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2. Axioms of Excellence: Kumon and the Russian School of Mathematics. White Paper No. 188
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Pioneer Institute for Public Policy Research, Donovan, William, and Wurman, Ze'ev
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This paper looks at the popularity of after-school mathematics by focusing on the Kumon and Russian School of Mathematics models. In 1954, Toru Kumon, a high school math teacher in Japan, designed a series of math worksheets to help improve the test scores of his son Takeshi, a second grader. Toru's goal was to teach Takeshi how to learn independently through the worksheets and improve his calculation skills prior to reaching high school. By working every day on the problems, Takeshi was able to reach the level of differential and integral calculus when he was just a few months into the sixth grade. The Kumon model is based on four elements: (1) Individualized instruction; (2) Self-learning; (3) Small-step worksheets; and (4) Kumon instructors. Parents who want to give their children a head start in math before elementary school can enroll them in Kumon as young as age 3. From that age they can stay with the program through high school or until they complete the program. In the U.S. alone, Kumon has grown from more than 182,000 students and nearly 1,300 centers in 2008 to more than 279,000 students and more than 1500 centers in 2018. While the Kumon method involves repeating mathematical processes until students over-learn them to automaticity, the Russian School of Mathematics (RSM) promotes itself as believing in just the opposite. The RSM model was founded by Inessa Rifkin in 1997 with Irina Khavinson, a friend, educator, and fellow Russian immigrant, after concluding that her son Ilya was not receiving the same mathematics education that she received as a student in the Soviet Union. Their goal was to translate their own experiences with specialized Russian math programs into a school that offered the same opportunity to American children. Two decades later about 25,000 students are enrolled with RSM today, in 40 locations in 11 states and Canada. Russian School of Mathematics students attend a classroom once per week for varying lengths of time, depending on grade: 90 minutes for kindergarten through third grade; two hours for grades four through six; and two-and-a-half hours for grades seven and above. Algebra and geometry are on separate tracks starting in the sixth grade, though students may enroll in both. This paper reviews each model's methods, highlights their best practices, and shows how they complement or run parallel with mathematics taught in traditional classrooms.
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- 2019
3. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
- Published
- 2014
4. The Impact of Emerging Technology in Physics over the Past Three Decades
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Binar Kurnia Prahani, Hanandita Veda Saphira, Budi Jatmiko, Suryanti, and Tan Amelia
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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.
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- 2024
5. Organization Values. Symposium 10. [AHRD Conference, 2001].
- Abstract
This document contains three papers on organizational values. "Understanding the Work Beliefs of Nonprofit Executives through Organizational Stories" (Ava S. Wilensky, Carol D. Hansen) reports on a study during which qualitative interviews featuring a story component established that nonprofit executives constitute a diffuse managerial subculture and see themselves operating in a complicated and ambiguous world as they balance business and personnel requirements with the spiritual motivation of their service mission. "Work-Related Values of Managers and Subordinates in Manufacturing Companies in Germany, Georgia, Kazakhstan, the Kyrgyz Republic, Russia, and the United States" (K. Peter Kuchinke) reports on a survey of more than 4,000 respondents from 10 manufacturing companies in 2 Western countries and 4 countries of the former Soviet Union. The study examined the existence of within-country and between-country variation in cultural dimensions, differences between the values of managers and those of their subordinates, and the influence of demographic factors on culture. "Valuing the Employment Brand: Attracting Talent That Fits" (Diane M. Bergeron) argues that employment branding benefits both individuals and organizations, functions as a recruiting tool in a competitive labor market, and communicates the organization's values and work environment to potential applicants. All three papers include substantial bibliographies. (MN)
- Published
- 2001
6. School Counseling: A Comparative Study in 12 Countries
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, and Spasenovic, Vera
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This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multifunctional character of school counseling, give an idea of establishing a research field that could be called 'comparative school counseling studies', show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.
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- 2020
7. General (Aptitude) Math Exams and Success in Mathematical Classes at University: A Cross-Country Comparison
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Grabarnik, Genady, Kim-Tyan, Luiza, and Yaskolko, Serge
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The goal of the paper is to understand to what degree the student success depends on teaching practices and materials, and to what degree it is due to differences in background, including prior knowledge, skills, preparation, abilities, etc. We analyzed the existing research on outcomes of the SAT and ACT in the United States and the Unified Country Exam (UCE) in the Russian Federation, since those exams usually considered as a good indicator of skills, preparation, and abilities. In the US, exams concentrate on identifying success in college studies. In the RF, exams concentrate on identifying gifted students. According to our analysis, the tests are based on different goals which they respectively satisfy. [For the full proceedings, see ED621892.]
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- 2021
8. Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
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Hamad, Wahid Bakar
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The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
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- 2022
9. Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 21-24, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Akerson, Valarie, and Shelley, Mack
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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 21-24, 2021, in Chicago, Illinois. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2021
10. Using Edmodo in Language Learning: A Review of Research
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Aydin, Selami
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Edmodo has a significant role and place in the language teaching and learning contexts. However, there is no conclusive evidence on how Edmodo affects the language learning process. This study aims to present a review of the studies to make recommendations for teachers and researchers for further research. The study concludes that learners and teachers mainly have positive perceptions of and attitudes towards the use of Edmodo in the language learning process. It is also concluded that the use of Edmodo is efficient for fostering basic language skills, overall language proficiency, and communication skills. On the other hand, there are several drawbacks encountered during the utilization of Edmodo in language classes.
