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2. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Denver, Colorado, April 13-16, 2023). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Mack Shelley, Mevlut Unal, and Sabri Turgut
- Abstract
The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2023
3. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
- Full Text
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4. Early Childhood Transitions Research: A Review of Concepts, Theory, and Practice. Working Papers in Early Childhood Development, No. 48
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Bernard Van Leer Foundation (Netherlands), Vogler, Pia, Crivello, Gina, and Woodhead, Martin
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Children face many important changes in the first eight years of life, including different learning centres, social groups, roles and expectations. Their ability to adapt to such a dynamic and evolving environment directly affects their sense of identity and status within their community over the short and long term. In particular, the key turning points in children's lives--such as "graduating" from kindergarten to primary school or going through a culturally specific rite of passage--provide challenges and opportunities for learning and growth on multiple levels. This paper provides a review of the major perspectives in research on early childhood transitions and reveals the predominant areas of focus in both academic and professional studies, as well as important neglected viewpoints and study populations. Beginning with a broad and inclusive definition of the topic, the authors provide an overview of early childhood transitions research, highlighting the underlying assumptions that informed the studies. They assess concepts in the developmental theory that preceded transitions research as well as in the logic that determines how transitions are structured. More recent approaches are examined, including systems theories and the role of children as active participants in transitions. Several examples in this review show how multidisciplinary collaboration and culturally sensitive interventions can result in better participation of both parents and children in crucial early childhood transitions. Citing the need to harmonise early childhood education and care programmes with local education practices, the authors stress the value of greater transparency in the creation of policy and programming for children, in order to identify potentially limiting assumptions. Broadening and diversifying perspectives on transitions can lead to more integrated and culturally relevant rights-based early childhood programmes worldwide. A glossary and a bibliography are included. (Contains 7 footnotes.)
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- 2008
5. The Waning of America's Higher Education Advantage: International Competitors Are No Longer Number Two and Have Big Plans in the Global Economy. Research & Occasional Paper Series: CSHE.9.06
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California Univ., Berkeley. Center for Studies in Higher Education. and Douglass, John Aubrey
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The United States has long enjoyed being on the cutting edge in its devotion to building a vibrant higher education sector. After a century of leading the world in participation rates in higher education, however, there are strong indications that America's advantage is waning. The academic research enterprise remains relatively vibrant. However, participation and degree attainment rates have leveled off and are showing signs of actual decline in a number of major states with large populations--and this seems to be more than just a bump or short-term market correction. Other competitive nations, and in particular key members of the European Union, along with China, India and other developing economies, are aggressively nurturing their higher education systems, expanding access, and better positioning themselves in the global economy. They have been trying harder, while in the US public funding for higher education has declined. The nation's international and domestic concerns lie elsewhere. In addition to outlining these reasons that America's higher education advantage is waning, this article also discusses the possible consequences. (Contains 53 notes.)
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- 2006
6. School Report Cards: Some Recent Experiences. Working Paper
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Academy for Educational Development (AED), Educational Quality Improvement Program 2 (EQUIP2), Cameron, Laurie, Moses, Kurt D., and Gillies, John
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Decentralization and an increased emphasis on community and parent participation represent significant education reform trends over the past decade. These reforms take place in the context of increased emphasis within Education for All (EFA) on improving education quality and outcomes and on strengthening accountability for results. They require that substantial information be available to local and regional stakeholders, school officials, and communities in order to increase transparency, establish a basis for accountability, and provide tools for effective management at the local level. Parents, teachers, school officials, and other stakeholders must be able to assess school performance and status. A number of countries are experimenting with school-level information systems known as "school report cards" to increase accountability and transparency. These systems have different formats and purposes, ranging from strict accountability systems that measure student performance to participatory diagnostic and management tools that support school managers. Efforts are relatively novel, and substantial evaluation information is not yet available. The purpose of this report is to present the various types of school report cards and information systems currently being used and establish a typology for understanding the range of audiences and purposes for such systems, as well as the continuum of cost and sophistication involved.
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- 2006
7. Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36
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Bernard Van Leer Foundation (Netherlands) and Lansdown, Gerison
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"Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them" emphasises that participation enhances children's self-esteem and confidence, promotes their overall capacities, produces better outcomes, strengthens understanding of and commitment to democratic processes and protects children more effectively. Participation provides the opportunity for developing a sense of autonomy, independence, heightened social competence and resilience. The benefits are therefore significant, and adults with both direct and indirect responsibility for children need to acquire a greater humility in recognising that they have a great deal to learn from children. But the case for listening to young children goes beyond the beneficial outcomes. It is also a matter of social injustice and human rights. All people, however young, are entitled to be participants in their own lives, to influence what happens to them, to be involved in creating their own environments, to exercise choices and to have their views respected and valued. (Contains 4 footnotes.)
