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1. Dynamic Database for Quality Indicators Comparison in Education. Working Paper N. 04/2010

Author

Poliandri, Donatella, Cardone, Michele, Muzzioli, Paola, and Romiti, Sara

Abstract

The purpose of this study is to explore aspects and indicators most commonly used to assess the quality of education systems in different countries through the comparison of 12 national publications describing the state of the educational system. To compare indicators the CIPP model was chosen. This model is organized in four main parts: Context, Input, Process and Product. Each main part was then divided into categories based on the research literature (e.g., Input is divided into human, financial and material resources). Based on the CIPP model an electronic database for quality indicators comparison has been designed and implemented. This system is dynamic and easy to update. Using the database it is possible to compare countries according to several criteria (e.g., main parts and categories of the CIPP model, ISCED [International Standard Classification of Education] level, level of data collection). The database is available to the public and is designed for researchers and scholastic decision makers. A first comparison shows that processes at the classroom level are rarely considered, whereas public financial resources as well as achievement results are always included. The study concludes with a discussion of the findings of the comparison, as well as suggestions for future research aimed at further defining relevant indicators for the assessment of education quality." An appendix presents: "The on-line database: structure and functions. (Contains 5 figures and 7 footnotes.) [This paper was produced by INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]

Published
2010

2. Education and New Developments 2017

Author

Carmo, Mafalda

Abstract

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]

Published
2017

3. Computer Mediated Communication, the Internet and Equity: Development in a Post-Colonial World

Author

Palmer, W. P.

Abstract

This paper relates to some thoughts about the very different access to communication that those living in developing countries have as compared with those living in developed countries. I advocate using information technology in within my own teaching in Australia, yet from my experiences in developing countries, I know how limited access to any modern form of communication is currently in the schools and universities of these countries. In this paper, I will reflect upon technical problems, equity and distribution problems and some possible educational solutions. Questions that arise are how is the internet is going to effect the knowledge base of children, of working people generally and of academics. Will society be split in developed countries between the computer literate and the non-computer literate? Will the present disparity in wealth between developed and developing countries grow even wider. Will this future change in education and wealth be dependent on the extent to which a country's population is linked to the internet. Thoughts about these issues arise from the author's experience and research.

Published
1997

4. Physical and Chemical Change: The Long History of the Iron Filings and Sulfur Experiment

Author

Palmer, W. P.

Abstract

As a part of a doctoral thesis considering the history of teaching physical and chemical change, 641 chemistry/science textbooks have currently been examined. These books are from many different countries and date from the eighteenth century to the present time. The books have described a wide variety of experiments to illustrate the difference between physical and chemical change. This paper will look briefly at these and show that the heating of iron filings and sulfur to form iron II sulfide was and still is a very popular experiment. The paper will then will focus on the history of this experiment. Some of the anomalies and wrong conclusions that relate to the experiment will be explored, as will its safety and practicality. A simple experiment that has not been used in textbooks for more than 60 years is described as an alternative to the standard experiment. This will indicate that it is possible to learn from the past. [This paper was published in: "Proceedings of the Third International History, Philosophy and Science Teaching Conference," Minneapolis, Minnesota, USA, Volume 2, 29th October-2nd November, pp. 939-949.]

Published
1995

5. Reflection on School Inspection

Author

Palmer, W. P.

Abstract

The author was employed as an inspector of education in Nigeria from 1973 to 1978, in what was a completely new system of national inspection. His experience as an inspector has given him a long term interest in educational administration, particularly in relation to the types of school inspection that different countries have in relation to their overall educational system. This paper consists of some reflections on the different functions of school inspectors in different educational systems, with particular emphasis on the evolution of the National Inspectorates of Education in the United Kingdom and in Nigeria, and with the possibility of a National Inspectorate of Education in Australia being discussed. Summary table is appended.

Published
1992

6. END 2014: International Conference on Education and New Developments. Conference Proceedings (Madrid, Spain, June 28-30, 2014)

Author

World Institute for Advanced Research and Science (WIARS) (Portugal) and Carmo, Mafalda

Abstract

We welcome you to the International Conference on Education and New Developments 2014, taking place in Madrid, Spain, from 28 to 30 of June, 2014. Education, as an important right in our contemporary world, began since we exist. Knowledge and skills were passed by adults to the young, and cultures began to extend their experiences through various forms. Schools and academies were formed since the most ancient civilizations. Although between innumerous difficulties, these experiences were capable to teach us how to develop better formative effects and to turn education a generalized and global right. Formal education and other educational practices are used by all of us in the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. This international conference seeks to provide explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2014 received over more 292 submissions, from 40 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. It were accepted for presentation in the conference, 83 submissions (28% acceptance rate). The conference also includes a keynote presentation from the distinguished Professor Hanna David, Tel Aviv University (Emerita), Israel, to whom we express our most gratitude. This volume is composed by the proceedings of the International Conference on Education and New Developments (END 2014), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.) and co-sponsored by the respected partners we reference in the dedicated page. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extracurricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change. The proceedings contain the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. (Individual papers contain references.)

