200 results on '"United Kingdom"'
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2. A Comparative Analysis of University Investment Policies and Procedures Related to Responsible Investing
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Srikanth Ramani, Deidre Henne, Donna Kotsopoulos, Brandon Dickson, and Chad Dickson
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This research explores responsible investment practices at Canadian and international universities. We analyze universities' "Statement of Investment Policy and Procedures" and "Responsible Investing Policies" to understand how responsible investing is included and how this varies by region. Our results show that most university investment policies are lacking in content and specificity. We compare four different regions, Canada, the United States (USA), the United Kingdom and Ireland (UK-I) and Australia New Zealand (ANZ) in terms of responsible investment integration. We find a clear international hierarchy, with the UK-I as the most advanced region in responsible investing integration, followed by Canada and ANZ with the USA a distant last place. We develop recommendations which act as tools to help mobilize university knowledge in responsible investing, drawing on globally recognized frameworks, in two areas: governance and policy. Our recommendations are broadly applicable to any post-secondary institution and also expand to other sectors attempting to incorporate responsible investing. Implications for universities and areas for future research will be discussed.
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- 2024
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3. Speculative Futures on ChatGPT and Generative Artificial Intelligence (AI): A Collective Reflection from the Educational Landscape
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Bozkurt, Aras, Xiao, Junhong, Lambert, Sarah, Pazurek, Angelica, Crompton, Helen, Koseoglu, Suzan, Farrow, Robert, Bond, Melissa, Nerantzi, Chrissi, Honeychurch, Sarah, Bali, Maha, Dron, Jon, Mir, Kamran, Stewart, Bonnie, Costello, Eamon, Mason, Jon, Stracke, Christian M., Romero-Hall, Enilda, Koutropoulos, Apostolos, Toquero, Cathy Mae, Singh, Lenandlar, Tlili, Ahm, Lee, Kyungmee, Nichols, Mark, Ossiannilsson, Ebba, Brown, Mark, Irvine, Valerie, Raffaghelli, Juliana Elisa, Santos-Hermosa, Gema, Farrell, Orna, Adam, Taskeen, Thong, Ying Li, Sani-Bozkurt, Sunagul, Sharma, Ramesh C., Hrastinski, Stefan, and Jandric, Petar
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While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.
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- 2023
4. Social Justice Knowledge Construction among Physical Education Teacher Educators: The Value of Personal, Professional, and Educational Experiences
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Joanne Hill, J. L. Walton-Fisette, M. Flemons, R. Philpot, S. Sutherland, S. Phillips, S. B. Flory, and A. Ovens
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Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.
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- 2024
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5. Mapping the Evolution Path of Citizen Science in Education: A Bibliometric Analysis
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Yenchun Wu and Marco Fabio Benaglia
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For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.
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- 2024
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6. Microteaching Networks in Higher Education
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Sonia Santoveña-Casal, Javier Gil-Quintana, and José Javier Hueso-Romero
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Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.
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- 2024
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7. Binary and Non-Binary Trans Students' Experiences in Physical Education: A Systematic Review
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Angélica María Sáenz-Macana, Sofía Pereira-García, Javier Gil-Quintana, and José Devís-Devís
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The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.
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- 2024
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8. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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9. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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10. Modality-Specific Associations between Sensory Differences and Autistic Traits
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Bang, Peter and Igelström, Kajsa
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Sensory processing differences measured by self- or parent-report co-segregate with quantitative autistic traits and have potential endophenotypic properties. It is not known to what extent this reflects generalized sensory dysfunction versus more specific associations involving individual senses or autistic trait domains. We combined Bayesian variable selection with dominance analysis to obtain a more nuanced understanding of modality-specific associations. We recruited two independent samples of adults to complete the Broad Autism Phenotype Questionnaire and the Glasgow Sensory Questionnaire. For each domain of autistic traits (social interaction, communication, cognitive rigidity), we performed stochastic search variable selection using Glasgow Sensory Questionnaire modality subscales as predictors while controlling for uncertainty in other variables. Dominance analysis was applied to the reduced models to evaluate the relative importance of predictors. Only auditory scores reliably predicted all three autistic traits when other modalities were accounted for. The proprioceptive scale, which included motor and interoceptive deficits, predicted communicative autistic traits more than other trait domains. The tactile scale appeared most specific for social autistic traits. Although the findings must be interpreted in light of the limitations of the questionnaires, the study suggests that auditory differences may be more likely than differences in other senses to be a robust sensory endophenotype relevant to autism.