- Published
- 2005
8. A Comparative Analysis of Academic Freedom within Higher Education Institutions (HEIs) in India and the USA
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Saini, Ruchi
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Despite having one of the largest and fastest-growing post-secondary sectors in the world, there has been increasing protest against the lack of academic freedom within HEIs in India in the past decade. This research study carries out a comparative analysis of academic freedom within HEIs in India and the U.S., with a specific focus on how the notion is formulated within key policy documents and the provisions to safeguard it. Preliminary data from the systematic review revealed that while policy documents within both the countries frame the notion along similar lines, various sections within the Indian Penal Code are used to criminalize useful dissent and freedom of expression within HEIs. The study recommends that in order to safeguard academic freedom in India, certain specific sections within the Indian Penal Code (Section 124A, Section-153A, Section-292, Section-295A) should be either repealed or reformulated so that they are not amenable to misuse by the government.
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- 2020
9. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Section on Children's Libraries; Section on Libraries for the Blind; Section on Public Libraries. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
Twelve papers delivered at a joint meeting at the International Federation of Library Associations and Institutions annual meeting of the Children's Libraries, Public Libraries, and Libraries for the Blind sections of the Division of Libraries Serving the General Public are presented. Most of the papers deal with library services to children, but several are devoted to literacy issues and services to the blind. The following papers are included: (1) "Promotion of Reading Habits through Home Libraries" (S. Panandiker); (2) "Katha and Its Literacy Projects" (G. Dharmarajan); (3) "Children's Books and Children's Libraries in India" (M. Rao); (4) "Illiteracy and Blindness" (A. Leach); (5) "Guidelines for Public Libraries Working with Illiteracy" (B. Thomas); (6) "A Review of the Draft Document 'International Guidelines for Public Libraries Involved in Literacy Work: A Developing Country View'" (H. K. Raskroka); (7) "A Country Overview of Inter-Library Loan Services of Special Format Material for the Visually Handicapped in India" (V. S. Rawat); (8) "Literacy and Development in the Third World: Could Librarianship Make a Difference?" (R. Gassol de Horowitz); (9) "International Cooperation on Library Services to the Visually Handicapped: Outcome of the Asian Seminar" (H. Kawamura); (10) "Thai-Laos Project on Books for Young People" (S. Singlamanan); (11) "Promotion of Literacy of Handicapped Children in India through Library Services" (C. D. Tamboli); and (12) "Meeting the Needs of Students at an International School" (B. Sen). Several papers are followed by references. (SLD)
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- 1992
10. IFLA General Conference, 1992. Division of Education and Research: Editors of Library Journals (RT); Section on Research in Reading; Section on Women's Interest in Librarianship; Section on Education and Training; Continuing Professional Education (RT); Section on Library Theory and Research. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
The following 19 papers were delivered at the 1992 annual meeting of the International Federation of Library Associations and Institutions for the Division of Education and Research: (1) "Across the Frontiers: Impact of Foreign Journals in Library Science in India: A Citation Analysis" (M. A. Gopinath); (2) "Children and Reading in Israel" (I. Sever); (3) "Investigations into Reader Interest and Reading in Lithuania, 1918-1990" (V. Rimsa); (4) "Ethnic and Social Problems of Reading in Kazakhstan" (R. Berdigalieva); (5) "The USA Experience: Views and Opinions of an Asian American Librarian" (S. H. Nicolescu); (6) "The Implications for Libraries of Research on the Reading of Children" (M. L. Miller); (7) "Women's Status in Librarianship, the UK Experience" (S. Parker); (8) "Women's Interests in Librarianship, Resources on Women: Their Organization and Use" (H. Parekh); (9) "Information for Research on Women and Development" (A. Vyas); (10) "The Contribution of S. R. Ranganathan's Scientific School to the Informatization of Education for Library Science in the World" (J. N. Stolyarov and E. A. Nabatnikova); (11) "Library and Information Science Education Policy in India" (N. L. Rao and C. R. Karisiddappa); (12) "The Market in the Gap: Continuing Professional Education in the South Pacific" (J. Evans); (13) "Continuing Education Programmes for Teachers in Library and Information Science and Academic Library Professionals in South India" (A. A. N. Raju); (14) "Continuing Professional Education in China: A Decade Retrospective" (D. Xiaoying); (15) "Grounded Theory and Qualitative Methodology" (D. E. Weingand); (16) "Research in the Outskirts of Science: The Case of Mexico" (J. Lau); (17) "Society's Library: Leading to the Realization of the Five Laws--In Memory of Dr. S. R. Ranganathan" (L. Minghua); (18) "The Role of Library and Information Science Reviews in the Development of the Profession and Services" (M. Poulain); and (19) "Journal Publications in Africa: The Trouble with Authors and Readers" (L. O. Aina). Several papers are followed by references. (SLD)
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- 1992
11. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Section on Library Services to Multicultural Populations; Section on School Libraries; Section on Public Libraries. Papers.
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International Federation of Library Associations and Institutions, London (England).
