- Krishnan Umachandran added an answer:How can we regain and sustain mentorship in academia?
The non professionals ad para-professionals are taking the field of play.By non professional I mean those who resorted to academia because they could not find their level in the field they originally chose and chose academia as second choice.Business world is characterised by snake- swallow -snake,the academia is a mentor-ship game.This characteristics is fast fading away in academia.
I guided a few students and researchers in 2006-7 when at Faculty of ICT, Makerere University, when Dr. Barya was the dean then.Following
- Melanie Brand added an answer:Can anyone give references for studies/papers related to opinion leadership in (inter)cultural communication?
I'm searching for recent studies in the field of international/intercultural communication related to the opinion leadership concept or similar papers (educational policy, gatekeeper etc.)
Thank you all for helping me out!Following
- Meinert A. Meyer added an answer:Are there any cases of judgements by law courts which affect curriculum matters (English language or more generally)?
I am currently writing a paper together with an Indonesian colleague which discusses a case in which the Constitutional Court of Indonesia banned a school programme which had CLIL-like characteristics (CLIL = content and language integrated learning). Is anyone aware of other cases anywhere in the world where LAW COURTS (not legislators in parliaments) made decisions which impacted on education policy and practice, particularly in relation to curriculum? Our interest is not restricted only to the teaching of English. Thank you.
I rember, it is long time ago, but maybe of help, that an upper secondry stage German student went to court (with his father's help, if I remember it correctly, trying to be freed from chemistry classes arguing that this was not part of general education. Hartmut von Hentig tried to help this student with a paper, but the judge decided that school administration and individual schools decide what general education is, not students. You will hopefully find the paper when you google von Hentig's publication list.
Best wishes, Meinert MeyerFollowing
- John Christopher Guenther added an answer:How can we deconstruct the myth of "policy-makers require crisp numbers of science"?
Whereas a lot of complaining goes on from scientists working with policy-makers on the fact that crisp numbers cannot be provided when dealing with complex issues, that uncertainty should be duly communicated and that policy-makers only use convenient evidence in their decisions; at a recent workshop with representatives from the policy arena the point was raised that policy-makers are also quite frustrated with scientists providing only the evidence that will get them funding, more publications, or tenure, etc. It seems that both sides of the science-policy interface blame the other for being corrupt and unhelpful in the process of advising or taking advice. The point is certainly valid, there is some scientific activity that is aimed more at securing funding than at furthering knowledge. However, there are plenty of scientists who aim at contributing to better knowledge. This observation should also lead to the recognition that there are plenty of policy-makers who aim at making better policies: so the question becomes, how can science collaborate with the good-willed policy-makers? Is the myth of "policy makers only want crisp numbers and do not understand complexity" useful?
Personally I don't think the myth is useful because it just promulgates a lie. I like Brian Head's 2008 article where he talks about three lenses of evidence for policy.
Brian W. Head Three Lenses of Evidence-Based Policy Australian Journal of Public Administration 67, Article first published online: 12 MAR 2008 | DOI: 10.1111/j.1467-8500.2007.00564.x
The reality as I see it in Australia, at least, is that much evidence is policy based rather than the other way round. So you end up with evidence that is generated for and by policy directions instead of what the data actually says. For my take on some of these issues see https://www2.aifs.gov.au/cfca/knowledgecircle/news-events/practice-based-best-evidence-what-evidence-base-counts-when
As for the last question, I think science being science, with its philosophical leanings towards positivist methodological approaches, science does number crunching very well. And it probably should stick to that in the broadest meaning of the phrase. It shouldn't ignore the reality of other forms of evidence though, which may or may not feed into policy.Following
- Ropate Qalo added an answer:Should we re-frame our education system or just continue with conventional way?
Our education system is going on in traditional way, as it served us in the past but is no more effective in the present, when knowledge is freely available through the internet and can be accessed just by click, when most thinkers acknowledge that present education system kills the creativity of children etc etc, what should we follow next?
Conventional education of the 3Rs and computer literacy will always be basic but taught or disseminated capturing students' interest and passion. What will be new is questioning and answering from a pool of knowledge provided by books and the web. Re-framing the system is basically to dominate learning by allowing questions by students that will be answered by their peer through thoughts that connects knowledge to a logical end at high school level. Of course supervised by qualified people. To do that efficiently in a large scale will be the aim and the challenge of a new system.Following
- Michael Marston added an answer:How can we measure teacher`s efficiency?
I new some variables to include in measuring teacher efficiency.
Very true, which means interpreting teaching evaluations much be done with considerable care and awareness of context and limitations...Following
- Gerardo Cambero added an answer:Can you recommend any references which discuss the future of education in developing countries (such as Pakistan, Bangladesh and African countries)?
I'm looking for references which discuss future of education in countries where lack of education funding is connected to the poor standard of living. I'm curious about how could the circle of poor standard of living and low quality education be resolved in the future or what are generally the possible scenarios in the future for such countries in terms of education and standard of living.
- Frank Emmert 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.
The Council on International Law and Policy published a book by Joseph Miller in 2013: "Changing Our Approach to Changing the World - Encouraging and Enhancing American Engagement in International Philanthropy Through Tax Law Reform". Miller analyzes the problem in significant detail. The book is available from Amazon for about $28.
For a purely domestic context, I would recommend the Nolo Series, in particular Anthony Mancuso, How to Form a Nonprofit Corporation, 11th ed 2013. This one sells for about $35 on Amazon.Following
- Siddhartha Shankar Ray 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.
Dear Dr. Joseph Grissom,
Thanks for your comments about quality of articles in languages other than English. As far as I can recall, in his famous Current Comments which used to be published in the weekly Current Contents Dr. Eugene Garfield has written in the August 15, 1985 issue about Third World Research Part-I some what the same thing as yours!!
In those days, a significant number of high quality articles used to be published in Russian Languages in the then USSR and also in Japanese & German languages. High quality French articles are regularly being published in journals like Population & Development Review. indeed there are a couple of 'Rich' languages other than English. One can find several 'World Class' articles in Spanish/Portuguese language journals of Central American Countries. Still, admittedly, their 'global visibility' are significantly low than those in English. Your approach for re-introduction of cultural pluralism is quite commendable but it requires ways and means for researchers in other parts of the world to learn and understand these languages. And as I personally feel, it seems to be rather difficult for a practicing Science researcher in a matured age.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 VERY VERY VERY MUCH FOR YOUR HELP. I WILL SEARCH THESE SOURCES IN DETAIL AND I HOPE THEY WILL BECOME HELPFUL.Following
- 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
- Craig Wood 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.
Have you read some of David Henderson's work on teachers in Texas?Following
- 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
- Jess Gregory 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.Following
- 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
- Tarkeshwar Kumar 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 question raised here is very pertinent. In the most countries the situation is quite similar. However one has to understand the compulsions of the industry to balance between the need to interact with educational institutions and the commitment to fund to the institutions. In a limited sense of providing and sharing knowledge to faculty and students the industry has been always helpful. However when the institutions expect inflow of funds to the institutions then the issue of cost benefit becomes overriding.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
- 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
- Mark E Gould added an answer: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
About Educational Policy
Education policy refers to the collection of laws and rules that govern the operation of education systems.