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- 2023
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11. Publication and Characteristics of Qualitative Research in School Psychology Journals between 2006 and 2021
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Sabnis, Sujay V., Newman, Daniel S., Whitford, Daniel, and Mossing, Kandace
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To understand the evolution and current status of qualitative research in School Psychology, we reviewed 4,346 articles published across seven school psychology journals between 2006 and 2021. The bibliometric analysis indicates that publication of qualitative research has increased over the years, but remains small (3%) when seen against the total volume of journal publications. Less than 5% of articles in all but one journal were qualitative. The most commonly explored topic was diversity, equity, and social justice accounting for 23% of the qualitative articles. In total, 55% of the studies were conducted in the United States. Although many studies did not specify participants' race and gender, the most commonly reported research participants were K-12 students, female, White, and from the United States. We discuss these findings and provide recommendations.
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- 2023
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12. Contract Cheating in Canada: Exploring Legislative Options
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University of Calgary (Canada), Adlington, Alicia, and Eaton, Sarah Elaine
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Purpose: The purpose of this report is to provide background information to develop deeper awareness about contract cheating in Canada and generate conversations about possible legislative approaches to address this growing problem. Methods: A qualitative legal analysis of legislation from the UK, Ireland, New Zealand, Australia, and US (17 states) was conducted. In addition, a synthesis of current research relating to legal aspects of contract cheating is provided. Results: There is inconsistency in how various jurisdictions have approached legislation intended to address contract cheating. Although some legislation was enacted in several US states in the 1970s, there has been increased activity in recent years to pass legislation in Australia, New Zealand, Ireland, and most recently, the UK. A failed attempt in Ontario, Canada to enact legislation in 1972 is also discussed. Implications: Legislation against contract cheating may have limitations, but is nevertheless a useful way to combat commercial academic cheating enterprises that compromise the integrity of credentials awarded by institutions. Recommendations for institutions, scholars, and policy makers are offered.
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- 2021
13. Exploring the Emerging COVID-19 Research Trends and Current Status in the Field of Education: A Bibliometric Analysis and Knowledge Mapping
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Karakose, Turgut and Demirkol, Murat
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Background/purpose: The current study aims to analyze the thematic structures and trends of scientific publications that examine the relationship between the COVID-19 pandemic and education, while presenting a roadmap for future research on this topic. Materials/methods: The data were obtained from the Web of Science Core Collection (WoSCC) bibliographic database by identifying the publications that examine the relationship between the COVID-19 pandemic and education, then were analyzed using bibliometric methodology and content analysis. VOSviewer, GraphPad softwares, and visualization maps were used to analyze the data and to present the findings. Results: The results of the study show that publications examining the relationship between the COVID-19 pandemic and education focused on "online education" and "teacher education," while the countries that contributed the most to publications on this issue were USA, United Kingdom, Canada, and Spain. It was determined that most publications preferred the "theoretical model" and the majority of the research data were obtained through "scale/interview forms." Furthermore, the findings of this study revealed that during the COVID-19 pandemic period, the editorial/refereeing processes of the articles submitted to academic journals were carried out very quickly and the articles were published unusually quickly. Conclusion: This study indicated that the majority of scientific studies on COVID-19 are focused on the field of health, and that there is limited edition research on COVID-19-related education. To the best of the authors' knowledge, the current study is the first research article in the international literature to examine the thematic structures and trends of scientific publications on the relationship between solely education and COVID-19 through bibliometric and content analysis; and contributes to the knowledge base on COVID-19-related education by mapping the existing knowledge.
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- 2021
14. The Continuity of Students' Disengaged Responding in Low-Stakes Assessments: Evidence from Response Times
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Bulut, Hatice Cigdem
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Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.
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- 2021
15. The Moderating Effect of Gender Equality and Other Factors on PISA and Education Policy
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Campbell, Janine Anne
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Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.
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- 2021
16. Doctoral Defence Formats
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Lantsoght, Eva O. L.