- Published
- 2021
11. NORDSCI International Conference Proceedings (Online, October 12-14, 2020). Book 1. Volume 3
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NORDSCI
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This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
- Published
- 2020
12. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
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The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
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- 2016
13. The EUROCALL Review, Volume 23, Number 1
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European Association for Computer-Assisted Language Learning (EUROCALL) (United Kingdom) and Gimeno, Ana
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"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. This issue contains the following papers stemming from the INTENT conference on "Telecollaboration in University Foreign Language Education" held at the Faculty of Philosophy and Letters, University of León, Spain, on 14 February 2014: (1) Promoting critical thinking in online intercultural communication (Marie-Thérèse Batardière); (2) Why in the world would I want to talk to someone else about my culture? (Chesla Ann Bohinski and Yumei Leventhal); (3) A blended learning scenario to enhance learners' oral production skills (Hee-Kyung Kim); (4) Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges? (L. Lynette Kirschner); (5) English learning in an intercultural perspective: Russia and Norway (Anne-Mette Bjøru); and (6) Pan-American teletandem language exchange project (Aurora Castillo-Scott). The regular paper section includes: An e-portfolio to enhance sustainable vocabulary learning in English (Hiroya Tanaka, Akio Ohnishi, Suzanne M. Yonesaka, and Yukie Ueno). The following recommended website is reviewed by Rafael Seiz Ortiz: ABA English. Individual papers contain references.
- Published
- 2015
14. Bridging Countries and Cultures through Accessible Global Collaborations
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Duranczyk, Irene and Pishcherskaia, Elena
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This paper discusses and provides two case studies on a postsecondary, accessible, global project among students in Russia, China, and the United States. The project design was to engage diverse students in an international conversation to explore their place in the world and envision their future as individuals, innovators, workers, and/or leaders in this globalized world. The three countries chosen, Russia, China, and the United States, are world powers and are pivotal countries for building international bridges. This paper highlights the evolution of the project and students' vision for developing ongoing student-centered international research projects. It is the hope of the authors that educators reading this article will be inspired to embark on other accessible global projects designed to enhance language and cultural competence with and among all college students.
- Published
- 2018
15. The Global Research Trends on the Growth of Remote Learning in Higher Education Institutions: A Bibliometric Analysis
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Ndibalema, Placidius
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Remote learning has rapidly emerged as one of the most fundamental approaches in facilitating self-directed learning in Higher Learning Institutions. The purpose of this paper was to conduct a bibliometric study on the global trends in research about remote learning during 1961 to 2021 period. A bibliometric analysis of 719 research articles from the Dimensions database was carried out. The VOSviewer1.6.16 software was used to carry out visual analysis of the publications to establish the network and overlay visualization maps. The results indicate that there has been a steady growth of research articles on remote learning during COVID-19 pandemic of which „Polytechnic Institute of Porto? was the leading organization in terms of publications. Countries which are most productive include the United States, Russia and the United Kingdom while "Corter" and "Kreijns" were the most cited authors and "Lima? and "Viegas" were the authors with highest links in terms of collaboration. Regarding the cooccurrence of key words, it was found that keywords such as "experience", "COVID?, "internet" "poverty" "interaction", "inequality", "social emotions" and "online interactions" had strong association with remote learning. The findings suggest the need for developing countries to allocate adequate funds on remote learning.
- Published
- 2022
16. Education and New Developments 2017
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Carmo, Mafalda
- Abstract
This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
- Published
- 2017
17. Two Cultures, Two Dialogists and Two Intersecting Theories
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Ravenscroft, Lesley
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This paper presents some possibilities for applying the linguistic and psychological theories of two dialogists, Mikhail Bakhtin and Jacques Lacan, to the classroom. There is a short summary of how the two theories may interact with each other and then a discussion of their two opposing views of identity formation. Bakhtin was a Russian, coming from the collectivist paradigm and Lacan's theories were arcane combinations of Freud's emphasis on the needs of the individual and French post-Revolutionary individualism. Lacan insisted that one could only become "whole" at the cost of incompleteness for another. Bakhtin opined that completeness could only be achieved within experiences shared and co-constructed by others. This paper concludes with the question of how teachers can ensure the positive experience of co-construction rather than one person paying a cost for the other's identity-formation and whether it is possible to fully implement insights from a collectivistic paradigm in an education system where the stated aim is to enable each individual to meet his/her potential. (Contains 1 figure and 1 footnote.)
- Published
- 2012
18. Web Strategies for the Curation and Discovery of Open Educational Resources
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Rolfe, Vivien
- Abstract
For those receiving funding from the UK HEFCE-funded Open Educational Resource Programme (2009-2012), the sustainability of project outputs was one of a number of essential goals. Our approach for the hosting and distribution of health and life science open educational resources (OER) was based on the utilisation of the WordPress.org blogging platform and search engine optimisation (SEO) techniques to curate content and widen discovery. This paper outlines the approaches taken and tools used at the time, and reflects upon the effectiveness of web strategies several years post-funding. The paper concludes that using WordPress.org as a platform for sharing and curating OER, and the adoption of a pragmatic approach to SEO, offers cheap and simple ways for small-scale open education projects to be effective and sustainable.
