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2. Fostering Scientific Citizenship in an Uncertain World: Selected Papers from the ESERA 2021 Conference. Contributions from Science Education Research. Volume 13
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Carvalho, Graça S., Afonso, Ana Sofia, Anastácio, Zélia, Carvalho, Graça S., Afonso, Ana Sofia, and Anastácio, Zélia
- Abstract
This edited volume brings together innovative research in the field of Science Education, fostering scientific citizenship in an uncertain world. The nineteen chapters presented in this book address diverse topics, and research approaches carried out in various contexts and settings worldwide, contributing to improving and updating knowledge on science education. The book consists of selected high-quality studies presented at the 14th European Science Education Research Association (ESERA) Conference, held online (due to the COVID-19 pandemic) by the University of Minho, Portugal, between August 30th and September 3rd, 2021. Being of great relevance in contemporary science education, this book stimulates reflection on different approaches to enhance a deeper understanding of how better prepare the coming generations, which is of great interest to science education researchers and science teachers.
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- 2023
- Full Text
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3. Refugees with or without Papers: Stories of Persecution, Flight, & Resettlement of Two Bilingual Educators
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Hones, Donald F., Pasayes, Mayra, and Vang, Txerthoj
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In this article, two co-authors share their immigrant stories of persecution and flight to the U.S. Txerthoj Vang is a refugee from Laos who supported the U.S. as part of the Hmong secret army during the Vietnam era. Mayra Pasayes is an immigrant from El Salvador who fled that country's civil war during the 1980s. Though they each faced a high level of violence in their home country, Txerthoj was granted official refugee status, while Mayra was not and only later obtained residency. The granting, or denial, of asylum to each would have major impacts on their lives and their perspectives. They each continue to support refugees with or without papers in their work as educators in public schools. Their individual stories mirror those of hundreds of thousands of others who fled Laos and El Salvador during the 1970s and 1980s, running from crisis and war, taking arduous journeys, and resettling, with or without official status, in the U.S.
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- 2019
4. Am I Patriotic? Learning and Teaching the Complexities of Patriotism Here and Now. Occasional Paper Series 40
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Bank Street College of Education, Boldt, Gail, Boldt, Gail, and Bank Street College of Education
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This issue of the "Bank Street Occasional Paper Series" seeks to grapple with the complexity of patriotism, particularly in relation to its workings in the lives of teachers and students in schools. Like it or not, schools teach (about) patriotism implicitly if not explicitly. Therefore, much consideration needs to go into what schools should teach about and how they should enact patriotism. Patriotism is neither simplistic nor arcane, two common tropes. Rather, it is dynamically messy and as relevant as ever, in the present moment of rising populist and nationalist sentiments in the United States and across the world. As the pieces in this issue show, patriotism--and the learning and teaching of it--is complicated and contested, loved and hated, seemingly straightforward but entirely complex. Contents included: (1) Learning and Teaching the Complexities of Patriotism Here and Now (Mark T. Kissling); (2) "That's Quite a Tune": An Interview with Bruce Springsteen (Mark T. Kissling); (3) Loving America with Open Eyes: A Student-Driven Study of U.S. Rights in the Age of Trump (Margaret Nell Becker); (4) Patriotism and Dual Citizenship (Patricia Gándara); (5) Fostering Democratic Patriotism through Critical Pedagogy (Hillary Parkhouse); (6) On Patriotism (William Ayers); (7) This Is about Us: Toward Democratic, Patriotic Pedagogy (Samuel J. Tanner); (8) Military Patriotism and the JROTC (Jenna Christian); (9) Constructed Patriotism: Shifting (Re)Presentations and Performances of Patriotism through Curriculum Materials (Nina Hood and Marek Tesar); (10) Patriotism for People in Diaspora Is Love of Humanity (Ming Fang He); (11) A Love-Hate Relationship: Personal Narratives of Pride and Shame as Patriotic Affects (Mark Helmsing); and (12) Patriotism? No Thanks! (Madhu Suri Prakash). [Individual articles contain references.]