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The doctoral defence is the oral examination of the doctoral thesis. While it is a major milestone for doctoral candidates, this event is often shrouded in mystery. In this article, I explore the doctoral defence from an international perspective. I have studied the format of the defence based on written testimonies as well as the literature on this topic. From this analysis, I distinguish four main elements of the defence format: (1) timing of the defence with respect to thesis publication, (2) number of steps in the defence, (3) public or private defence, and (4) the timeline of the defence itself. I then use these building blocks of the doctoral defence format to discuss differences and similarities between the formats, and finally to categorize defence formats used internationally by analysing the format of 26 countries, 24 of which use an oral defence format. The result is a deeper understanding of the defence format, which is valuable for candidates, committee members, supervisors, and administrators, and which can also serve the current discussions within the European Union on a standard format for the doctoral defence. Ultimately, understanding the defence format removes the mystery surrounding the defence.
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- 2023
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17. Sense of Accomplishment: A Global Experience in Student Affairs and Services
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Seifert, Tricia A., Perozzi, Brett, and Li, Wincy
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This empirical article presents student affairs and services practitioners' perceptions regarding the sense of accomplishment they feel in their job. Results show helping students, collaborating among colleagues, contributing positively to a broader community, and the autonomous and engaging nature of the work itself provided SAS staff across countries and regions with a sense of accomplishment. Authors discuss findings in terms of supporting SAS practitioners in light of changes globally in higher education's expectations and culture.
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- 2023
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18. Crowded House: An Analysis of How the Virtual Learning Environment Moodle Is Built via Bug Tracker Participants
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Costello, Eamon, Johnston, Keith, and Wade, Vincent
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This research investigated how the bug tracker database of the Virtual Learning Environment (VLE) Moodle is developed as an application of crowd work. The bug tracker is used by software developers, who write and maintain Moodle's code, but also by a wider public world of ordinary Moodle users who can report bugs. Despite many studies of the phenomenon of open source bug fixing and software building, much remains to be answered. Specifically, we sought to analyse the implications of this massively distributed collaborative development process for education and educational technology. The research examined the ways educators interface and contribute to the development of the VLE Moodle at the granular level of bug fixing as an example of a global crowdsourced activity. In this study, twenty community participants were interviewed, from fringe members, to key actors, including lead developers from the Open University, Moodle HQ and Moodle founder Martin Dougiamas. We uncovered rich stories of practices of community members. We found that projects are complex interplays of many actors assuming different roles and identities, and that brokers, or "kindly souls", play a key role in activities such as filing reports on behalf of others, or inducting new members.
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- 2023
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19. Young People's Views on Pornography and Their Sexual Development, Attitudes, and Behaviors: A Systematic Review and Synthesis of Qualitative Research
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Peterson, Amy J., Silver, Gillian K., Bell, Heather A., Guinosso, Stephanie A., and Coyle, Karin K.
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This synthesis of 30 qualitative studies examined young people's views on pornography related to their sexual health. Synthesis revealed pornography use is considered normal by young people, reinforced by its usefulness as a tool for pleasure, information, and instruction in the absence of sufficient sexuality education. However, youth can become distressed by misogynistic, racist, homophobic, transphobic, or violent pornography content. Youth lack spaces to discuss pornography with trusted adults, leaving them to manage their use without support and potentially leading to harmful attitudes and unrealistic expectations about sex. Implications include the need for additional research and increased access to inclusive sexuality education.
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- 2023
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20. The Importance and Level of Individual Social Capital among Academic Librarians
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Wojciechowska, Maja
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Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.
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- 2023
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21. Reinventing International Higher Education for a Socially Just, Sustainable World
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Healey, Nigel Martin
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Post-pandemic, there is a growing recognition that higher education needs to take a more proactive role in addressing the United Nations' Sustainable Development Goals -- the 17 goals for 2030 that aim to balance global economic development with the need to tackle climate change and protect our natural ecosystems. This change of focus has profound implications for international higher education. For universities in countries like Australia, New Zealand and the UK, internationalisation has underpinned a successful business model. Recruiting children of wealthy elites in developing countries and charging them high tuition fees allows universities to invest in research and facilities and drive themselves up global rankings tables. But recruiting students from the Global South imposes an environmental cost in terms of the carbon footprint and perpetuates structural inequality. This article explores solutions to moving beyond the current business model and adopting an internationalisation strategy that prioritises social justice and environmental sustainability.
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- 2023
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22. College Educated yet Disconnected: Exploring Disconnection from Education and Employment in OECD Countries, with a Comparative Focus on the U.S. PERC Report and ETS Research Report Series No. RR-20-21
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Kevelson, Marisol J. C., Marconi, Gabriele, Millett, Catherine M., and Zhelyazkova, Nevena
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In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.
