Peak E Ong added an answer:Does instruction offered in English motivate students to continue their education abroad?
There is a discussion about EMI and students' choices of studying in the United States. Is there a correlation between using English as a language of instruction in primary/secondary education and the number of students who choose to continue their education abroad (English-speaking countries)?
Do not think this is a big academic question, given China, one of the richest nations and with many millionaires and multimillianaires, their priority is having their children overseas to show they are above others. The expensive tuition fees and living needs mean most probably, children of those who can afford will go overseas. There are tallent children with less fortunate background can be very much more intellengent compared to their rich friends, carry on with life at home and no bother with English language.Following
Apostolia Matziouri added an answer:Can anybody suggest links, sources, articles connecting sexism and school leadership?
I suppose there must be some kind of mechanisms, racism or whatever that discourages women from vindicating a post in school leadership and explains the very low percentages of women school leaders in the educational system.
THANK YOU FOR YOUR PRECIOUS HELP AND SUPPORT, MR THOMPSON. MAY YOU ALWAYS SUCCEED TO WHAT YOU ATTEMPT.Following
Maria Udén added an answer:How can, and should, we measure the impact of the hegemony of research production and dissemination in English?
I am wondering what is lost, neglected, omitted and/or diminished but the increasing insistence on publishing primarily or exclusively in English. Does this mean that researchers do not read in, engage with, and publish in other languages? My primary concern is the assumptions, hypotheses and contextual notions that are used, which privilege one language above all others. Similarly, I'm wondering if English-only speakers, or those doing research only in English, are willingly and unwillingly disregarding or underplaying other ways of thinking, other epistemologies, other insights, etc., simply because of the hegemony of language. Whenever I have presented in French and Spanish, I am always heartened and taken aback by the different types of questions, elaborations and approaches, and believe that the lack of engage in different languages and within different linguistic contexts may have a detrimental effect on the salience of the research. Of course, this is not a criticism of research that is produced in English, per se, but is more directly at the systemic underpinning of discounting other types of research. The socio-linguistic literature has raised some interesting concerns in this area. One specific case in point is the way that racism is discussed in different languages, including the theoretical, empirical, linguistic and vernacular expressions that frame the topic (it is quite different in English and French, for example). In sum, more engagement across linguistic, as would be the case in ethno-cultural, racial and other, lines would be a beneficial part, I believe, of any evolving social science research.
It is a good idea to bring in at least some bits of different languages. New concepts can grow from that - in the long run. And readers get a chance to expand their knowledge horizons. Also: Can mean a lot to people speaking "small" languages (in the sense few speakers).Following
Kurt J. Bauman added an answer:Are there studies that document educator voting behaviors in the USA, UK, or Australia?I would be interested in local and national elections.
I don't know of studies, but I can tell you that the U.S. Current Population Survey voting supplement would allow you to look at teachers (by occupation) and their voting participation (but not who they voted for).
Tom Maxwell added an answer:What type of research methodology is suitable to study the experiences of science teachers at secondary level?
Science Teacher Educators, Policy researchers, Science Teacher Leaders
To follow up again. While mixed methodology is a strong general response to this issue the key is to clearly articulate the research question(s) and then think about design and methodology.Following
Carlinda Leite added an answer:How have PISA results influenced educational policies in your nation?
At this moment in Brazil, the government is designing a National Curriculum for Basic Education.
In Portugal the Pisa’s results and the place in the ranking has a huge impact. On the other hand, the Pisa report has a strong influence in curricular policies and in the schools workFollowing
Michael Marston added an answer:Can anyone comment on the intersection of student evaluation and NPM ?
I am interested in seeing to what extent, if any, attitudes to the student evaluation of teaching even if purportedly for formative purposes are influenced by academics' attitudes to the new public management
Many thanks Krishnan, it's a very interesting article indeed.Following
Erez Grinboim added an answer:What should be recognized as the most suitable Post-MDG (millennium development goals) indicators for measuring progress in health and education?MDG indicators are often criticized because they focus too much on access and put less importance on quality. Measuring quality is of course difficult and more so compared across countries, but we need to move forward. For example, enrollment in primary education barely tells the whole story, so what is the ideal indicator that captures the quality of basic education?