- Abstract
Eleven papers delivered for the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. Most deal with library services to multicultural populations, including those of developing countries. The following papers are included: (1) "Library Provision to Indians Living in Malaysia" (K. S. Mun); (2) "Library Services to Indians in Canada" (U. Prasada-Kole); (3) "Library Services to the Indian Population in the United States" (R. N. Sharma); (4) "The Southern Ontario Multilingual Pool: A Model for Cooperative Library Service Development" (S. Skrzeszewski); (5) "Meeting Information Needs of Slow, Average and Gifted Learners" (M. Kapoor); (6) "The Application of Information Technology (IT) in Public Libraries in Developing Countries" (P. Borchardt); (7) "The Role of the Public Library in Combating Illiteracy" (B. Thomas); (8) "The First UNESCO Library Pilot Project" (S. N. Khanna); (9) "'Transformation': The ODA Trainer Development Project for Central and State Training Institute Librarians in India" (M. Freeman); (10) "User Education around the World: The UNESCO Survey of Library and Information User Education Programmes in Some Developing Countries" (O. Kokkonen); and (11) "Ask the Same Questions and Get a Different Answer--A Case Study in Library Opening Hours Surveys" (J. Frylinck). Most papers are followed by references. (SLD)
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- 1992
12. IFLA General Conference, 1992. Division of Libraries Serving the General Public: Open Forum; Section on Libraries Serving Disadvantaged Persons; INTAMEL (RT); Mobile Libraries (RT). Papers.
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International Federation of Library Associations and Institutions, London (England).
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Nine papers delivered at the Division of Libraries Serving the General Public at the International Federation of Library Associations and Institutions 1992 annual meeting are presented. In addition to papers about libraries for disadvantaged persons, papers on services to children and young people and to the general public through mobile libraries, are presented. The following papers are included: (1) "UNESCO Public Library Manifesto" (B. Thomas); (2) "An Introduction to the International Guidelines for Library Services to Prisoners: Ze zitten hier niet voor hun zweetvoeten" (F. E. Kaiser); (3) "An Overview of Library Services in an Ageing Society: Emphasis on New Trends in Scandinavian Countries" (K.-J. Carlsen and K. Thulin); (4) "The Importance of Library and Reading in the Rehabilitation Process of the Disabled People" (F. Czajkowski); (5) "Multicultural Library Services for Immigrants in Queens County, New York" (A. A. Tandler); (6) "From Reading Promotion to Media Literacy--Public Library Services for Children and Young People" (I. Glashoff); (7) "Mobile Libraries in Finland--Culture Brought to Your Doorstep" (T. Haavisto); (8) "Mobile Libraries and the UNESCO Manifesto for Public Libraries" (T. H. Tate); and (9) "Mobile Library Service with a Special Reference to Delhi Public Library" (S. N. Khanna). (SLD)
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- 1992
13. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.
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United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. and Sterian, Paul Enache
- Abstract
This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role of government in the accreditation process, some critical points of view concerning the process, and present accreditation trends. Section 2 looks at accreditation and quality assurance through brief national case studies. The nations represented are France, Germany, United Kingdom, the Netherlands, Sweden, the United States, China, India, Hong Kong, South Africa, Nigeria, Kenya, and Australia. This section closes with a section comparing accreditation and quality assurance in various regions. Section 3 takes a closer and more detailed look at the accreditation process in Romania, particularly in light of the recent political and educational changes in this nation and the fairly recent decision to introduce accreditation of institutions of higher education. This examination covers accreditation principles and objectives, standards for initial and subsequent accreditation, application rules, structure of the accreditation committee and its functions, and provisions for financing accreditation. Appendixes contain institutional evaluation standards and a glossary. (Contains 27 references.) (JB)
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- 1992
14. An Investigation of the Re-Entry Adjustment of Indians Who Studied in the U.S.A. Occasional Papers in Intercultural Learning, Number 17.
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AFS International/Intercultural Programs, Inc., New York, NY. Center for the Study of Intercultural Learning. and Hansel, Bettina
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This study explored the readjustment experience of 49 Indians who came to the United States to study and then returned to their home country. Interviews revealed that most experienced some stress or difficulty after their re-entry, with problems ranging from initial anxiety about getting a job or shock at the crowded conditions, pollution, or the frustrations of power and telephone outages, to an intense period of depression and alienation. A few who had been back in India for 4 to 5 years were still having a difficult time, while some students who had been back for less than a year seemed quite comfortable with their lives in India. Twelve interviewees specifically mentioned that they "think about going back" to the United States. Factors in difficult re-entries related to cultural differences, economic differences, changes in values, and having to make adjustments in many aspects of their lives such as changing family roles and changing from student life to work life. Profiles of five returned students are presented to illustrate their very different re-entry experiences. Issues discussed include returning to mutual dependence in the family, marriage and family, the job search, the work environment, national identity, attitudes, and coping strategies. (Contains 14 reference notes.) (JDD)
- Published
- 1993
15. Interaction and Independence: Student Support in Distance Education and Open Learning. Papers from the International Conference Presented by the International Council for Distance Education with the British Open University Regional Academic Services (3rd, Cambridge, England, September 19-22, 1989).
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International Council for Distance Education., Open Univ., Walton, Bletchley, Bucks (England). British Open Univ. Regional Academic Services., and Tait, Alan
- Abstract
Twenty-five papers presented at the conference include papers on the role of the site coordinator in a distributed education network in Ontario; student support systems in the Open University of Israel; the dilemmas of designing a computer mediated communication support system; interactive libraries; tutoring in technical science in the Open University of the Netherlands; research supervision at a distance; the role of tutoring and group support in distance education; the relationship between interaction and independence; distance education in India; applications of telecommunications for interactive tutoring; and cost effectiveness analysis of projects that increase student interaction in distance education. Most of the papers include references. The individual papers are briefly reviewed in the introduction, and continuity from papers presented at two earlier conferences is discussed. (GL)
- Published
- 1989
16. Reviews of Literature on Accreditation and Quality Assurance
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Emmanuelle, Guernon
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This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
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- 2023
17. Trends and Issues in the Technical and Vocational Education in 10 Indo-Pacific Countries
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Lee, Lung-Sheng
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Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.