- Published
- 2016
19. International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016)
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World Institute for Advanced Research and Science (WIARS) (Portugal), Pracana, Clara, and Wang, Michael
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We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. There is an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2016 received 332 submissions, from 37 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It was accepted for presentation in the conference 96 submissions (29% acceptance rate). The conference also includes: (1) A keynote presentation from Prof. Dr. Richard Bentall (Institute of Psychology, Health & Society of the University of Liverpool, United Kingdom); (2) Three Special Talks, one from Emeritus Professor Carlos Amaral Dias (University of Coimbra, Director of Instituto Superior Miguel Torga, Vice-President of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Private practitioner of psychiatry and psychoanalysis, Portugal) and Prof. Clara Pracana (Full and Training member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, Portugal), another from Emeritus Professor Michael Wang (University of Leicester, United Kingdom), and a third one from Dr. Conceição Almeida (Founder of the Portuguese Association of Psychoanalysis and Psychoanalytical Psychotherapy, and Vice-President of the Board. Member of the Teaching Committee, Portugal); (3) An Invited Talk from Dr. Ana Vasconcelos (SAMS--Serviços de Assistência Médico-Social do Sindicato dos Bancários de Sul e Ilhas, founding member of the Portuguese Association of Psychoanalysis and Psychoanalytic Psychotherapy, and member of NPA-Neuropshycanalysis Association, Portugal). Thus, we would like to express our gratitude to all our invitees. This volume is composed by the abstracts of the International Psychological Applications Conference and Trends (InPACT 2016), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). This conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. To develop the conference program six main broad-ranging categories had been chosen, which also cover different interest areas: (1) In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology. (2) In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning. (3) In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization. (4) In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress. (5) In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology. (6) In PSYCHOANALYSIS AND PSYCHOANALYTICAL PSYCHOTHERAPY: Psychoanalysis and psychology; The unconscious; The Oedipus complex; Psychoanalysis of children; Pathological mourning; Addictive personalities; Borderline organizations; Narcissistic personalities; Anxiety and phobias; Psychosis; Neuropsychoanalysis. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to Psychology and its applications. It includes an extensive variety of contributors and presenters by sharing their different personal, academic and cultural experiences. Authors will be invited to publish extended contributions for a book to be published by inScience Press. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, partners and, of course, to the organizing and administration team for making and putting this conference together. (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2016
20. Examination of the Researches on the Use of Technology by Fine Arts Teachers
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Rakhat, Berikbol, Kuralay, Bekbolatova, Akmaral, Smanova, Zhanar, Nebessayeva, and Miyat, Dzhanaev
- Abstract
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.
- Published
- 2021
21. A Comparative Review of Articles on Education of Patriotism: A Thematic Analysis
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Malkoç, Serdar and Özturk, Fatih
- Abstract
Patriotism is an important and well-accepted value in educational institutions. As a civic virtue, it has always been included in education/training programs. This study aims to compare research articles on teaching of patriotism that were conducted in the last 20 years. The document analysis method was employed in the study for this purpose. The data were collected through the international databases e.g. Wiley, Jstore, Elsevier, Taylor & Francis. 218 articles were found by searching the keywords "patriotism", "patriotic education", and "teaching of patriotism". Upon initial analysis, it was decided that 110 articles would serve the purpose of this study. Content analysis technique was employed to reveal patterns of the selected articles. The number of articles published on patriotic education in each countries, the publication dates of these articles and the comparison of these articles according to countries, purposes, is presented in this study. The paper at hand shows that only some articles have a critical perspective on patriotism. Implications are made based on results.
- Published
- 2021
22. Pre-School Education Audit in the World and Turkey
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Çakir, Turan
- Abstract
Preschool education is an education process that prepares children for primary education, provides the training and upbringing conditions in the home and also aims to remove the inequalities in terms of language and society in the early period. The audit is to evaluate learning and all the factors that affect learning and also prepare the environment and conditions for effective learning. The purpose of this research was to develop a comprehensive point of view for preschool education audit in the world and our country. Document analysis that is one of the qualitative research methods were utilized in this paper as the method. The documents related to the systems in France, Netherlands, Germany, Belgium, Luxembourg, Denmark, Greece, Spain, Italy, Portugal, Ireland, Italy, Sweden, Sweden, Norway, Iceland, Switzerland, Russia, China, Israel, America, Saudi Arabia, Japan, India Jordan, Albania, Bulgaria, Macedonia, Romania, Bosnia and Herzegovina, Poland, Kosovo and Turkey were researched out within the scope of this study.
- Published
- 2021
23. Publications Output: U.S. Trends and International Comparisons. Science & Engineering Indicators 2020. NSB-2020-6
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National Science Foundation, National Science Board and White, Karen
- Abstract
This report presents data on peer-reviewed S&E journals and conference proceedings reflecting the rapidly expanding volume of research activity, the involvement and scientific capabilities different countries, and the expanding research ecosystem demonstrated through international collaborations. Publication output grew about 4% annually over the past 10 years. China and India grew more than the world average, while the United States and European Union grew less than the world average. Research papers from the United States and EU countries had higher impact scores. International collaborations have increased over the past 10 years. [SRI International, Center for Innovation Strategy and Policy assisted with report preparation.]
- Published
- 2019
24. Quality Criteria as the Innovative Development Vector of Higher Education
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Melnichuk, Marina and Varlamova, Alla
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The article deals with the problem of quality assessment in the field of higher education in Russia and the USA. The authors describe the solution of the problem in the modern period of reforms and globalization and the authors' analysis of the main quality assessment approaches is presented in the article. [For the complete Volume 13, Number 2 proceedings, see ED568600.]
- Published
- 2015
25. Education's Role in Preparing Globally Competent Citizens. BCES Conference Books, Volume 12
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, Popov, Nikolay, Wolhuter, Charl, Ermenc, Klara Skubic, Hilton, Gillian,, Ogunleye, James, Chigisheva, Oksana, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.
- Published
- 2014
26. Diffusion of KM Education in LIS Schools
- Author
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Katušcáková, Marcela and Jasecková, Galina
- Abstract
This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.