Dear Sudipta Mondal
One of the best indicators for measuring progress in both health and education is Well-Being. Recent researches shows that the Well Being of a person strengthens the immunity system and abilities to overcome difficulties. Therefore, I would propose Well-Being as an excellent – even though oblique Post-MDG indicator. Coming from my studies of the 5 natural human intelligences, here are five indirect & somewhat surprising dimensions that can be employed in measuring a person’s Well-Being: 1. Creative and regenerative abilities. 2. Leadership and Emotional Management abilities. 3. Clarity of mind and ability to uphold one’s Principles. 4. Self-confidence and practical application abilities. 5. The Charisma of one’s own knowledge of themselves and what they know.Following
Bobby Waring added an answer:What is Educational or Pupil Assessment, what is being assessed/measured and what does an "outstanding" assessment system look like?To what extent can effective assessment improve pupil performance?
Not quite a revolt in the UK, however, we are British of course ;)Following
Janet Hanson added an answer:What quantitative variables/approaches have been used to measure the marketization of education?Increasingly educational systems are turning to market practices to improve efficiency. I was wondering what quantitative variables have been used to measure the market environment in which these practices (i.e. school choice) take place? There seems to be a decent amount on higher education but I am interested primarily in primary/secondary education.
One study used one independent variable (charter or traditional school) and five dependent variables (mathematics exit-level TAKS scores, English exit-level TAKS scores, attendance rates, dropout rates, and expenditures per pupil).
Janet Hanson added an answer:Do you know of any publications on the feasability of the Omaha System for outcome evaluation (used in nursing) of educational practices?
I recently stumbled upon the Omaha System for diagnosis, intervention and evaluation of nursing practice in health care. It occurred to me that this may well be a system that could be adapted for use in education. Lots of research in education only is aimed at narrow definitions of effectiveness (ie in terms of students' test results), and there are no (to my knowledge) standards that describe teachers' way of assessing educational needs, the interventions that they 'use', and to which results (in a broad sense) this leads. I wondered if anyone has knowledge of a similar system as the Omaha System exists within educational research, or whether this has been adapted before.
I found the article and I think you will like it!
Understanding the Role of Communities of Practice in Evidence-Informed Decision Making in Public Health
Mateen Hafiz added an answer:How easy is it to develop a positive communication between the oil and gas and the educational industries?
After attending and presenting in the last GetEnergy Abu Dhabi meeting, how easy is it to develop a productive communication between the oil and gas and the educational industries. This help to identify the gap and find ways to close it considering the expectations of the oil and gas industry.
The industry-academia collaborations are important for the excellence in applied research and capacity building. These consortia will offer an excellent opportunity for researchers in the industry and academia to join forces for collaborative studies to develop new environmentally friendly techniques for producing conventional and unconventional oil and gas. The partnership will help in bringing the best from across academia, industry and government also to one platform, where they can exchange their views and scientific research findings.
The education and research partnership established between the Institute of Energy Research and Training (IERT), University of Jammu (India); Eni Milan; Getenergy Limited; MPRG, University College London; University of Durham and Energy and Geoscience Institute (EGI), University of Utah is truly a model for successful academic-industrial collaboration in the development of energy related infrastructure in developing countries.Following
Todd A. DeMitchell added an answer:What influences do teacher unions have in organised labor in the status of the teaching profession?
I am writing a paper about the public status of teachers and the teaching proffession. I would like to get similar information from other countries where teacher unions are strongly active or that they are very weak and the consequences. I would like to see if there is correlation between the strength of these "Trade Unions" and the professional status of teaching.
Dear Professor Stein,
Unions and their impact on the public schools in America is, in my estimation, an understudied area. Teaching is one of the most heavily unionized work forces, yet little is understood about its effects. Opinions proliferate, but research supporting those opinions often lags.Your request extends the need for research and dialogue.
In response to your query, Case Cobb, University of Connecticut, and I studied the relationship between teachers’ perceptions of being a professional and being a member of a union. It was an exploratory study. Our conclusion is that it is tangled. Teachers think of themselves as professionals, yet they want the protection of a union. They want a contract but they perceive that the contract cannot reach those difficult places of professional practice. Some find the protection that a union provides to be necessary to their sense of professionalism while others find that the union to often protects incompetence thus diminishing their sense of professionalism. Teachers act as professionals and shift to acting as union members when there is a perceived threat.