- Published
- 2021
18. Language, Communication, and the Covid-19 Pandemic: Criticality of Multi-Lingual Education
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Papia Sengupta
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This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.
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- 2024
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19. Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch at IIT-Delhi. NBER Working Paper No. 17727
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National Bureau of Economic Research, Frisancho Robles, Veronica C., and Krishna, Kala
- Abstract
Affirmative action policies in higher education are used in many countries to try to socially advance historically disadvantaged minorities. Although the underlying social objectives of these policies are rarely criticized, there is intense debate over the actual impact of such preferences in higher education on educational performance and labor outcomes. Most of the work uses U.S. data where clean performance indicators are hard to find. Using a remarkably detailed dataset on the 2008 graduating class from the Indian Institute of Technology (IIT) in Delhi we evaluate the impact of affirmative action policies in higher education on minority students focusing on three central issues in the current debate: targeting, catch up, and mismatch. In addition, we present preliminary evidence on labor market discrimination. We find that admission preferences effectively target minority students who are poorer than the average displaced non-minority student. Moreover, by analyzing the college performance of minority and non-minority students as they progress through college, we find that scheduled caste and scheduled tribe students, especially those in more selective majors, fall behind their same-major peers which is the opposite of catching up. We also identify evidence in favor of the mismatch hypothesis: once we control for selection into majors, minority students who enroll in more selective majors as a consequence of admission preferences end up earning less than their same-caste counterparts in less selective majors. Finally, although there is no evidence of discrimination against minority students in terms of wages, we find that scheduled caste and scheduled tribe students are more likely to get worse jobs, even after controlling for selection.
- Published
- 2012
20. Bibliometric Analysis of Environmental Literacy in Sustainable Development: A Comprehensive Review Based on Scopus Data from 2013 to 2023
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Ariyatun Ariyatun, Sudarmin Sudarmin, Sri Wardani, Sigit Saptono, and Winarto Winarto
- Abstract
The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.
- Published
- 2024
21. Bridging Large Language Model Disparities: Skill Tagging of Multilingual Educational Content
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Yerin Kwak and Zachary A. Pardos
- Abstract
The adoption of large language models (LLMs) in education holds much promise. However, like many technological innovations before them, adoption and access can often be inequitable from the outset, creating more divides than they bridge. In this paper, we explore the magnitude of the country and language divide in the leading open-source and proprietary LLMs with respect to knowledge of K-12 taxonomies in a variety of countries and their performance on tagging problem content with the appropriate skill from a taxonomy, an important task for aligning open educational resources and tutoring content with state curricula. We also experiment with approaches to narrowing the performance divide by enhancing LLM skill tagging performance across four countries (the USA, Ireland, South Korea and India-Maharashtra) for more equitable outcomes. We observe considerable performance disparities not only with non-English languages but with English and non-US taxonomies. Our findings demonstrate that fine-tuning GPT-3.5 with a few labelled examples can improve its proficiency in tagging problems with relevant skills or standards, even for countries and languages that are underrepresented during training. Furthermore, the fine-tuning results show the potential viability of GPT as a multilingual skill classifier. Using both an open-source model, Llama2-13B, and a closed-source model, GPT-3.5, we also observe large disparities in tagging performance between the two and find that fine-tuning and skill information in the prompt improve both, but the closed-source model improves to a much greater extent. Our study contributes to the first empirical results on mitigating disparities across countries and languages with LLMs in an educational context.
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- 2024
- Full Text
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22. International Federation of Library Associations Annual Conference Papers. Education and Research Division: Library Schools and Other Training Aspects, and Round Table on Library History Sections (47th, Leipzig, East Germany, August 17-22, 1981).
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International Federation of Library Associations, The Hague (Netherlands). and Wagenbreth, Hildegard
- Abstract
This group of six papers centers on the development of library schools and the training of library personnel. "The Status of Professional Groups in Libraries and Library Education in the GDR," by Hildegard Wagenbreth and Helmut Kubitschek, East Germany, describes the training programs, apprenticeships, courses, and admission criteria of various colleges and universities for three groups of professional library personnel. Another paper from the same country, "The Subject Library History in the Training of Librarians in the GDR," by Alexander Greguletz, discusses the general principles and structure of programs to train librarians in library history. Discussions of the role of information infrastructures in developing countries and integrating library and information science education with museology and other disciplines are included in a paper from India, "Integrated Education for Librarianship and Allied Disciplines," by P.N. Kaula; seven references are listed. "Education for Librarianship and Inservice Training in Libya," by Mabruka O. Meherk of that country, presents a chronological history of library development in Libya and discusses institutions and courses offered there. Significant developments of paraprofessional training in the library/media field are described in "Education for Supportive Staff in the United States and Canada," by Josephine Riss Fang of the United States, and an Australian paper, "Library Management and the Education of Support Staff," by Edward R. Reid-Smith, includes a review of the status of library assistants in various countries. The last two papers have extensive reference lists. (RBP)
- Published
- 1981
23. IFLA General Conference, 1986. Education and Research Division. Section: Library History and Library Theory and Research. Papers.