Published
2014

7. How Marketing Practices Affect Education: A Comparative Case Study of Canada, the United States and Australia

Author

Eaton, Sarah Elaine and Goddard, J. Tim

Abstract

This paper examines the theory and practice of the commercialization of education in Canada, using comparative examples from the United States and Australia. Critical theory provides the framework for the study. From the broad focus of business practice, the examination is narrowed down to marketing, and even further to branding, at all levels, from kindergarten through to post-secondary.

Published
2007

8. Our Stories: Innovation and Excellence in Rural Education. Proceedings of National Rural Education Conference of the Society for the Provision of Education in Rural Australia (21st, Darwin, Northern Territory, Australia, October 2005)

Author

Society for the Provision of Education in Rural Australia. and Boylan, Colin

Abstract

The papers contained in this document represent the keynote addresses, refereed and non-refereed conference papers from the 21st National Conference of the Society for the Provision of Education in Rural Australia (SPERA). The theme for this national annual conference was: Our Stories: Innovation and Excellence in Rural Education. Keynote addresses in these proceedings include: (1) Creating Collaborative Communities--The Regional South Australian Experience (Steven Arndt); (2) Local versus Global Knowledges: A Fundamental Dilemma in "Remote Education" (Michael Christie); (3) C.R.E.A.T.E.--Creating Rural Entrepreneurial Attitudes through Education (Peter Kenyon); and (4) IDL--Interactive Distance Learning in the Northern Territory (Tony Richards). Refereed papers include: (5) Designing a Course in Pre-Service Rural Education (Colin Boylan); (6) Summer School at a Regional University Campus: Just Completing a Course, or a Rich Learning Experience? (Bronwyn Ellis, Digby Wilson, and Janet Sawyer); (7) Remote Rural Practice Teaching (Ted Munsch and Colin R. Boylan); (8) Creative Teaching Solutions in Difficult Remote Practice Realities (Joy Penman); (9) Local Matters: Regions, Innovation and Vocational Education and Training in the Australian Context (Richard Pickersgill); (10) Bringing Doctors to the Bush: Celebrating Innovation and Excellence in Medical Education at the University of New South Wales' School of Rural Health (Peter Rushbrook, Louis Pilotto, Sandy Reid, Geraldine Duncan, Graeme Richardson, Peter Vine, Peter Reed, and Helena Johnston). Non-refereed papers include: (11) Diamonds form under Pressure: Educational Evolution & Revolution on the West Coast of Tasmania (Neville Barnard); (12) Bringing Educational Change across the Pilbara (Don Boyd and Emmy Terry); (13) Aboriginal Focus in New Courses for Students in the Senior Years of Schooling Course (Kerry Boyd); (14) Rural Schools: Argentina and Australia (Hernan Cuervo); (15) Raising Student Achievement in Rural Schools--A School Adviser's Perspective (Darryn Gray and Kevin O'Hara); (16) Rural Teacher Education Forum Mapping of Pre-Service Country Teaching Programs (John Halsey); (17) The Pilbara Education District of Western Australia (Craig Holland and Rosa Lincoln); (18) Digital Reporting in the Bush (Lyn Hollow); (19) Innovations in VET Programs (Liz Kelly); (20) Aboriginal Literacy Strategy (Rosa Lincoln and Sue Knight); (21) Innovation with Centra Symposium: A Local Delivery Perspective (Enver Malkic); (22) Interagency Support Networking for Mental Health (Alan Power); (23) What Does a Successful Staffing System for Rural, Remote and Isolated Schools Look Like? (Phil Roberts and Dorothy Lean); (24) Teacher Orientation Package (Rebecca Tims); (25) Wakakiri (Jenna Towers); (26) Aboriginal Literacy Strategy: A Systemic Approach to Improving Literacy and Numeracy in Remote Schools (Vince Vesnaver); and (27) Professional Development and Recruitment of New Teachers to Rural Settings (Simone White). Individual papers contain references. [Abstract has been modified to meet ERIC guidelines. For the Proceedings of the 22nd SPERA conference (July 2006), see ED493484.]