- Published
- 2019
27. Government Spending across the World: How the United States Compares. National Issue Brief No. 144
- Author
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University of New Hampshire, Carsey School of Public Policy, Ettlinger, Michael, Hensley, Jordan, and Vieira, Julia
- Abstract
In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, "Comparing Public Spending and Priorities Across OECD Countries" (ED606844).]
- Published
- 2019
28. You Say IFRS, I Say FASB…Let's Call the Whole Thing Off
- Author
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Tickell, Geoffrey, Rahman, Monsurur, and Alexandre, Romain
- Abstract
This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.
- Published
- 2013
29. Educational Poverty by Design: A Case of Mismanagement of National Resources
- Author
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Ahmad, Nisar
- Abstract
The primary purpose of this paper is to review and evaluate the causes of educational poverty in less developed countries. The basic intent in carrying out such a study is to define and derive the role of governing agencies in deliberately creating educational poverty in the country, so that the private interest of the rich and powerful ruling class can be fully safeguarded. This study is of crucial interest to the common man because majority of the people living in less developed countries are poor in spite of the fact, that almost all these countries own ample human and material resources. However, the common man in these countries is continuously suffering, generation after generation, and has been denied access to basic amenities of life. The rich and powerful ruling class, in majority of the less developed countries, has intentionally denied basic education facilities to its people for keeping them ignorant and unaware of their fundamental rights to share national resources and to gain competence for comfortable living in the society. The paper advocates a complete reversal in economic growth policies of the less developed countries so that top priority is given to those projects and programs that directly benefit the common man in the society. In this respect, the author calls for awareness among the people to exercise their economic and social rights so that people of all the strata can share equally the fruits of growth and prosperity.
- Published
- 2013
30. Build the Station Simulation. Educator's Guide
- Author
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National Aeronautics and Space Administration (NASA)
- Abstract
With just a few materials, building a paper model of the International Space Station (ISS) can become an excellent group, troop, or class project. This publication contains a brief overview of the ISS, its parts, the science that occurs on board, instructions, and extensions for an interdisciplinary technology experience. Discover more about the Station. Explore fun facts, simulate building the Station, and learn about the international partners. NASA hopes to whet users' appetites for more space exploration through these materials. Teams of students can take on the roles of international partners and/or engineers as they learn about and assemble portions of the model. Once each team briefs the group about their section of the model during a mock summit, then it's time to ensure "Assembly Complete." Also included is a worksheet with Web links (and an answer key) to help students process what they learn. The end result is an international, team-building experience to construct a 3-D paper model of the Station. With a bit of nylon fishing line or string, the model can hang suspended and seemingly float below the ceiling. Various links to multimedia experiences are included to extend the experience and further bring the Station to life. Students can visit the links to play a spacewalking simulation game, find out how to view the Station from their backyard, and see pictures of the inside of the Station using a program called Photosynth. [This document was created for the National Aeronautics and Space Administration by NASA Headquarters and Johnson Space Center.]
- Published
- 2013
31. Eurasian Higher Education Leaders Forum Conference Proceedings (Astana, Kazakhstan, August 20-21, 2012)
- Author
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Reagan, Timothy and Sagintayeva, Aida
- Abstract
This publication presents a diverse collection written by a well-respected group of speakers and authors which includes government leaders, policy makers, education experts and administrators from all over the higher education world. The papers collected hereunder represent the conference proceedings of the Eurasian Higher Education Leaders' Forum held 20-21 August 2012 at the GSE (Graduate School of Education) at Nazarbayev University in Astana, Kazakhstan. The Forum was set up to further the GSE's aim of bringing together international communities of educators, researchers and leaders who will draw on robust research to address pressing education policy issues and provide innovative, evidence-based advice to policymakers and practitioners both locally and internationally. The presentation speeches, case studies and research articles in this compendium offer unique perspectives on the future of higher education, showcasing the breadth and depth of opinions from different corners of the world. Most papers feature case studies of higher education institutions - and, indeed, faculty - dealing with the demands on higher education brought about by the post-industrial era, globalization and the internationalization of education. The authors examine the issues surrounding education reform and the challenges that institutions face in the 21st century. They raise debates on quality assurance, university autonomy and accountability, university governance, and strategic partnerships of universities. The discussion of these themes in these conference proceedings, their innovative treatment and research methodologies, and the recommendations that the authors make will help policy makers, practitioners and researchers to draw lessons, to make comparisons and to understand how global and regional trends impact higher education internationally. Stakeholders across the field of higher education in the Eurasian sub-continent - and those with personal and academic interests in the region - will find the data and insights of special and particular interest. Keynote speeches in this proceedings include: (1) Educational Policy Achievements in Kazakhstan (Bakhytzhan Zhumagulov); (2) Education Reforms in Kazakhstan (Yerbol Orynbayev); (3) The University: A Center of Learning? (David Bridges); (4) Lessons from an American Quandary Strengthening Shared Governance in Turbulent Times (Robert Zemsky); (5) What Are Universities for in 21st Century (Michael Worton); (6) Challenges for Tertiary Education in the 21st Century (Jamil Salmi). Articles in the proceedings include: (1) A Few Global Trends and Points of Commonality in Quality Assurance in Higher Education (Alan Ruby); (2) The Impact of Standardized Testing on Education Quality: The Case of the Program for International Student Assessment (PISA) 2006 and 2009 (Duishon Shamatov); (3) Understanding Faculty Perceptions of the Current State of Higher Education Governance in Kazakhstan (Aslan Sarinzhipov, Aida Sagintayeva, and Kairat Kurakbayev); (4) Internationalization of University and Learning of University and Learning Process: Web 2.0 Dimensions (Leonids Ribickis, Igors Tipans, and Karlis Valtin); and (5) Reflection on the Development of Chinese Higher Education in the Post-Industrial Era (Serjan Uhibai). Case studies include: (1) Current State and Prospective of University Partnership Using an Example of Peoples' Friendship University of Russia (Gulnara Krasnova); (2) International Relations at Universitatea Babes-Bolyai (Ioan-Aurel POP); and (3) International Collaboration of S. Toraigyrov Pavlodar State University: Science with No Boundaries (Serik Omirbayev). Individual papers contain figures and references. [This publication was produced by Nazarbayev University. Abstract modified to meet ERIC guidelines.]