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International Federation of Library Associations and Institutions, The Hague (Netherlands).
- Abstract
Papers on library history and library theory and research presented at the 1986 International Federation of Library Associations (IFLA) conference include: (1) "The History of Western Literature Library Collections in Japan" (Yoshitomi Okazaki, Japan); (2) "Trends of Library History Research in Japan" (Hiroshi Kawai, Yukio Fujino, Atsushi Ishii, and Yoshitaka Kawasaki, Japan); (3) "Impact of the Information Society on the Library" (Yoneji Masuda, Japan); (4) "The Impact of Information Society on Libraries in Japan--Its Emblematic Appearance" (Nobutaka Sakurai, Japan); (5) "Libraries for Scientific Research in China" (Peng Feizhang, China); (6) "Strategic Planning for Information in the Research University--A Report on a Project and Its Implications for Library Education" (Robert M. Hayes, United States); (7) "Library Science in the 21st Century" (Tomoo Matsuda, Japan); (8) "The Tri-Dimensional Nature of Information Work" (Rosario Gassol de Horowitz, Venezuela); and (9) "Research in Library and Information Science in India" (P. B. Mangla). (KM)
- Published
- 1986
24. Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
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Hamad, Wahid Bakar
- Abstract
The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
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- 2022
25. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
26. Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
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- 2022
27. Analyzing the Use of Social Media in Education: A Bibliometric Review of Research Publications
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Awal Kurnia Putra Nasution
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Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.
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- 2024
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28. The Dynamics of Successful Teams in a Massive Open Online Course
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Alomar, Majd
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This paper explores the dynamics of teamwork in a team-based Massive Open Online Course. The purpose of the study is to discover patterns and characteristics of the students in teams that completed the course. Many studies have revealed that a very small percentage of students complete Massive Open Online Courses. The percentage is even smaller in MOOCs that involve peer-assessment. This study aims to give conscious advice for future MOOC students on how to complete a team-based peer-assessed MOOC by studying the dynamics of successful teams. A qualitative research method was utilized in the study. Data were collected from observing the MOOC platform and conducting interviews with successful team members and team leaders. [For the full proceedings, see ED621557.]
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- 2019
29. Stretching the Border: Living in Complementary and Contradictory Spaces
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Upadhyay, Bhaskar
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I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education.
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- 2023
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30. Thailand as a New International Higher Education Hub: Major Challenges and Opportunities, a Policy Analysis
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Pongsin, Viseshiri, Lawthong, Nuttaporn, Fry, Gerald W., Ransom, Lakeesha, Kim, Seongdok, and Thi My, Ngoc Nguyen
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The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.
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- 2023
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31. Teaching Internationally, Learning Collaboratively: Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM)
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Griesbaum, Joachim, Dreisiebner, Stefan, Mackey, Thomas P., Jacobson, Trudi E., Thadathil, Tessy, Bhattacharya, Subarna, and Adilovic, Emina
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Intercultural Perspectives on Information Literacy and Metaliteracy (IPILM) is a discourseoriented learning environment that engages students from diverse cultural backgrounds to participate in collaborative knowledge construction. The objective is to evolve a thematic approach to course design that includes elements of open pedagogy, information literacy, and metaliteracy. IPILM invites participation from educators and learners from around the world and has witnessed an increase in participating countries. This paper describes the concept of IPILM and demonstrates the implementation of this approach in practice. The initiative was well received by students and is both feasible and sustainable as an intercultural learning endeavor. IPILM is an ongoing project and a work in progress that is an adaptable model which may be transferred to disparate fields of teaching and learning or adopted by international communities of instructors.
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- 2023
32. The Global Micro-Credential Landscape: Charting a New Credential Ecology for Lifelong Learning
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Brown, Mark, Mhichil, Mairéad Nic Giolla, Beirne, Elaine, and Mac Lochlainn, Conchúr
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This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) What are micro-credentials? (ii) Why micro-credentials? (iii) Who are the key stakeholders? (iv) What is happening globally? and (v) What are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st-century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
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- 2021
33. New Challenges to Education: Lessons from around the World. BCES Conference Books, Volume 19
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, Popov, Nikolay, Wolhuter, Charl, de Beer, Louw, Hilton, Gillian, Ogunleye, James, Achinewhu-Nworgu, Elizabeth, Niemczyk, Ewelina, and Bulgarian Comparative Education Society (BCES)
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This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]
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- 2021
34. Change Agents: Emerging Evidence on Instructional Leadership at the Middle Tier
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Education Development Trust (United Kingdom), United Nations Educational, Scientific, and Cultural Organization (UNESCO) (France), International Institute for Educational Planning (IIEP), Childress, David, Chimier, Chloé, Jones, Charlotte, Page, Ella, and Tournier, Barbara
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A major concern for policymakers around the world is how to design an entire system of education that provides high quality teaching and learning outcomes. This paper aims to make a significant contribution to this debate by looking closely at the middle part of education systems -- the regional, district, and sub-district level -- as a critical part of the 'machine' for quality teaching and learning at scale. This working paper is part of a joint venture between the UNESCO International Institute for Educational Planning (IIEP), Education Development Trust, and the Education Commission in researching and strengthening roles at the middle tier of education systems. This review sees the potential of these middle tier leaders as a cadre of change agents who work directly with schools and teachers, and who are dedicated to instructional change and professional learning. [This report was co-produced by the Education Commission.]