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- 2018
5. 'High' Achievers? Cannabis Access and Student Performance. CEP Discussion Paper No. 1340
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Marie, Olivier, and Zölitz, Ulf
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This paper investigates how legal cannabis access affects student performance. Identification comes from an exceptional policy introduced in the city of Maastricht which discriminated legal access based on individuals' nationality. We apply a difference-in-difference approach using administrative panel data on over 54,000 course grades of local students enrolled at Maastricht University before and during the partial cannabis prohibition. We find that the academic performance of students who are no longer legally permitted to buy cannabis increases substantially. Grade improvements are driven by younger students, and the effects are stronger for women and low performers. In line with how THC consumption affects cognitive functioning, we find that performance gains are larger for courses that require more numerical/mathematical skills. We investigate the underlying channels using students' course evaluations and present suggestive evidence that performance gains are driven by improved understanding of material rather than changes in students' study effort. [This paper was produced as part of the Centre's Education Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
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- 2015
6. Reinventing the American High School for the 21st Century: Strengthening a New Vision for the American High School through the Experiences and Resources of Career and Technical Education. A Position Paper
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Association for Career and Technical Education and Meeder, Hans
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The Association for Career and Technical Education (ACTE), on behalf of career and technical education (CTE) professionals in the United States, advocates for clearly focusing American high schools on the goal of preparing every student for full participation in a spectrum of college opportunities, meaningful work, career advancement, and active citizenship. Leaders are called upon to make needed changes in school culture, instructional strategies and organizational priorities that will support this new purpose. The people at ACTE strongly believe that CTE courses and instructional methodologies have an important place in the redesigned high school of the 21st century. In their view, there should no longer be an artificial split between academic coursework and CTE studies, nor should exposure to career- or interest-based coursework be delayed until late in high school or college. Rather, they believe that all coursework, with clearly articulated standards and expectations, can help build in students the mix of skills, aptitudes and attitudes they will need for success after high school. This paper reviews the challenges and current efforts in high school redesign, and offers a number of recommendations about what elements should be included in the efforts to reinvent the American high school for the 21st century. (Contains 26 endnotes.)
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- 2006
7. The Crucible of Citizenship: Id-Paper Fetishism in the Argentinean Chaco
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Gordillo, Gastón
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- 2006
8. Trends in VET Policy in Europe 2010-12: Progress towards the Bruges Communique. Working Paper No. 16
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Cedefop - European Centre for the Development of Vocational Training, van Loo, Jasper, and Schmid, Eleonora
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European countries have set themselves 22 specific goals by 2014 to support their long-term vision for vocational education and training (VET). This report is a first step in understanding progress by mid-2012 towards these goals, endorsed in 2010 in the Bruges communique to help achieve the Europe 2020 agenda. Attention has clearly focused on helping young people remain in, and return to, education and training through work-based learning routes. Building on their joint work in the last decade, countries have advanced in setting up qualifications frameworks and devising approaches to assure quality in VET, but much work is still in the planning stage. More attention to the professional development of VET staff, better monitoring of VET labour market outcomes, and considering incentives where appropriate, could help progress in the coming years. Appended are: (1) ECVET coordination points, EQF coordination points, EQAVET national reference points; and (2) Acronyms and definitions. (Contains 21 tables, 9 figures, 4 boxes and 26 footnotes.) [Additional support for this paper was provided by the the Copenhagen Working Group and the Cypriot Presidency.]
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- 2012
9. Beyond the Border: Family Separation in the Trump Era. White Paper
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UnidosUS and Guevara, Carlos
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Indiscriminate enforcement and worksite raids, a revival of anti-immigrant activity at the state level, and the undermining of our legal immigration system are all putting nearly 6 million U.S. citizen children at risk of separation from their families. And many of these children are Latino. Beyond the "Border: Family Separation in the Trump Era" outlines the harm to children, families, and communities caused by these policies in the areas of education, health and mental health, public safety and economic opportunity. It is a plight that affects not just Latinos or immigrants. It's having an impact on our entire country's future and long-term vitality.