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- 2020
23. Efficiency Measurement with Network DEA: An Application to Sustainable Development Goals 4
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Koçak, Deniz, Türe, Hasan, and Atan, Murat
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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.
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- 2019
24. Mixture Rasch Model with Main and Interaction Effects of Covariates on Latent Class Membership
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Karadavut, Tugba, Cohen, Allan S., and Kim, Seock-Ho
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Covariates have been used in mixture IRT models to help explain why examinees are classed into different latent classes. Previous research has considered manifest variables as covariates in a mixture Rasch analysis for prediction of group membership. Latent covariates, however, are more likely to have higher correlations with the latent class variable. This study investigated effects of including latent variables as covariates in a mixture Rasch model, in presence of and in absence of interactions between the covariates. Results indicated the latent and manifest covariates influenced latent class membership but did not have much influence on class ability means or class proportions. The influence was relatively higher for latent covariates compared to manifest covariates. The effects of the covariates on class membership and on item parameters were class specific. Substantial effects of covariates on item parameters yielded smaller standard errors for item parameter estimates. A significant interaction term also had an effect on the coefficients for predicting and explaining latent class membership.
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- 2019
25. Multi-Level Classification of Literacy of Educators Using PIAAC Data
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Yalcin, Seher
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This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]
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- 2022
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26. Contract Cheating: To Legislate or Not to Legislate -- Is That the Question?
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Awdry, Rebecca, Dawson, Phillip, and Sutherland-Smith, Wendy
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Increasing pressure is being placed on governments and legislators in different countries to take action against assignment outsourcing in higher education. Global discussions focus on prohibiting commercial outsourcing providers, such as contract cheating services. Despite evidence to suggest that outsourcing behaviours by students are increasing, and the number/reach of companies is increasing, little research has been undertaken to explore whether legislation will deter or prevent students from engaging in these dishonest behaviours. We investigated the issue of legality with higher education students, asking about their peers and their own assignment outsourcing behaviours, whether they believed such companies were already illegal, or whether they thought they should be illegal. Using quantitative analysis, responses from 7126 international participants were considered. We found that some students outsourced their assignments whether they thought it was illegal or not. Further, the majority of respondents argued that students should be impacted by any legislation, as well as the companies that provide outsourced work. The study presents evidence which should be considered in determining whether any law may have an effect to reduce assignment outsourcing behaviours in higher education students.
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- 2022
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27. Sexuality Education as Political Theology: Pathways to Non-Violence
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Heyes, Joshua M.
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Thinking sexuality education and religion together often results in antagonisms that pit religious and secular values against each other. Political theology provides new insights into this tendency by showing how modern concepts of political legitimacy are based on secularised Christian theology. Neoliberal schooling, public sexual health and human rights provide legitimacy for sexuality education in post-Christian societies and all three are grounded in political theology. The political theology of sexuality education can be seen wherever ideal sexual subjectivities are presented which set up standards which one can succeed or fail to meet with clear consequences. These standards could be heterosexual, safe and marital, but equally agential, pleasurable, transgressive and self-aware. While there may be many ways of escaping the Christian political theological foundations of sexuality education altogether, a political theology of non-violence opens up a way for Christian and secular conceptions of sexuality education to move forward amidst significant cultural and moral difference.
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- 2022
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28. Education at a Glance 2021: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2021 edition includes a focus on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to Target 4.5 of the Sustainable Development Goal 4 on equity in education, providing an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels. Two new indicators on the mechanisms and formulas used to allocate public funding to schools and on teacher attrition rate complement this year's edition. [For "Education at a Glance 2020: OECD Indicators," see ED615322.]
- Published
- 2021
- Full Text
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29. Continued Educational Neuromyth Belief in Pre- and In-Service Teachers: A Call for De-Implementation Action for School Psychologists
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Craig, Heather L., Wilcox, Gabrielle, Makarenko, Erica M., and MacMaster, Frank P.