- Published
- 2013
32. Proceedings of the 2011 CIAE International Pre-Conference (60th, Indianapolis, Indiana, October 30-November 1, 2011)
- Author
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American Association for Adult and Continuing Education (AAACE), Commission for International Adult Education (CIAE)
- Abstract
The 2011 International Pre-Conference of the Commission on International Adult Education (CIAE), American Association for Adult & Continuing (AAACE), was successfully conducted from October 30-November 1, at the Hyatt Regency, Indianapolis, Indiana. This publication presents the papers presented during the proceedings. These are: (1) Adult Education as a Panacea to the Menace of Unemployment in Oyo State, Nigeria (Samuel Adesola); (2) Proverbs as Foundations of Lifelong Learning in Indigenous African Education (Mejai B.M. Avoseh); (3) The Challenges of Raising an Ideal African Family in America (Mejai B. M. Avoseh, Gbenga Fayomi, and Abimbola Simeon-Fayomi); (4) Re-Thinking Faculty Development in Higher Education: Lessons from the Developing World (John M. Dirkx); (5) Intercultural and Cross-Disciplinary Perspectives of Non-Traditional Adult U.S. Students on Globalisation (Emmanuel Jean Francois); (6) Continuing Professional Development for Teachers in Rural Siberia (Wendy Griswold); (7) A 2011 International Shortened Version of the History and Philosophy of Andragogy (John A. Henschke); (8) Transitioning Law Enforcement Training from Teacher Centered to Learner Centered: A Caribbean Context (Yvonne Hunter-Johnson and Waynne B. James); (9) Adult Education Programs and HIV/AIDS Awareness in Sub-Saharan Africa (Alex Kumi-Yeboah and Waynne James); (10) Not so Universal: East Asian Doctoral Students' Perspectives on Critical Reflection at U.S. Universities (Hyun Jung Lee); (11) Girls Follow Me! Issues and Challenges of Non-Formal Mentoring of Female Academics in a Nigerian University (Simeon-Fayomi Bolanle Clara and Fayomi Abimbola Olugbenga); (12) An Analysis of the Literacy Competence and Highest Schooling of Mine Workers in South Africa (Antonie Christoffel Smit and Andile Mji); and (13) Uses for Instruments Designed to Measure Intercultural Sensitivity Competencies: A Comparative View (Melanie L. Wicinski). Individual papers contain tables, figures, footnotes and references. [For the 2010 proceedings, see ED529427.]
- Published
- 2011
33. The Models of Higher Education in Russia and European Countries at the Beginning of the XXIst Century: The Main Directions of Development
- Author
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Dudin, Mikhail N., Bezbakh, Vitaliy V., Frolova, Evgenia E., and Galkina, Marina V.
- Abstract
The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.
- Published
- 2018
34. The Effects of Young Children's Everyday Activities: A Longitudinal Study in the United States, Russia, and Estonia.
- Author
-
Tudge, J., Tammeveski, P., Meltsas, M., Kulakova, N., and Snezhkova, I.
- Abstract
Noting that it is by studying children's regular activities and their roles and interpersonal relationships that we come to understand how children develop as members of their cultural groups, this study examined children growing up in urban settings in a variety of societies. The study used an ecological perspective largely based on Bronfenbrenner's framework. Participating in the study were 130 children, ages 28 to 45 months at Time 1, and their parents living in medium sized cities; this paper focuses on findings from 62 children from the United States, Russia, and Estonia. Data were collected by means of parent interviews and questionnaires, and from observations of children for 20 hours over the course of a week. Activities of interest included lessons, work, play, exploration, entertainment, and conversation. Findings indicated that middle-class parents in all three countries were more likely to value self-direction for their children and were more interested in freedom for their children than were working-class parents, who were more interested in controlling and disciplining their children. There was considerable similarity across cultures in the activities in which children were engaged. Children all spent the majority of their time in play, with lessons, work, and conversation occupying much less time. Children in middle-class U.S. and Estonian homes were more likely than their working-class counterparts to be involved in activities possibly related to subsequent academic competence, such as academic or skill/nature lessons, play with academic objects, and conversation with adults. In Estonia and Russia, middle-class children were viewed by their teachers and parents as more competent academically than were children from working-class families. There were also cultural and social class variations in the relationship of preschool children's activities to teacher perceptions of competence at the end of their first year in school. (Contains 14 references.) (KB)
- Published
- 2001
35. Transformation of Russian Education: Decentralization, Differentiation, Democratization, Humanitarization.
- Author
-
Titus, Dale N.