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- 2019
10. Do Race, Ethnicity, Citizenship and Socio-economic Status Determine Civic-Engagement? CIRCLE Working Paper #62
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CIRCLE (The Center for Information and Research on Civic Learning and Engagement) and Foster-Bey, J.
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This paper provides descriptive data on differences in civic engagement between advantaged and disadvantaged groups. Because there is not always consensus on what measure best describes disadvantaged, this paper used multiple indicators (race, ethnicity, citizenship status, family income and educational attainment) across four measures of civic engagement: (1) Percentage of survey respondents who volunteer with a formal non-profit provides measure of formal volunteer rate by group; (2) Percentage of survey respondents who do not volunteer but attend community meetings or work on community problems indicates whether disadvantaged groups exhibit a preference for community-oriented work over what is generally accepted as volunteering with a formal organization; (3) Percentage of individuals who both volunteer and either attend community meetings or work to fix a problem in their neighborhoods to provide better understanding about how volunteers from some groups are also highly engaged community actors; and (4) Percentage of all respondents, volunteer and non-volunteer, who attend community meetings or work on community problems to provide another view of group differences in civic engagement. Using the 2005-2007 Current Population Survey's Annual Volunteer Supplement was used for source data, major findings include: (1) Family income and education predict both likelihood of civic engagement and the rates of attrition; (2) Higher levels of income and education predict higher civic participation and attrition rates; (3) Whites tend to have higher rates of civic engagement and lower attrition rates than blacks, Hispanics or Asians; similarly, native-born citizens have higher rates of civic engagement and lower attrition than immigrants; and (4) Findings for race, ethnicity and citizenship status hold even when family income and educational attainment are considered. A Technical Appendix includes description of the logistic regression used for this analysis. (Contains 4 footnotes, 2 figures and 7 tables.)
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- 2008
11. Developing Indicators and Measures of Civic Outcomes for Elementary School Students. CIRCLE Working Paper 47
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Chi, Bernadette, Jastrzab, JoAnn, and Melchior, Alan
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Over the past decade, public attention on the importance of the civic development and education of youth has grown. To address these concerns, the East Bay Conservation Corps (EBCC) Charter School opened in 1996 with the explicit mission to prepare and engage students grades K through 12 as caring citizens who are capable and motivated to fully participate in our democracy. While content standards and assessments readily exist to articulate the academic and artistic development of students, youth civic development, especially at the elementary level, has been under-conceptualized. What is needed is a more robust, comprehensive developmental framework for citizenship education that begins with younger ages and addresses civic skills and dispositions to the same degree as civic knowledge. The product from this project is a set of tested, reliable measures of civic knowledge, civic thinking skills, civic participation skills and civic dispositions that are referenced to recent efforts to provide frameworks of competencies in civic education. Two sets of instruments were developed using a comprehensive conceptual framework for civic indicators at the elementary level. The measures include a student survey of student civic knowledge, skills and attitudes that relate to dispositions, which is the focus of this report; a set of corresponding grade level observation checklists of student skills and behaviors was also developed. Starting at a young age to foster developmental foundations for civic engagement includes a democratic orientation to others and identification with them as fellow members of a community and body politic. This focus is not only developmentally appropriate but also consistent with the goals of many elementary schools to foster prosocial skills and behaviors. In addition, there is a need for greater attention to age-appropriate, instrument identification and development for elementary aged students to document student civic development by focusing on what they can do, an important and often overlooked facet of K-12 civic education research and practice. Addressing this need will also assist other public elementary schools interested in recapturing their civic mission and in creating a K-12 developmental framework for civic development. Appended are: (1) Student Survey Used in National Pilot; (2) Student Observation Checklists for Grades K/1, 2/3 and 4/5; (3) Pearson Correlations between Scales; (4) Tests of Significance for Findings by Gender; (5) Tests of Significance for Findings by White and Non-White Subpopulations; and (6) Descriptive Statistics of Full National Sample. (Contains 3 figures.) [This Working Paper was produced by CIRCLE (The Center for Information and Research on Civic Learning and Engagement). For CIRCLE Working Paper 46, see ED494037.]