- Abstract
Despite the breadth and depth of educational neuroscience research and teachers' interest in neuroscience, teachers often have limited access to reputable sources. As a result, neuromyths--misapplied or over-simplified claims related to brain science--have proliferated. School Psychologists have training in education, applied neuroscience, and evidence-based practices. As such, school psychologists are poised to mitigate the negative impact of teacher neuromyth endorsement. This study examined the endorsement rate of neuromyths by teachers to identify knowledge gaps to inform future training in this area. In-service and preservice teachers from grades K-12 completed an online survey of common neuromyths. Many neuromyths are pernicious and continue to be endorsed by teachers, most commonly related to learning styles and multiple intelligences. These results support the need for increased training in neuroscience for teachers and suggest a desire for factual and useful information about educational neuroscience, which school psychologists can provide in educational contexts.
- Published
- 2021
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30. Building the Future: Children and the Sustainable Development Goals in Rich Countries. Innocenti Report Card 14
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UNICEF Office of Research – Innocenti (Italy) and Brazier, Chris
- Abstract
This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). Specifically, this report seeks to bring the SDG [Sustainable Development Goal] targets for children in high-income countries into meaningful operation (while staying true to the ambitions of the global agenda) and to establish a point of departure for reviewing the SDG framework in these contexts. It focuses on those goals and targets with most direct relevance to the well-being of children in high-income settings. Where appropriate, it adapts the agreed SDG indicator, the better to reflect the problems facing children in such countries. The results therefore highlight the new challenges set by the SDGs.
- Published
- 2017
31. Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices
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Heuser, Brian L., Wang, Ke, and Shahid, Salman
- Abstract
We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.
- Published
- 2017
32. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
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Mavi, Reza Kiani and Standing, Craig
- Abstract
Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
33. Formative Assessment, Growth Mindset, and Achievement: Examining Their Relations in the East and the West
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Yan, Zi, King, Ronnel B., and Haw, Joseph Y.
- Abstract
Both formative assessment and growth mindset scholars aim to understand how to enhance achievement. While research on formative assessment focuses on external teaching practices, work on growth mindset emphasises internal psychological processes. This study examined the interplay between three formative assessment strategies (i.e. sharing learning progressions, providing feedback, and instructional adjustments) and growth mindset in predicting reading achievement using the PISA2018 data. We focused specifically on samples from the West (the United States, the United Kingdom, Ireland, Canada, Australia, and New Zealand) and the East (Mainland China, Hong Kong SAR, Macau SAR, Chinese Taipei, Japan and Korea) which comprised of 109,204 15-year old students. The results showed that formative assessment strategies were positively, albeit weakly, related to a growth mindset in the East, but not in the West. In contrast, growth mindset was positively related to reading achievement only in the West, but not in the East. The impacts of different formative assessment strategies on reading achievement demonstrated cross-cultural variability, but the strongest positive predictor was instructional adjustments. These findings highlight the potential synergy between formative assessment and growth mindset in enhancing academic achievement as well as the importance of cultural contexts in understanding their roles in student learning.
- Published
- 2021
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34. Academic Networks and Career Trajectory: 'There's No Career in Academia without Networks'
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Heffernan, Troy
- Abstract
Academic networks have been found to play a significant role in career trajectory via employment opportunities, publishing openings, or being alerted to prospects not widely advertised. These results are reflective of Bourdieu's notion that social capital can see an individual's position within a field (in this article the field of academia) increase due to their network's aggregate resources, which can be leveraged and see them attain success they may not have been able to achieve without their network's capital and collective field position. This study surveyed more than 100 working academics and found that most participated in some form of academic networking. This article's significance comes from exploring the lived experiences that have been identified by academics engaging in active network building. The work demonstrates the significant benefits that can result from being involved in well-positioned academic networks, but also reveals how networks are viewed as methods that can subvert merit-based achievements within the field.
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- 2021
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35. Mortality, Predictors and Causes among People with Intellectual Disabilities: A Systematic Narrative Review Supplemented by Machine Learning
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Tyrer, Freya, Kiani, Reza, and Rutherford, Mark J.
- Abstract
Background: There is a need to systematically compare and contrast mortality predictors and disparities in people with intellectual disabilities (ID) for global prevention strategy development. Method: Bibliographic databases and grey literature were searched using systematic review methodology and the machine learning tool "Abstrackr." Results: Fifty-four relevant articles and reports published from 2010 to 2019 were identified. Nearly all (n = 53) were from high-income countries. Mortality disparities were apparent and consistent across countries and publication years, with no evidence of a decrease over time. People with ID can still expect to live 12-23 years less than the general population and are particularly vulnerable to deaths from respiratory infections and epilepsy. Conclusions: Both population and individual-level approaches to prevention are indicated to tackle the continuing mortality disparities in people with ID, including consideration of reasonable adjustments in general population efforts to reduce health inequalities.
