key factor associated with both skill development and participation in (further) education. In order to account for motivation when analyzing PIAAC data, four items from the PIAAC background questionnaire were recently compiled into a motivation-to-learn scale. This scale has been found to be invariant (i.e., showing full weak and partial strong measurement invariance) across 21 countries. Methods: This paper presents further analyses using multiple-group graded response models to scrutinize the validity of the motivation-to-learn scale for group comparisons. Results: Results indicate at least partial strong measurement invariance across gender, age groups, level of education, and migration background in most countries under study (all CFI > 0.95, all RMSEA < 0.08). Thus, the scale is suitable for comparing both means and associations across these groups. Conclusions:Results are discussed in light of country characteristics, challenges of measurement invariance testing, and potential future research using PIAAC data.

Statistical literacy is complex and multifaceted. In every country, education and numeracy are a function of a multitude of factors including culture, history, and societal norms. Nevertheless, since the launch of the International Statistical Poster Competition (ISLP) in 1994, a number of patterns have emerged to suggest there are some common or universal success factors in running statistical literacy competitions involving schools, universities, statistical offices, and many other institutions. This paper outlines some of those factors, such as institutional cooperation, celebrating participation and success, improvement of statistical literacy in the local schools, support for teachers, the involvement of national statistics institutes, and use of technology. These factors have been identified from our own experience running the competition and from articles submitted to the ISLP newsletters. Statistical literacy is a complex phenomenon, and so this is neither an exhaustive list of key factors nor a formula for success, but rather an overview of recurring themes across countries participating in the competition around the world.

Background: Educational qualifications and literacy skills are highly related. This is not surprising as it is one aim of educational systems to equip individuals with competencies necessary to take part in society. Because of this relationship educational qualifications are often used as a proxy for "human capital". However, from a theoretical perspective, there are many reasons why this relationship is not perfect, and to some degree this is due to third variables. Thus, we want to explore the net relationship between educational attainment (harmonized according to the International Standard Classification of Education, ISCED) and literacy skills, and how much skills vary within education levels across countries. Methods: We use data from 21 countries from the Programme for the International Assessment of Adult Competencies 2012. This paper compares the literacy skills of adults who achieved different levels of educational attainment across countries. Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used. In our analyses we firstly adjust for factors that are likely to affect access to education and the acquisition of educational qualifications and literacy skills, such as parental education and language and migration background. In a second step, we also take into account factors affecting skill development after initial formal education, such as occupation and skill use at home. Results: We firstly find a high degree of heterogeneity of skills across countries for equivalent education categories. Secondly, we find skill similarities for equivalent education categories classified at different broad education levels, sometimes even breaking the hierarchical order of 'higher education entails higher competencies'. Conclusion: We conclude that ISCED levels cannot be taken as a cross-nationally comparable proxy for human capital in terms of literacy skills, and that education has to be harmonized in a substantively more meaningful way in future adult literacy surveys.

While there is a considerable body of literature that presents the results of citation analysis studies, most researchers do not provide enough detail in their methodology to reproduce the study, nor do they provide rationale for methodological decisions. In this paper, we review the methodologies used in 34 recent articles that present a "user study" citation analysis with a goal of informing collection management. We describe major themes and outliers in the methodologies and discuss factors that require careful thought and analysis. We also provide a guide to considerations for citation analysis studies, so that researchers can make informed decisions.

This essay is a critique of the scientific and policy rationales for transnational standardization. It analyzes two examples of policy export: early childhood standards in one of North America's oldest Indigenous communities and the ongoing development of international standards for university teaching. It examines calls for American education to look to Finland, Canada, and Singapore for models of reform and innovation, focusing on the complex historical, cultural, and political settlements at work in these countries. The author addresses two affiliated challenges: first, the possibility of a principled understanding of evidence and policy in cultural and political-economic context, and second, the possibility of a mediative educational science that might guide policy formation.

The evaluation of government-financed research has become increasingly important in the last few decades in terms of increasing the quality of, and payoff from, the research that is done, reducing the cost of doing it, and lending public credibility to the manner in which research is funded. But there are very large differences throughout the world in the extent to which systems used promote these results. This paper briefly presents the dimensional results of a study designed to comparatively evaluate the national-level research evaluation models in sixteen countries on five merit-defining dimensions. (Contains 6 figures.)

The authors summarize the presentations and discussions contributed to the symposium "International Perspectives on Career Development" by members of Group 5, who considered the topic of the structure and organization of career development programs in different nations. A capsule picture of the national setting, primary goals, components, objectives, and implementation strategies is presented. Papers fell largely into 4 categories: (1) national programs with several components; (2) large, but more specific programs, serving a national population; (3) smaller programs serving diverse populations; and (4) focused programs. One theme emerged strongly from virtually every presentation: There is a gap, often profound, between policy or vision and reality. Although every nation about which participants heard had laudable policies and had made genuine attempts to assist its people with life career development, many individuals do not have access to quality, or even any, services.