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- 2020
35. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
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In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
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- 2023
36. Affirmative Action in Education and Black Economic Empowerment in the Workplace in South Africa since 1994: Policies, Strengths and Limitations
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Herman, Harold D.
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This paper explains the concepts of Affirmative Action (AA) and Black Economic Empowerment (BEE) and the policies developed in post-Apartheid South Africa. It compares it to similar policies adopted in different contexts in Malaysia, India and the U.S.A. It explains and critiques the South African policies on AA and BEE, its history since 1994 and how class has replaced race as the determinant of who succeeds in education and the workplace. It analyses why these policies were essential to address the massive racial divide in education and the workplace at the arrival of democracy in 1994, but also why it has been controversial and racially divisive. The strengths and limitations of these policies are juxtaposed, the way it has benefitted the black and white elites, bolstered the black middle-class but has had little success in addressing the education and job futures of poor, working class black citizens in South Africa. The views of a number of key social analysts in the field are stated to explain the moral, racial, divisive aspects of AA in relation to the international experience and how South Africa is grappling with limited success to bridge the divide between the rich and poor. [For the complete Volume 15 proceedings, see ED574185.]
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- 2017
37. Mastering Humanitarianism? A Survey of Postgraduate Humanitarian Courses
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Stibral, Adriana A., Zadeh-Cummings, Nazanin, and Clarke, Matthew
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Humanitarian events are increasing globally, both in number and intensity. In response, the international community spends approximately US $30 billion annually to alleviate both the immediate consequences of these climatic, geographic, and human-induced events but also to support mitigation and recovery. Over the past two decades, the humanitarian sector has increasingly professionalised. One under-studied aspect of this professionalisation is an increase in postgraduate studies in humanitarian action over the last 20 years. Despite this increase, there is no agreement on core curriculum or pedagogy across humanitarian studies courses. How do current Masters of Humanitarian Assistance (MHA) offerings converge and differ, and how can such courses further their contribution to the humanitarian endeavour? This paper surveys 26 anglophone courses offered in the United States, Europe, the United Kingdom, Australia, India, and Nigeria, exploring key characteristics of course entry requirements, flexibility, research, practical components, and academic foci. It does not recommend what a core curriculum for humanitarian courses should be, but does argue that core curriculum for humanitarian courses should be identified by relevant and diverse stakeholders such as affected communities, humanitarian agencies, disaster management bodies, and governments, to ensure that courses in this field provide appropriate learning outcomes. The paper suggests how such a 'charter' may be developed.
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- 2022
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38. Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning. Adult and Higher Education Alliance Proceedings (46th, Online, March 10-11, 2022)
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Adult Higher Education Alliance (AHEA), Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, Olson, Joann S., Elufiede, Kemi, Coberly-Holt, Patricia, and Adult Higher Education Alliance (AHEA)
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The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]
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- 2022
39. 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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40. Ensuring Turing -- Lessons Learned for International Short-Mobilities during a Time of Travel Disruption
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Maria Moxey, Kate Rooney, and Tom Lowe
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The 'See the World -- Winchester' programme was funded by the UK Turing scheme in 2021-2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons.
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- 2024
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41. Creativity in Modern Education
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Pllana, Duli
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There will be elaborated several facts about creativity in Twenty First-Century educational reforms in six countries (The US, India, Chile, Mexico, China, and Singapore). The crucial source of the content in the paper relies on the book, "Teaching and Learning for the Twenty-First Century" (Reimeres and Chung, 2016). Nevertheless, my exploration of creativity in modern education in the six countries has a limited range. Creativity depends on three meaningful factors of education such as equality, quality and implementing modern educational reforms. The paper sheds light on similarities and differences of six countries that they experience with the three factors (equality, creativity, and implementing modern educational reforms). All countries strive to apply equality in the whole country, although, none of the countries has employed equality throughout the nation. Some countries made better progress on applying equality in education, and others are facing many obstacles with equal education throughout the country. Creativity is significant to every educational system, and it is interrelated with equality and applying modern education. The US system of education applies creativity in a few school districts. Other countries state creativity in their curriculum, but they do not use it in the classrooms at all. Six countries have different economic development, and different economic demands; therefore, they have different approaches to implementing modern educational reforms. Despite the fact all countries have dissimilarities with implementing creativity in educational reforms, they all know creativity's weight in modern education. Creativity as a first step of the innovation that defines the progress of education especially accelerates the growth of the entire economy within a society.