- Published
- 2021
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36. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
- Abstract
Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
- Published
- 2020
- Full Text
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37. Education at a Glance 2020: OECD Indicators
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Organisation for Economic Cooperation and Development (OECD) (France) and Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
"Education at a Glance" is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication -- as well as links to much more available on the educational database -- provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education. [This edition was revised April 2021. For "Education at a Glance 2019: OECD Indicators," see ED615321.]
- Published
- 2020
- Full Text
- View/download PDF
38. Do Boys and Girls Have Similar Attitudes towards Competition and Failure? PISA in Focus. No. 105
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
While in most countries today women attain higher levels of education than men, on average, they are less likely than men to be employed and they earn less. There are many reasons why these gender gaps open; some are apparent in secondary school. For example, even when they outperform boys academically, girls are less likely than their male peers to choose the pathways through education and fields of study, such as science, mathematics or computing, that lead to the highest-paid professions. On average across OECD countries, only 14% of girls who were top performers in science or mathematics reported that they expect to work as professionals in science or engineering while 26% of top-performing boys so reported. That decision can have negative consequences for women's labour market prospects. Self-efficacy and self-esteem may affect the choices teenagers make for their future education and career. Fear of failure may lead students to be self-protective and thus avoid challenging situations and opportunities that are essential for learning and development. By contrast, a willingness to compete may influence the decision to take calculated risks, such as applying for admission to prestigious universities or for a higher position in a company.
- Published
- 2020
39. How Has Private Expenditure on Tertiary Education Evolved over Time and How Does It Affect Participation in Education? Education Indicators in Focus. No. 72
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Organisation for Economic Cooperation and Development (OECD) (France)
- Abstract
On average in OECD countries, private sources account for a significant share of investment in tertiary educational institutions. Private expenditure on tertiary educational institutions increased faster than public expenditure between 2010 and 2016 on average across OECD countries, although this varies from country to country. Participation in tertiary education is not correlated to the funding model in tertiary institutions and high levels of private expenditure at tertiary education are not necessarily associated with lower enrolment. Financial support mechanisms in the form of grants or loans help alleviate the financial burden to households, particularly in countries where private spending on tertiary education is high.
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- 2020
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40. Metaphor in Second Language Academic Writing
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Saneie Moghadam, Maryam and Ghafar Samar, Reza
- Abstract
This study describes the quantitative aspects of metaphor in academic publications. In particular, we analyze the frequency of metaphor types and source domains in medical papers written by native and non-native speakers of English. The data have been collected from selected published articles on cancer and tissue engineering. The method combines a manual procedure with a semantic tagger and keyness statistics in Wmatrix software for metaphor identification. The results show that while the distribution of metaphor is relatively stable across tissue engineering and cancer articles written by native and non-native speakers, indirect metaphor is more often used than other types of metaphor. Moreover, the findings indicate that some metaphorical source domains are specifically used for a particular topic and that some are more frequently exploited by native speakers of English than by non-native speakers. This study has implications for English for Academic Purposes (EAP) pedagogy and the development of metaphorical awareness activities as it may set the ground for future corpus studies that analyze metaphor properties in academic registers.
- Published
- 2020
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41. The Accessible Museum: Towards an Understanding of International Audio Description Practices in Museums
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Hutchinson, Rachel S. and Eardley, Alison F.
- Abstract
Introduction: Audio description (AD) in museums is crucial for making them accessible for people with visual impairments. Nevertheless, there are limited museum-specific AD guidelines currently available. This research examines current varied international practitioner perspectives on museum AD, focusing on imagery, meaning, emotion and degrees of objectivity, and the regional differences (Europe and United States) in AD traditions, in order to better understand how AD can be used to enhance access to museums. Methods: Forty-two museum describers from 12 countries responded to a questionnaire requiring fixed-choice and free-text responses about the purpose and construction of museum AD. Results: Inference tests showed that European describers agreed more strongly than American describers that AD should "explore meaning" (U = 91.00, N1 = 24, N2 = 14, p = 0.03), and "create an emotional experience" (U = 89.50, N1 = 24, N2 = 14, p = 0.03), rating the use of cognitive prompts as more important (U = 85.50, N1 = 21, N2 = 14, p = 0.04). Qualitative data enriched this understanding by exploring participant responses on the themes of mental imagery, objectivity and interpretation and cognitive prompts. This highlighted broader agreement between regions on mental imagery, but more acceptance of interpretation in AD from the European respondents. Discussion: American and European describers' opinions differ regarding the purpose of AD: whether it is about conveying visual information or whether broader interpretations should be incorporated into descriptions for audiences with visual impairments. Implications for practitioners: These findings indicate that further discussion is needed regarding the purpose of museum AD and, in particular, the way in which objectivity is contextualized. They raise questions about AD providing visual information and/or seeking to address a wider museum experience, including the stimulation of curiosity or emotion.