- Abstract
A two-week exchange lectureship at the Russian Diplomatic Academy in Moscow is described by the American exchange professor. The focus of the lectureship was the vital role which public education has played historically in shaping the United States. The lectures were designed around three main themes in American education: historic purposes (religious, political, social, economic), governance, and relationships among American society, culture, and education. The project also included a visit to a Russian school specializing in teaching English and to education ministries in order to conduct comparative research in conjunction with the lectureship. Some findings were: recent social and economic changes in Russia have impacted teachers adversely, due to underfunding of education, resulting in overcrowded classrooms, slow growth of teachers' salaries, a general teachers shortage, and a loss of prestige for the teaching profession. Also, new legislation has made general education compulsory and a right guaranteed by the constitution. Tuition free higher education, with competitive admission based on merit, is provided at government institutions, and as a result, private evening schools have opened to supplement basic education. (ND)
- Published
- 1997
36. Psychometric Support for a New Measure of Authoritative, Authoritarian, and Permissive Parenting Practices: Cross-Cultural Connections.
- Author
-
Robinson, Clyde C.
- Abstract
This study examined the psychometric characteristics of a 62-item parenting questionnaire completed by parents from the United States, Australia, China, and Russia. Factor analyses yielded three global parenting dimensions for each culture which were consistent with D. Baumrind's (1971) authoritative, authoritarian, and permissive typologies. The global parenting dimensions were subsequently analyzed to assess their internal structures. For each of the three global dimensions, a number of specific parenting practice factors were identified and compared cross-culturally. The internal factors for the authoritative style were: (1) warmth and involvement; (2) reasoning/induction; (3) democratic participation; and (4) good natured/easy going. The factors for the authoritarian style were: (1) verbal hostility; (2) corporal punishment; (3) non-reasoning, punitive strategies; and (4) directiveness. The factors for the permissive style were: (1) follow through; (2) ignoring misbehavior; (3) and self-confidence. Quite similar parenting practice factors were found for authoritative parenting across cultures; for authoritarian and permissive styles there were substantial cross-cultural differences among the specific parenting practices. Factor scores of the global parenting styles and specific practices were correlated with preschool behavioral problem outcomes to assess the validity of the instrument's cross-cultural use. For the United States and Australian families, mother and father authoritativeness and authoritarianism were related to child preschool behavioral problem outcomes. (KDFB)
- Published
- 1996
37. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?
- Author
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Palmer, W. P.
- Abstract
The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.
- Published
- 1996
38. Professional Roles of Russian and U.S. Journalists: A Comparative Study.
- Author
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Wu, Wei
- Abstract
A study took an inside look at communicators from Russia and the United States to identify some of the factors that may influence journalists from both countries. Through joint efforts of researchers from both countries, two comparable nationwide surveys were conducted almost simultaneously in the summer and fall of 1992. The study was designed to answer the following research questions: Which roles are rated more or less important by 1,000 Russian and 1,156 U.S. journalists?; What are the major predictors of these ratings of various professional roles by Russian and U.S. journalists?; and Do they differ? If yes, how? In terms of method, the study is a secondary analysis of data collected in the two surveys. Besides frequencies and crosstab analyses to examine different groups' perceptions of professional roles, the study also tried to identify statistically significant predictors of journalists' perceptions of their roles in both countries. Results, show that Russian journalists rank their role as political agenda-setter 12 times as high as do American journalists, whereas American journalists rank the role of government investigator much higher than do Russian journalists. Further, neither Russian nor American journalists see themselves as adversarial, arrogant, or meddlesome. Also, feedback from audience is an important determinant of what roles journalists cast themselves in in both countries. (Contains 5 tables of data and 43 references.) (TB)
- Published
- 1995
39. International Student Mobility: Limits of the Current Model
- Author
-
Hugonnier, Bernard
- Abstract
Since 2000, the number of students trained abroad has increased 100%. This statistic shows how not only many students but also how future employers value this training. It gives students an additional skill, which can be called "internationality". Accordingly a large number of countries intend to rapidly increase the number of students studying abroad. This trend leads to a model of international student mobility that would be perfect if, first, all students could benefit from it; second, if this model did not create some inequalities; and finally, if it did not cause some distortions in the world that may be economic or academic in nature. This paper shows that this is not the case. It is therefore important to analyse these phenomena in order to find solutions to improve the current model of international student mobility.
- Published
- 2017
40. Correlation of Concepts 'Extremism' and 'Terrorism' in Countering the Financing of Terrorism and Extremism
- Author
-
Baisagatova, Diana B., Kemelbekov, Saken T., Smagulova, Diana A., and Kozhamberdiyeva, Aigul S.
- Abstract
The main threats to world order are terrorist and extremist activities. On the world stage, countries unite into a coalition with the aim to increase the efficiency of the fight against terrorism. At the local level, the terrorist threat is fought by the security services. In order to prevent global human victims, which may arise as a result of terrorist attacks, the government is taking a number of normative legal acts, which prevent the activities of militants. The main problem that arises in the preparation of the law is the lack of a clear understanding of what the "terrorism" and "extremism" are. Therefore, in this paper, a complete analysis of these terms will be made on the basis of normative legal acts of some countries such as the USA, Russia, Kazakhstan, and scientists specialized in the subject. Research of the terms "extremism" and "terrorism" has shown that these concepts are different, but at the same time interconnected. This relationship is expressed in the fact that terrorism is a continuation of extremism, its next step. The disengagement of these concepts will allow the legislator to create more specific laws, that will cover the entire field of criminal activities.
- Published
- 2016
41. Psychological and Pedagogical Conditions for the Prevention of Deviant Behavior among Adolescents
- Author
-
Vist, Natalya V.