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- 2019
42. MOOC Learner Behaviors by Country and Culture; an Exploratory Analysis
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Liu, Zhongxiu, Brown, Rebecca, Lynch, Collin F., Barnes, Tiffany, Baker, Ryan, Bergner, Yoav, and McNamara, Danielle
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The advent of Massive Online Open Courses (MOOCs) has led to the availability of large educational datasets collected from diverse international audiences. Little work has been done on the impact of cultural and geographic factors on student performance in MOOCs. In this paper, we analyze national and cultural differences in students' performance in a large-scale MOOC. We situate our analysis in the context of existing theoretical frameworks for cultural analysis. We focus on three dimensions of learner behavior: course activity profiles; quiz activity profiles; and most connected forum peer or "best friends." We conclude that countries or associated cultural clusters are associated with differences in all three dimensions. These findings stress the need for more research on the internationalization in online education and greater intercultural awareness among MOOC designers.
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- 2016
43. The Homogenizing and Diversifying Effects of Migration Policy in the Internationalization of Higher Education
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Jacobs, Elizabeth
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Amid internationalizing shifts in higher education, universities around the world are simultaneously becoming more integrated and more disparate. This paper examines the role of immigration policy in producing convergent and divergent educational attainment among international and domestic students at Indian and US universities and shows that student and work visas influence international students' decisions about where to study, what to study, and how much education to pursue. Using original data sources and a transnational data collection strategy, this study develops new approaches to measuring international student mobility and offers a window into transnational phenomena not easily observable in other datasets. An analysis of 7177 education histories and 105 in-depth interviews with international students, university administrators, and immigration lawyers shows that migration policy contributes to the growth of international student enrollment and multinational educations but also creates asymmetrical student flows and funnels international students into certain fields of study. The results of this study indicate that migration policies simultaneously contribute to integration and differentiation between the US and Indian university systems. The findings show that immigration policies play an important role in regulating the flow and nature of international student migration streams and lead to simultaneous convergence and divergence in the educational attainment and field of study between Indian international students enrolled in US universities and their domestically educated peers in India. Through an empirical case, this paper develops a conceptual bridge between two dominant frameworks on internationalization and theorizes the central role of migration policy in shaping processes of higher education internationalization.
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- 2022
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44. Educational Use of Free and Open Source Software (FOSS): International Development and Its Implications for Higher Education
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Duan, Chenggui and Lee, Tracy K.
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Purpose: Free and open-source software (FOSS) has been used worldwide because of the advantages of user control, cost-saving, flexibility, openness, freedom, more security and better stability. The purpose of this study is to explore the status quo of educational application of FOSS and the trends from international perspectives and its implications for higher education in Hong Kong. Design/methodology/approach: The method of cluster analysis was used in this study. The Web of Science database was used as the data source and all relevant literature for the year 2010-2020 on the theme of "FOSS" was collected for analysis. The information visualization software CiteSpace was used for citation visualization analysis, revealing the research results of FOSS worldwide, including hot spots and development trends. Findings: This paper found that FOSS has become an important research area and is playing an important role in the reform and development of education. Meanwhile, the development and application of FOSS have regional imbalances and strong differentiation, including the educational sector. The paper also found that although FOSS has entered the stage of interdisciplinary development, the research and development of FOSS in the field of education is insufficient, which poses a huge challenge to decision-makers, teachers and students. Originality/value: Implications for higher education in Hong Kong including: attach importance to and vigorously promote FOSS research and practice to benefit more teachers and students; teachers and students need to be trained for acquiring the awareness and skills of FOSS applications and formulate different strategies; the government should provide greater support to formulate and implement a short and middle-term development plan to facilitate the application of FOSS; and Hong Kong higher education institutions may strengthen exchanges and cooperation with counterparts around the world to jointly promote the development of FOSS. It is hoped that the findings will provide a reference for the study and application of FOSS in higher education in Hong Kong.
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- 2022
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45. Stepping Up the Game--Meeting the Needs of Global Business through Virtual Team Projects
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Swartz, Stephanie and Shrivastava, Archana
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Purpose: Virtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects. Design/methodology/approach: The research involved two parts--In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years. Findings: The results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes. Research limitations/implications: Among the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity. Practical implications: This paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity. Originality/value: While highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.
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- 2022
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46. Integrating Lifelong Learning Perspectives.