- Published
- 2020
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42. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
- Abstract
This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
- Published
- 2020
- Full Text
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43. Gender Parity in Higher Education Enrolments: Trends and Paradoxes
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Clancy, Patrick and O'Sullivan, Sara
- Abstract
Higher education systems globally have seen major increases in women's participation and the overall trend in OECD countries has been a transition from the traditional male majority in enrolments to a substantial female majority. Prompted by a recent reversal of this trend, this paper explores gender differences in participation in higher education in 27 OECD countries between 1971 and 2015. While increased participation by women was thought to be part of the solution to persistent gender inequalities we argue that this is not an inevitable outcome. Our argument is based on an analysis of changes in the gender composition of the student population, using available secondary data. We explore how changing gender differentials are linked to the concurrent massification of HE, changing distribution of enrolments by field of study, changes in sex segregation by field, features of national education systems and wider social structural differences related to gender. Our analysis examines the complex interaction between discipline-specific levels of sex segregation and overall levels of gender parity. We argue that that sex segregation needs to be considered alongside women's long-standing higher participation rates to understand why the latter has not triggered a transformation in the gendered division of labour.
- Published
- 2020
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44. An International Study of Technology Enhanced Learning-Related Strategies from the Perspective of Disruptive Innovation
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Flavin, Michael and Quintero, Valentina
- Abstract
Purpose: The purpose of this study was to analyse institutional strategy documents relating to technology-enhanced learning. Design/methodology/approach: In total, 84 documents were sampled from 71 leading higher education institutions (HEIs), identified through the Quacquarelli Symonds World University Rankings 2018. Qualitative content analysis with a directed approach was used to analyse the strategy documents. The specific theory used was disruptive innovation. The use of "innovation", or variants thereof, was counted in each document. Ten case studies from the sample were used for content analysis. Findings: Technology-enhanced learning-related strategy documents are conservative, advocating the more efficient use of existing technologies, or the incremental enhancement of existing technologies, but not transformation through technology. Originality/value: By evaluating the extent to which selected institutional strategies engage with innovation in technology-enhanced learning, this study argues HEIs advocate sustaining innovation or efficiency innovation to a greater extent than disruptive innovation.
- Published
- 2020
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45. The Impact of COVID-19 on Education: Insights from 'Education at a Glance 2020'
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Organisation for Economic Cooperation and Development (OECD) (France) and Schleicher, Andreas
- Abstract
This brochure focuses on a selection of indicators from "Education at a Glance," selected for their particular relevance in the current context. Their analysis enables the understanding of countries' response and potential impact from the COVID-19 containment measures. The following topics are discussed: (1) the impact of the crisis on education, including public financing of education in OECD countries and international student mobility; and (2) COVID-19 and educational institutions, including the loss of instructional time delivered in a school setting, measures to continue students' learning during school closure, teachers' preparedness to support digital learning, when and how to reopen schools, class size, a critical parameter for the reopening of schools, and vocational education during the COVID-19 lockdown.