If you would like to review our findings, you can find them at the following.
DeMitchell, T.A. & Cobb, C.D. Teachers: Their union and their profession. A tangled relationship. 212 Education Law Reporter 1 (2006).
DeMitchell, T.A. & Cobb, C.D. Teacher as Union Member and Teacher as Professional: The Voice of the Teacher. 220 Education Law Reporter 25(2007).
The issue of the impact of teacher unions on other school effects is discussed by such writers as Caroline Hoxby and Terry M. Moe. I found Tom Loveless’ edited volume, Conflicting Mission? Teachers Unions and Education Reform, to be quite informative and useful.
Thanks for starting this conversation. The responses from our colleagues are helpful as I work on the second edition of my book, Labor Relations in Education: Policies, Politics, and Practices.
Todd A. DeMitchell
John and H. Irene Peters Professor of Education
Department of Education & the Justice Program
University of New HampshireFollowing
Fernando Gallardo added an answer:Is anyone out there a specialist in legal issues dealing with non-profit (501c3) organizations in the United States?I need some guidance in looking up laws and legal cases.
Hi, Nancy. I am also in the process of developing a Non Profit organization in my city and am looking for assistance with the legalities of it. Let me know if you find anything.Following
Bill R. Miller added an answer:Should a developing country allow universities from the developed countries to establish branches in their territory?Education is a very important sector that is the target of all the power groups (multinational companies these days) because such control will enable them to establish control on the total economy of a country. This is so because education is a process by which knowledge gets transferred to a person or a group. Beside mental development education provides social security for the poor. If education can be controlled, the relevant pedagogy may also be tailored in such a manner that the poor people may be exploited. Therefore sovereignty related to education is a must for a nation. My question is “should a developing country allow universities from the developed countries to establish branches in their territory?” Because if it is allowed then this may put higher education at risk which in turn would jeopardize the industrial development of the developing country. Also should the multinational/foreign companies be allowed to launch control on the national education policy from outside even in the name of consultancy?
Education, like the tide, lifts all boats. Else, it is not education, but is likely meant to indoctrinate rather than inform. Freedom of access to Information must be the hallmark of developmentFollowing
Bronwyn Jewell added an answer:What is the impact of educational policy on a University?It shapes the direction of the University.
In Australia, although each state government havs an education policy, universities are not controlled by them. The federal government has uncapped the number of places in university courses. The universities set the entry requirements into courses and the number of students. The Qld government is currently working with the state's universities to increase the quality of preservice teachersFollowing
What are the characteristics, pluses, minuses and limitations of action research?
I love action research (specifically in human relations/education). I have always observed, read, thought, then felt compelled to test by putting the ideas into action and making more observations, analyses etc. As a scientist (chemist) originally, this process in education where I now work seems to me to be akin to the scientific method. Am I right/wrong or is it just different, yielding different outcomes from so called 'pure' research.
Thanks James. Good info.Following
Kevin Stoda added an answer:In terms of educational system integration, how does the ASEAN strategy differ from that of the European Union?
The ASEAN Integration 2015 compels member countries to align and harmonize their educational system with each other. How will it affect an individual's preferred profession or career? How much will be the financial burden of a country in relation to its capacity to pay, i.e., cost of schooling per capita? What would be its expected impact to the culture and social standing of the population? In what way will an educational system integration empower the people to make them active participants of political processes and governance?
Would you say that some countries are much further along in following ASEAN guidelines in education than others? For example, let us say we would or could compare all the ASEAN countries--which are the most often attempting to follow the guidelines in various fieldsFollowing
Saqer Jabali added an answer:Social innovation projects: has anyone been engaged in qualitative research for public policy?There seems to be a preference for quantitative research. I am interested in applying ethnographic methods to this area.Following
Hemanta K. Baruah added an answer:Is it a must to achieve a foreign degree for teaching foreigners studying at one's local/home institutions?Or its good enough to teach with a local degree, experience and skills?