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United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. and Medel-Anonuevo, Carolyn
- Abstract
This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part 3, Promoting Democratization, contains these papers: "Learning in a Global Society" (Alexander); "Citizenship and Democracy in Socrates' and Grundtvig's Europe" (Ronai); "Education for Non-Discrimination" (Millan); "Lifelong Learning and Work in Developing Countries" (Pieck); "Globalization, Lifelong Learning, and Response of the Universities" (Peng); and "Combining the World of Work with the World of Education" (Romijn). The papers in Part 5, Making Lifelong Learning Work for Women, are "Gender Equality in Basic Education" (Messina); "Women as Lifelong Learners" (Benaicha); and "Lifelong Learning for Elimination of Violence Against Women" (Kuninobu). The papers in Part 6, Learning Across Generations, are "Achieving Youth Empowerment Through Peer Education" (Wissa); and "Role of Intergenerational Programs in Promoting Lifelong Learning for All Ages" (Ohsako). The papers in Part 7, Learning Across Cultures, are "Cultural Contexts of Learning: East Meets West" (Yang); "Building Community Through Study Circles" (Oliver); "Culturally-Based Adult Education" (Smith); and "Perspective of Lifelong Learning in South Asia" (Bordia). In Part 8, Laying Foundations and Sustaining Achievements Through Literacy and Nonformal Education, are "Literacy Linked Women Development Programs" (Usha); "Lifelong Learning Policy and Practices in the Laos People's Democratic Republic" (Mithong Souvanvixay); "Distance Learning and Adult Education" (Wilson, White); "Role of Partnerships in the Promotion of Lifelong Learning" (Lin); and "Toward the Eradication of Illiteracy Among Youth and Adults in China" (Guodong). Part 9, Creating Environments Conducive to Lifelong Learning, has these papers: "Learning Cities/Region in the Framework of Lifelong Learning" (Doukas); "Adult Education and Lifelong Learning in Sweden" (Salin); "Promoting Lifelong Learning in Beijing for a Learning Society" (Shuping); and "Reorienting Teachers as Lifelong Learners" (Tiedao). (YLB)
- Published
- 2002
47. Mathematics Texts: Worksheets and Genre-Bending
- Author
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Deniz, Ozlem, Gerofsky, Susan, and Nicol, Cynthia
- Abstract
This paper reports an in-depth study that explores the nature and use of mathematics worksheets using a genre analysis approach. Nine secondary level teachers with collective experience from five different countries participated. Through individual online and focus group interviews teachers shared their own worksheets and their understandings and use of worksheets for teaching and learning math. Results indicate that mathematics worksheets have culturally recognizable features and characteristics, they are used to emphasize procedural over conceptual aspects of mathematics learning, and can structure the way mathematics is taught. This study highlights the potential of genre-bending as an approach to extend and re-imagine the structure and use of mathematical texts such as worksheets. [For the complete proceedings, see ED597799.]
- Published
- 2014
48. Effect of Internet-Based Learning in Public Health Training: An Exploratory Meta-Analysis
- Author
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Peng, Ying and Yan, Weirong
- Abstract
Internet-based learning is increasingly applied in medical education, but its effect in the field of public health training is still unclear. This meta-analysis was undertaken to explore the impact of Internet-based learning on students'/professionals' knowledge of public health compared with no intervention and with traditional face-to-face (FTF) formats. Two reviewers independently searched Medline, Web of Science, ProQuest, Google scholar, ERIC and Elsevier databases for relevant studies between 1st January, 1990 and 30th December, 2016. Studies in English language providing information on educational outcomes after Internet-based training in public health courses compared with no-intervention or a pre-intervention assessment, or with FTF control group were retrieved, reviewed, and assessed according to the established inclusion/exclusion criteria in the current study. There were 16 eligible studies with 1183 participants in total. Heterogeneity in results was detected across studies. A random effects model was used to pool effect sizes for knowledge outcomes. The pooled effect size (standardized mean difference, SMD) in comparison to no intervention was 1.92 (95% CI: 1.05 to 2.78; P<0.0001), favoring Internet-based interventions. Compared with FTF formats, the pooled effect size was 0.39 (95% CI: -0.06 to 0.83; P = 0.09). The study suggested that Internet-based learning was superior to no-intervention in improving students'/professionals' public health knowledge. Compared with traditional FTF formats, Internet-based learning showed a similar effect. [For the complete proceedings, see ED579335.]
- Published
- 2017
49. Variables Affecting Student Motivation Based on Academic Publications
- Author
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
- Abstract
In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
- Published
- 2017
50. Through the Lens of Social Studies, What Has Changed for Refugees to the U.S. Since the COVID-19 Pandemic Began? An Inquiry Lesson for Secondary Education
- Author
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Elbih, Randa N., Ciccone, Michelangelo, and Sullivan, Brendan
- Abstract
As the COVID-19 pandemic unfolds, every aspect of daily life is being altered in response to the virus. The pandemic has altered secondary education. Classes online, teachers struggling to learn Zoom and make lessons meaningful and relevant to students. Students struggling to make sense of this moment, struggling with mental health issues due to the loss of routine and in many cases contact with adult role models. Unfortunately, in times of crisis such as these some of the most disenfranchized people in society are completely overlooked and forgotten, such as refugees. However, if more teachers were to leverage the social studies potential of current events such as the Coronavirus, greater empathy would be felt for marginalized people more starkly impacted by the pandemic, leading ultimately to a heightened sense of civic engagement among the next generation. The purpose of this paper is to assist teachers in guiding their students through analyzing current events, such as COVID-19's impact on refugees, toward developing civic mindedness. In addition to this, the paper will discuss some of the broader societal impacts the virus is having within the United States, as well as ways in which this event may be viewed as a historical subject in the future. The paper will begin by building the content knowledge of high school social studies teachers through addressing the following question: "What is the difference between a refugee entering the United States now versus one year ago before the COVID-19 pandemic?" Following this, the authors will present an inquiry-based learning segment designed to teach the History correlated to the COVID-19 pandemic to a classroom of secondary education students. The inquiry template follows the standard C3 format utilized by the State of Connecticut.
- Published
- 2021
- Full Text
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