- Abstract
This article focuses on such a highly relevant subject as the prevention and correction of deviant behavior in the adolescent environment. The study revealed the main vectors for the development of the modern science of deviant behavior, identified the main causes of deviations and carried out a comparative analysis of the work on the prevention of deviant behavior in the CIS countries and abroad. This paper proved that the key factor in the prevention and correction of deviant behavior should be, firstly, the family as the primary and the most important institution of identity formation, and secondly, the pedagogically controlled environment of educational institutions serving as a condition for socialization and personal development for children and adolescents.
- Published
- 2016
42. Virtual Campus in the Context of an Educational Virtual City
- Author
-
Fominykh, Mikhail, Prasolova-Forland, Ekaterina, Morozov, Mikhail, and Gerasimov, Alexey
- Abstract
This paper is focused on virtual campuses, i.e. virtual worlds representing real educational institutions that are based on the metaphor of a university and provide users with different learning tools. More specifically, the idea of integrating a virtual campus into the context of a virtual city is suggested. Such a virtual city, where students live and work, can extend the possibilities of a virtual campus in supporting learning and socializing. This paper provides a description and analysis of an empirical case study that was performed to test and develop these ideas. Based on the results of the study, a set of guidelines for designing a virtual campus in a city context is presented. (Contains 15 figures.)
- Published
- 2011
43. The United States Is Far behind Other Countries on Pre-K
- Author
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Center for American Progress, Herman, Juliana, Post, Sasha, and O'Halloran, Scott
- Abstract
Early childhood education and school readiness is essential to preparing children to succeed in an increasingly competitive global economy. Compared to other countries, however, the United States lags far behind on preschool, trailing a number of other countries in enrollment, investment, and quality. In February 2013, however, President Barack Obama put forth a bold plan to significantly expand access to preschool. His plan would invest $75 billion in high-quality preschool, helping the nation catch up with other countries. On almost every element (preschool participation, typical age children begin early-childhood programs, teacher-to-child ratio in early childhood-education programs, and total investment in early childhood-education programs) the United States ranks behind most of the other countries in the Organisation for Economic Co-operation and Development, or OECD. This paper shows how far behind the United States is on preschool, making it evident that the president's plan needs to be implemented. Each of these elements is explored and compared with other countries' numbers. If the United States is to train a world-class workforce, it is imperative that it catches up to the rest of the world on pre-K.
- Published
- 2013
44. TEDS-M 2008 User Guide for the International Database
- Author
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International Association for the Evaluation of Educational Achievement and Brese, Falk
- Abstract
The Teacher Education Study in Mathematics or TEDS-M is a study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA). The lead research center for the study is the International Study Center at Michigan State University (ISC/MSU). The ISC/MSU worked from 2006 to 2011 with the International Study Center at the Australian Council for Educational Research (ACER) and the National Research Coordinators (NRCs) in 17 countries to produce this study. TEDS-M received funding from IEA, the United States of America National Science Foundation, and the collaborating countries. TEDS-M focused on how teachers are prepared to teach mathematics in primary and lower-secondary school, and studied the variation in the nature and impact of teacher education programs within and across countries. TEDS-M is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers have acquired in their mathematics teacher education. The key research questions for the study focused on the relationships between teacher education policies, institutional practices, and future teacher mathematics and pedagogy knowledge. Individual chapters contain figure, tables, footnotes and references. [For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires" (ED542381), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto. Contributors include Alena Becker, Ralph Carstens, Jean Dumais, Sabine Meinck, Plamen Mirazchiyski.]
- Published
- 2012
45. TEDS-M 2008 User Guide for the International Database. Supplement 2: National Adaptations of the TEDS-M Questionnaires
- Author
-
International Association for the Evaluation of Educational Achievement and Brese, Falk
- Abstract
This supplement contains all adaptations made by countries to the international version of the TEDS-M questionnaires under careful supervision of and approval by the TEDS-M International Study Center at Michigan State University. This information provides users of the TEDS-M International Database with a guide to evaluate the availability of internationally comparable data for use in secondary analyses. The adaptations to questionnaires are presented in four sections: Section 1: Institutional Program Questionnaire; Section 2: Educator Questionnaire; Section 3: Future Teacher Questionnaire (Parts A, B, and D); and Section 4: Adaptations to questions about education levels (ISCED classification). Each section contains adaptations specific to individual education systems followed by general or common cultural adaptations and variables. The listed adaptations include questions that countries were required to adapt, questions that were not administered, and questions that countries modified to suit their national context. [For the main report, "TEDS-M 2008 User Guide for the International Database," see ED542383. For related reports, see "TEDS-M 2008 User Guide for the International Database. Supplement 1: International Version of the TEDS-M Questionnaires" (ED542382), "TEDS-M 2008 User Guide for the International Database. Supplement 3: Variables Derived from the Educator and Future Teacher Data" (ED542385), and "TEDS-M 2008 User Guide for the International Database. Supplement 4: TEDS-M Released Mathematics and Mathematics Pedagogy Knowledge Assessment Items" (ED542384).] [This paper was edited with Maria Teresa Tatto.]