A degree should not possibly be graded with reference to countries. Not every institute of a country are of the same standard!Following
How do we as policy makers facilitate full access to secondary education while at the same time ensuring that quality of schooling is not compromised?
As educational planners we should never allow goals of increasing access to over shadow the ultimate goal of individual student success. If investments in education are built on the premise that investing in human potential will lead to increased human value, greater productivity, and ultimately national development then the focus must be on ensuring that education meets each child where he or she is at (despite wide disparities in abilities, interests, and needs), and then seek to improve that child. This is the only way that we can ensure education contributes directly to development. The newly revised OECS Education Sector Strategy (OESS, 2012) seeks to address this shortcoming in emphasizing that the over arching theme for educational developments in the OECS region for 2012 - 2021 will be "Every Learner Succeeds."Again, the culture is the issue, and teachers are not the only ones at fault. It is an unfortunate consequence of a spevific set of circumstances born (possibly) of the self esteem movement and exacerbated by the elitist movement. So yes, I cam but agree that in many cases education misses the mark through good intent and bad decisions. Howeer, I don't think the solution is a swing towards a risky elitist approach. My research showed that a middle ground is possible, where rigour can coexist with personal growth, but it requires a paradigm shift, a big ask as we are aware. Perhaps in the States, because of the particular trajectory of your society through the self esteem movement vs elitism, a swing in the opposite direction may be needed to set the ball rolling. But that doesnt mean that one or other of the education paradigms (low demand low threat vs high demand high threat) is correct. Just that getting to the middle road of high demand low threat is difficult and needs constant attention.Following
Sajid Ahmed added an answer:Privatisation of education in India is a slow poison.With the educational sector going in to hands of polticians and business men, there is a possibility of class and caste war, and social disparity.Government Aided School is the better and best solution. Private and Govt Participation is the best way to kill material world of Privatization in Schools and Education. NGOs and Govt participation, Society and Govt participation, are the some of the way to get out from web of Business men and Politicians.Following
Adel Amer added an answer:To what extent is the quality approach in higher education a good or a wrong approach?What we gain and what we loose by adopting it?Let me say that I have been working at different universities in two different parts of the world. Ones are highly dynamic and the others were until very recently highly static. Of course, quality approach in higher education is good for the latter. The latter started selecting benchmark from highly elite universities which have high output to civilization and societies' development , thanks for the internet which opened the gates to visit international universities' curriculum and management modules. So, we have the gaps narrowed between educational institutes thus serving to produce more qualified professionals to the world work market.Following
Mehwish Noor added an answer:What are the three to five critical issues related to literacy facing the nation?In 1996, we were asked to address this question by the Journal of Literacy Research Editors. We addressed this question by asking the second question: What are the three to five critical issues related to literacy facing the nation? We concluded the arguments in our response with the question of who counts as a policy maker. I wonder what others would add to the arguments and which would be re-envisioned given the developments of the past two decades. What are today's challenges that could not be envisioned in 1996 when the article was written?The same situation with different circumstances prevails in Pakistan as well. Pakistan is a multilingual country where the native speakers of its national language are about 7.5 % of the total population. Urdu (national language of Pakistan) enjoys a prestigious status after English here whilst other mother tongues are denounced to use in formal communication. The educated parents are avoiding to talk to their children at home in their mother tongue. Many Indo Aryan languages are at a serious threat by owing to this situation. Medium of instruction in public sector is mostly Urdu while in some Model schools it is English. In private sector the medium of instruction is English. Children in their schools are asked not to use their mother tongue in schools. Consequently, a negative attitude has been arisen towards languages other than English and Urdu (which are the official languages of Pakistan). The said situation also hinders children of rural areas to get n any of the education. Most of such learners leave their education due to poor language proficiency in both or any of the prestigious langugaes.Following
Ellen F Weber added an answer:When you indicate that the teachers were trained can you explain what you mean i.e. teacher training or subject or both ?I am carrying out research regarding the skills and knowledge required to teach at level 4 −6 in a mixed programme which requires delivery of academic,vocational and practice based learningTeachers I work with tell me they have few resources other than lectures that they feel can "cover curriculum," I developed brain based task cards that students can take to any lectures - and these active prompts help to transition teachers from talking or delivering to coaching and supporting innovative discoveries in class. It's fun when you take the leap -- but takes support until that time. Here's what I see as 100 reasons to run from lectures:-) http://www.brainleadersandlearners.com/ellen-weber/100-reasons-to-run-from-lectures/
Others likely have better reasons:-) Thoughts? EllenFollowing
Are current assessment practices actually a source of inequity in education?