- Published
- 2020
46. Developing, Approving and Maintaining Qualifications: Selected International Approaches. Research Report
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National Centre for Vocational Education Research and Misko, Josie
- Abstract
There are lessons for Australia in the key approaches to the development, approval, maintenance and quality assurance of qualifications adopted in countries overseas. This research takes into account a range of approaches used in selected European Union (EU) member states (Germany, Finland and Sweden), the United Kingdom (England, Northern Ireland and Wales, Scotland, and Ireland) and the nations of New Zealand, Singapore and South Korea. The processes used in Ontario, Canada, and selected accreditation agencies in the United States were also investigated. This work serves to inform the vocational education and training (VET) sector in Australia about practices used overseas. It provides a useful reference document for agencies charged with developing and reviewing qualifications and showcases the different approaches used to ensure that qualifications remain current for the industries they serve. This report highlights some key messages for Australia, some of which include: (1) The introduction of qualifications frameworks, implementation of competency-based or learning outcomes approaches to learning and assessment, recognition of prior learning, and effective regulation and quality assurance processes are all being debated overseas, with varying solutions to the perceived issues being applied; (2) The development of hierarchical national qualifications frameworks comprising progressively higher qualification levels is relatively widespread, and increasing; and (3) Collaboration between governments (or their delegated agencies) and industry stakeholders is key to developing and/or approving competency standards, educational standards and content that align with labour market needs. The following are appended: (1) The criteria for SQA accreditation of qualifications; and (2) Standards for the ACCSC in the United States. [This report has been prepared by the National Centre for Vocational Education Research (NCVER) under the National Vocational Education and Training Research (NVETR) Program.]
- Published
- 2015
47. The Framework of Media Education and Media Criticism in the Contemporary World: The Opinion of International Experts (Situación de la educación en medios y la competencia crítica en el mundo actual: opinión de expertos internacionales)
- Author
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Fedorov, Alexander and Livitskaya, Anastasia
- Abstract
The article analyzes the results of the international survey "Synthesis of Media Literacy Education and Media Criticism in the Modern World," conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.
- Published
- 2015
48. Children of the Recession: The Impact of the Economic Crisis on Child Well-Being in Rich Countries. Innocenti Report Card 12
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UNICEF Office of Research – Innocenti (Italy) and Fanjul, Gonzalo
- Abstract
As the data in this new edition of the Innocenti Report Card series show, in the past five years, rising numbers of children and their families have experienced difficulty in satisfying their most basic material and educational needs. Most importantly, the Great Recession is about to trap a generation of educated and capable youth in a limbo of unmet expectations and lasting vulnerability. League Tables, the flagship tool of the Innocenti Report Card series, rank the change, since the onset of the crisis, in the poverty levels of children and the impact of the recession on youth. The Report also explores the effects of the recession on youth seeking to enter or remain in the labour force in the middle of a recession. [Support for this report was provided by the Government of Italy.]
- Published
- 2014
49. Residential Schools and Indigenous Peoples: From Genocide via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation. Routledge Research in International and Comparative Education
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Minton, Stephen James and Minton, Stephen James
- Abstract
"Residential Schools and Indigenous Peoples" provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling. It analyses how such abusive systems were legitimised and positioned as benevolent during the late nineteenth century and examines Indigenous and non-Indigenous agency in the possibilities for process of truth, restitution, reconciliation, and reclamation. The book examines the immediate and legacy effects that residential schooling had on Indigenous children who were removed from their families and communities in order to be 'educated' away from their 'savage' backgrounds, into the 'civilised' ways of the colonising societies. It brings together Indigenous and non-Indigenous authors from Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the United Kingdom, and the United States in telling the stories of what happened to Indigenous peoples as a result of the interring of Indigenous children in residential schools. This unique book will appeal to academics, researchers, and postgraduate students in the fields of Indigenous studies, the history of education and comparative education.
- Published
- 2019
50. Speech Perception Skills of Children with Speech Sound Disorders: A Systematic Review and Meta-Analysis
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Hearnshaw, Stephanie, Baker, Elise, and Munro, Natalie
- Abstract
Purpose: The aim of this study was to conduct a systematic review and meta-analysis to investigate whether preschool- and early school-age children with speech sound disorders (SSDs) have difficulties with speech perception. Method: Systematic searching of 8 electronic databases identified 73 eligible studies across 71 articles examining the speech perception skills of children with SSDs. The findings and methodological characteristics of each study were reviewed, and the reporting of methodological information in each article was rated. A meta-analysis was conducted with studies that used the most common type of speech perception assessment task--lexical and/or phonetic judgment tasks. Results: Across 60 of 73 studies, some or all children with SSDs were reported to have difficulties with speech perception. The meta-analysis showed a significant difference between children with SSDs and children with typically developing speech on lexical and/or phonetic judgment tasks. Conclusion: Results from the meta-analysis demonstrate that children with SSDs have difficulties with speech perception. This appears to be the case for some but not all children with SSDs. The findings from this systematic review and meta-analysis also provide insight into the complex range of methodological issues involved in the study of speech perception in children with SSDs and the need for further research.
- Published
- 2019
- Full Text
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