Published
2005

9. What the World Chemical Community Thinks about the Concept of Physical and Chemical Change?

Author

Palmer, W. P.

Abstract

The concept of physical and chemical change is far from being the clearest and most self-explanatory concept in the world. If a number of chemists are asked to define physical and chemical change, there may well appear to be a fair degree of uniformity in their answers, until a few examples are suggested. When chemists are asked to place a variety of changes into the category of physical or chemical change, then differences inevitably arise. It is not difficult to demonstrate this by viewing school textbooks and articles about the topic. In spite of this, physical and chemical change is still taught in most in most secondary school courses. The problem arises from the definition and the historical layers of meaning that have grown around the concept, almost by accretion, without teachers being aware of their significance. The purpose of this paper is to describe the answers given by experienced educators to a questionnaire, which attempted to find out what the views of science educators/chemists worldwide about physical and chemical change now are. Four appendixes present: (1) List of Respondents; (2) List of Questionnaires Returned; (3) Physical and Chemical Change: An Information Sheet; and (4) Full Questionnaire: Interview Protocol or Basis for Written Response.

Published
1996

10. The Reality of School Development

Author

Watson, Pauline

Abstract

Educational administration is a continuously evolving and complex methodology that is designed to assist schools to link bureaucratic policy making with theoretical management practices. Within this paper educational management theory and its practice within a local schooling context will be addressed. This will be achieved in two ways. Firstly, by identifying the traditional management theory and examining how this theory has changed and developed into a modern context. Secondly, the struggles and difficulties inherent in the change process will be explored.

Published
2015

11. Implementing a Successful Bilingual Educational Program in Japan: Support for Minority Languages and the Present Climate of Bilingual Education

Author

Cumming, Brett

Abstract

Although generally acknowledged as complex and multidimensional, bilingual education, when successful, plays an important role in maintaining and developing bilingualism, resulting in numerous benefits to those who undertake it. This essay will discuss the necessary components and principles of what is required to make a successful bilingual program by defining what bilingualism is as well as critically analysing the benefits and drawbacks of such a program, with pertinent examples relevant to the overall present education system in Japan and what support is offered to foreign students and migrants to assist them in maintaining their first language. This paper will also address the very need for effective bilingual programs and what a bilingual individual is defined as. A number of major theories such as L1-L2 interdependency, critical period hypothesis, and additive and subtractive bilingualism will be explored to substantiate weak and strong forms of bilingual education. Other relevant social, psycholinguistic and cultural factors will also be discussed as will their implications and how they relate to ensuring bilingual programs succeed for minority and majority language students in their aims and objectives.

Published
2011

12. Values-Based Education in Schools in the 2000s: The Australian Experience

Author

Leichsenring, Andrew

Abstract

This thesis explores the teaching of values in Australian schools through a framework established by the Australian Federal government during the 2000s. This paper focuses on: the approaches employed by the Australian Federal government in the implementation of Values Education; and the application of cases of values-based education utilized by school cluster groups throughout Australia. This research explores the implementation of a values-based education program on a national scale and provides recommendations on: best practices for teaching values-based education in schools; and the inclusion of key stakeholders, such as, school administrators & staff, teachers, students, parents, and members of the wider community in order to achieve the successful establishment of a wide scale approach to the teaching of values in schools. The following are appended: (1) Kohlberg's Levels of Moral Development; (2) Values-Based Education Approaches; (3) Nine Values for Australian Schooling Poster -- National Framework for Values-Based Education in Australian Schools; (4) Suggested Approaches - National Framework for Values Education in Australian Schools; (5) The Value of Doing Your Best (exemplified by a cluster); (6) Sample Lesson for Social Skills Approach; (7) Concept Development - Thinking Skills; (8) Values Social Literacy Units; (9) Social Action on What It Means to Be Water Wise (Year 4 & 5); (10) Red Earth Community Cluster Value Focus for Good Citizenship; (11) The Double Helix Effect: Values and Quality Teaching; (12) Cumulative Occurrence of Values-Based Education Discourses in the Values-Based Education Good Practices School Trial 2006 (selected discourses); (13) Y-Chart & Placemat Worksheets; (14) Pluses, Minuses and Interesting Points Worksheet; (15) K-W-L Strategy Worksheet; and (16) Venn Diagram for a Social Action Project.