Current mandated assessment practices seem to all be of the form where students are given a standard to describe performance at a point in time, ie A, B, C, D or E or similar. Results of my observations, interviews, action and other research over the last 13 years has led me to believe that this form of assessment and reporting actually mitigates against students who begin school with any form of deficit. Deficits can range from the more traditional cognitive and physical to psychological and social issues that plague students from indigenous and low socio-economic status backgrounds. Social deficits can be simple such as 'not being read to' as a child, to complex relationships with society at large. Research into indigenous school outcomes in Australia showed that not only do they begin school 'behind the 8 ball' but that their deficit widens through the years of schooling.
My limited observations of a different form of assessment and reporting, that of a static continuum of standards though which students move during their schooling, indicates that this approach sends a different message to students, that success is defined as engagement and improvement and that effort is directly linked to success. The latter is critical because the approach does not seem to create the conditions where students feel dis-empowered because they 'fail' despite their best efforts.Thanks Ellen, I agree that there are ways to design testing that are more equitable and you have described some issues. I think that the way results are reported on is a s7gnificant problem as well.Following
What are the different ways achievement can be reported on?
Acknowledgement of achievement through some form of grading is a fundamental process in education. Many teachers hate it because they are aware that it has a significant impact on learner wellbeing. And yet, since the purported failure of Outcomes Based Education (and I disagree with this attribution in one important area) there has been no serious examination of the impact of different styles of reporting on students.Tobias, I finally absorbed the last part of the response. 'How do we measure etc', maybe by giving meaningful/authentic problem based tasks to be completed over a period of time, that require a cognitive demand commensurate with the course demands. The lecturer/tutor collaborates with the students to solve the problem/complete the task. That way he/she knows the thought processes and approach of each student (annotating student work for later assessment is complicated but can be done). I mandate that students send me regular updates that I analyse, comment on etc. If uncertain, a student conference normally clears the mind. A series of questions that students respond to a-la RG could work for some courses.
With reference the the valued attributes, I find it difficult to separate the different types of high level cognition you mention, so my strategy is to annotate work with reference to each when I am certain, and a generic higher order thinking reference when uncertain. Then I use these to make my final judgement. Low level aspects such as grammar, punctuation, correct referencing style etc do count, but not as much as the higher order thinking. I write down my criteria, then describe what i would expect to see for each criterion for each standard. I don't use any algorithm. In Queensland, Australia, 'most like' judgements on criteria have been shown to be successful for the last 30 years. In other words the student work is judged to be 'most like' a particular standard and can be justified if need be by reference to the standard descriptor.Following
Jakob Wandall added an answer:What will be the real impact of the PISA results for adults?The OECD study on the skills of adults, in 24 industrialized countries, has resulted in a report that provides a ranking of considerable interest to the educational systems of different countries. Those countries that have obtained lower ratings may take note of the score and make adjustments in their education systems. Or will they? What measures will be taken?A rank bring no real information - especially not in reading (due to differences in cultur and language the test scores are not measuring the same construct, see Kreiner, S., & Christensen, K. B., 2013, Analyses of Model Fit and Robustness. A New Look at the PISA Scaling Model Underlying Ranking of Countries According to Reading Literacy. Psychometrika, 1-22.). What is really interesting is the longitinal aspect. To the Danish sample (5000) have been all the praticipants of PISA2000 (now 27 yrs) and it has resulted in 1800 responses. It is planned to make an equating/linking exercise in order to identify a common PIAAC/PISA2000 scale. When this is done we are able to describe developement in litteracy and correlate this reading developement thru 12 yrs with career in education, Work and other aspects of life (we have very solid data on this in Denmark). By structural equation modelling and graphic models we will try to identify the causal relations. Now this might be interesting information for policy makers as well as researchers.Following
About Educational Policy
Education policy refers to the collection of laws and rules that govern the operation of education systems.