- Published
- 2012
46. Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M-M)
- Author
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International Association for the Evaluation of Educational Achievement, Tatto, Maria Teresa, Peck, Ray, Schwille, John, Bankov, Kiril, Senk, Sharon L., Rodriguez, Michael, Ingvarson, Lawrence, Reckase, Mark, and Rowley, Glenn
- Abstract
The Teacher Education Study in Mathematics (TEDS-M) 2008 is the first cross-national study to provide data on the knowledge that future primary and lower-secondary school teachers acquire during their mathematics teacher education. It is also the first major study to examine variations in the nature and influence of teacher education programs within and across countries. The impetus for TEDS-M, conducted in 17 countries under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was recognition that teaching mathematics in primary and secondary schools has become more challenging worldwide as knowledge demands change and large numbers of teachers reach retirement age. It has also become increasingly clear that effectively responding to demands for teacher preparation reform will remain difficult while there is lack of consensus on what such reform should encompass and while the range of alternatives continues to be poorly understood let alone based on evidence of what works. TEDS-M accordingly focused on collecting, from the varied national and cultural settings represented by the participating countries, empirical data that could inform policy and practice related to recruiting and preparing a new generation of teachers capable of teaching increasingly demanding mathematics curricula. Two particular purposes underpinned this work. The first was to identify how the countries participating in TEDS-M prepare teachers to teach mathematics in primary and lower-secondary schools. The second was to study variation in the nature and impact of teacher education programs on mathematics teaching and learning within and across the participating countries. The key research questions for the study focused on the relationships between teacher education policies, institutional practices, and future-teachers' mathematics content knowledge and mathematics pedagogy knowledge. The 17 countries that participated in TEDS-M were Botswana, Canada (four provinces), Chile, Chinese Taipei, Georgia, Germany, Malaysia, Norway, Oman (lower-secondary teacher education only), the Philippines, Poland, the Russian Federation, Singapore, Spain (primary teacher education only), Switzerland (German-speaking cantons), Thailand, and the United States of America (public institutions only). Appended are: (1) Supplementary Exhibits Relating to Chapters 3, 4, 6, and 7; (2) Sampling, Scaling, and Reporting Procedures; and (3) Organizations and Individuals Responsible for TEDS-M. Individual sections contain exhibits, footnotes and references. [This paper was written with the assistance of Jean Dumais, Ralph Carstens, Falk Brese, Sabine Meinck, Inese Berzina-Pitcher, Yang Lu, and Richard Holdgreve-Resendez.]
- Published
- 2012
47. International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 25-26, 2010). Volume 2010, Issue 1
- Author
-
Russell, William Benedict, III
- Abstract
The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]
- Published
- 2010
48. Identifying Children and Adolescents with Depression: Review of the Stimulus Drawing Task and Draw a Story Research
- Author
-
Silver, Rawley
- Abstract
This paper reviews a body of research on the author's Silver Drawing Test (SDT) and Draw A Story (DAS) art-based assessments, which span 40 years of development. The original impetus for the assessment is described and studies are reviewed that examined relationships between depression, abuse, and aggression; cognitive skills; interrater and retest reliability; normative data; and treatment outcomes in the United States, Thailand, and Russia. Findings from these studies suggest that drawing responses that are strongly negative (receiving of a score of 1 out of a total possible 5 points) on both the Emotional Content and the Self-Image scales can provide early identification of children and adolescents who may be at risk for depression. (Contains 1 figure.)
- Published
- 2009
49. Teacher Education and Development Study in Mathematics (TEDS-M): Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics. Conceptual Framework
- Author
-
International Association for the Evaluation of Educational Achievement, Tatto, Maria Teresa, Ingvarson, Lawrence, Schwille, John, Peck, Ray, Senk, Sharon L., and Rowley, Glenn
- Abstract
Over the last 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has conducted more than 23 large-scale comparative studies of student achievement. The work associated with teacher preparation as well as experience gained in many of IEA's studies, such as TIMSS, led to a request from members of the organization for an in-depth investigation of teacher preparation and training, particularly in terms of the subject area of mathematics. This document provides the framework and specifications for the first IEA study of teacher preparation and training of primary and lower secondary mathematics teachers. The framework outlines a comprehensive approach to investigating and understanding teacher preparation around the world and includes an attempt to understand how national policies and institutional practices influence the outcomes of beginning teachers. This focus on what beginning teachers know and can do makes this study the first of its kind. The overall study has three overlapping components: (1) Component I: Studies of teacher education policy, schooling, and social contexts at the national level; (2) Component II: Studies of primary and lower secondary mathematics teacher education routes, institutions, programs, standards, and expectations for teacher learning; and (3) Component III: Studies of the mathematics and related teaching knowledge of future primary and lower secondary school mathematics teachers. The key research questions for the study focus on the relationships between these components, such as relationships between teacher education policies, institutional practices, and future teacher outcomes. Appended are: (1) Study Design and Data Sources; (2) Item Samples; (3) Expert Panel Meetings; and (4) List of National Research Centers Participating in TEDS-M. (Contains 1 figure, 17 tables, 4 boxes, and 14 footnotes.) [This paper was written with contributions from William Schmidt, Kiril Bankov, Michael Rodriguez, Martin Carnoy, Richard Houang, Lee Cogan, Lynn Paine, and Eduardo Rodrigues.]
- Published
- 2008
50. Higher Education Corruption in the World Media: Prevalence, Patterns, and Forms
- Author
-
Osipian, Ararat L.
- Abstract
Corruption in higher education is a newly emerging topic in the field of education research. There is a phenomenal growth in the number of media reports on corruption in higher education over the last decade. However, the rigorous systematic research on education corruption is virtually nonexistent. This paper considers corruption in higher education as reflected in the world media, including such aspects of corruption as its prevalence, patterns, and dominating forms. It follows publications in the specialized and the non-specialized media outlets in the United States, the United Kingdom, and the Russian Federation. The publications are grouped depending on the particular problem they address. This criterion has been chosen as best addressing the issue of corruption internationally. Socio-economic context of educational reforms and changes in each country leaves its print on major forms of corruption in higher education. The findings help to determine which aspects of corruption in higher education should be given more consideration in the future research and which ones might be prioritized, as well as how the national systems of higher education can be improved.
- Published
- 2007
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