Published
2010

13. Inclusive Schooling: Is It a Success?

Author

Nahlous-Ismail, Nada

Abstract

One of the aims of each Australian States and Territory Departments of Education and Training is to create a world-class inclusive strategy in schools across the nation. They each see the need to raise awareness, support and change societal expectations for students with Special Needs and Disabilities nationally. This paper aims to investigate the integration of Special Needs children into regular schooling and classrooms and whether the movement has been successful since its amalgamation in the 1970s.

Published
2010

14. Global Networked Learning: A New Form of Collaborative Action Research

Author

Mirny, A., Wiske, M. S., Joo, J., Cunningham, G., Daniels, D., Farid, A. B., Gordon, F., Madani, R., and Nissen, S. C.

Abstract

A year-long collaborative action research project used networked technologies to connect researchers at a university-based online professional development program and a group of practitioner researchers based in a range of schools and educational agencies in several countries. They studied the process and effects of online professional development structured by specific research-based educational frameworks, refined a model of systemic educational improvement that includes online professional development, and devised a new approach to collaborative action research to support such work. Their report describes a coherent school improvement model with impacts on teachers, school leaders, students, and educational systems and illustrates the power of networked technologies for 21st century collaborative action research. (Contains 1 figure and 1 footnote.)

Published
2010

15. National Curriculum Collaboration in Australia: An Analysis of the National Debate

Author

Watt, Michael G.

Abstract

The purpose of this study was to review five initiatives in national curriculum collaboration, which have emerged since the move to national consistency arose in 2003, and to examine reports on these initiatives published by the news media and the education profession. Searches on web sites of education organisations, an electronic magazine, and the Australian Education Index were conducted to identify documents, news reports and educational literature referring to the five initiatives. Content analysis method was applied to summarise and categorise the documents. The results showed that policy making during this phase of national curriculum collaboration has shifted from establishing national consistency to introducing standards-based education, and reports published by the news media and the education profession have increased since this shift occurred. The conclusion indicated that, whilst a national debate has emerged on this issue, only a small proportion of policy makers and leaders within the education community has been engaged in contributing to this debate.

Published
2008

16. Low-Level Educational Achievements in the UAE Model Schools

Author

Sarsar, Nasreddine

Abstract

This research paper explores in depth the real causes behind underachievement among students at UAE Model Schools. The researcher suggests practical solutions to turn Model Schools into high-performance schools. He also sets out to discuss the issue of NESTs Vs NNESTs and the implications of such a distinction for the education profession. The aim of the research is to address educational leaders in the UAE to initiate change that yields beneficial results that would enhance student learning. (Contains 3 figures.)

Published
2007

17. Case Studies Involving Co-operation between Industry and Education in Australia's Northern Territory: The Role of the Professional Organisation

Author

Palmer, W. P.

Abstract

The purpose of this study is to provide case studies of co-operation between education and industry in the Northern Territory in particular; the study also provides exemplars of co-operation between education and industry in Australia and worldwide. The existence of such co-operation is not surprising as education and industry share many common interests. Industry requires the competently trained students, particularly in science, and these students are the products of the education system at various levels: industry wants them to have positive attitudes and to be hard-working and enthusiastic. Industry has the capacity to help promote these positive outcomes whilst the students are still being educated: in fact, the more that industry helps education at all levels the more positive student attitudes towards industry will be. The Northern Territory has very small population for its land area (about one sixth the area of the Australian continent) with a population of about 160,000 people. The study indicates that there are a comparatively large number of examples of co-operation between education and industry for such a small population and is optimistic about the future of such co-operation.

Published
1990

18. Some Thoughts on Teaching Changes of State and Chemical Change

Author

Palmer, W. P.

Abstract

Chemical change is a central theme of Chemistry which has itself been called the central science. This was the title of a popular American text book. I am thus putting forward the idea that chemical change is an idea central to science as a whole, so that it would be one of the ideas children should understand clearly whilst at school. This is both because that understanding is important to handle chemistry at higher levels and also because in the world outside schools it is essential to the understanding of the great issues of our time. The article goes on to consider methods of introducing the concept of physical and chemical change, comparing the differences between physical and chemical changes; it includes some literary and anecdotal evidence about physical and chemical change, children's science and other research about physical and chemical change, models of physical and chemical change and practical experiments to illustrate physical and chemical change. (Contains 5 figures.)

Published
1989