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- 2006
12. Labor Force Transitions, Employment, and Occupational and Earnings Attainment. IRP Discussion Paper. No. 1436-18
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University of Wisconsin-Madison, Institute for Research on Poverty and Wilson, Franklin D.
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This paper presents an analysis of changes in occupational status and hourly earnings after workers experience a spell of nonemployment, during a period of stable but slow economic growth and a recessionary period. In addition, an effort is made to identify factors associated with changes in occupational status and hourly earnings, including a possible link between changes in these outcome measures. The results indicate only small net differences between the occupational status and hourly earnings of workers observed before and after a period of nonemployment once the characteristics of workers are controlled. Overall, the greatest differences in outcome measures were observed between the 2004 through 2007 and the 2008 through 2011 periods. Workers during the latter period experienced substantial declines in occupational status and hourly earnings, most likely a consequence of the economic upheaval associated with the Great Recession.
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- 2018
13. Developing Citizenship Competencies from Kindergarten Through Grade 12: A Background Paper for Policymakers and Educators
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Education Commission of the States, Denver, CO. and Tourney-Punta, Judith
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Representatives at the school, district and state levels, as well as scholars and researchers, have been working with the Education Commission of the States? National Center for Learning and Citizenship (ECS/NCLC) to define citizenship education in terms of three strands forming "a braid" of civic competencies. Beginning with the rationale and recommendations presented in the Civic Mission of Schools report, this paper: (1) explores existing research and professional work in the area of civics and social studies standards; (2) explains how ECS/NCLC developed these competencies; (3) outlines detailed examples of how these competencies might be used across grade spans; and (4) provides recommendations for state policymakers. The paper is designed to help state policymakers incorporate civic skills, knowledge, and dispositions, along with a developmental approach beginning in the early years of schooling, into state policies that support citizenship education.
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- 2004
14. Building Citizenship: Governance and Service Provision in Canada. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, Jenson, Jane, Harvey, Jean, Kymlicka, Will, Maioni, Antonia, Shragge, Eric, Graefe, Peter, Fontan, Jean-Marc, and Canadian Policy Research Networks Inc., Ottawa (Ontario).
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Citizenship is about more than the passport an individual holds; it goes far beyond nationality. The terms of citizenship determine in part who has access to goods, services, and resources and how they are distributed within a community. Rules of citizenship determine who can participate, who can decide about matters of diversity, distribution, inclusion, and exclusion. While citizenship is a useful concept, sometimes it is also a confusing one. The paper provides a brief overview of the concept of governance. It turns to a consideration of the appropriateness of this social initiative by the International Development and Research Centre (IDRC). It examines some of the reasons why Canada's historic and current experience of citizenship might advance IDRC's thinking about a citizenship entry point for its research agenda, and its attempt to answer the key question: "To what extent does the Canadian experience past and present have anything to say about options for Africans?" It provides a brief overview of the four commissioned papers and what they have revealed the links among citizenship, governance, and service delivery in Canada. The paper concludes with an overview of lessons drawn from the Canadian experience. (BT)
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- 2001
15. Can Modern Information Technologies Cross the Digital Divide To Enhance Choice and Build Stronger Schools? Occasional Paper.
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Columbia Univ., New York, NY. National Center for the Study of Privatization in Education., Schneider, Mark, and Buckley, Jack
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The Internet is a revolution unfolding before our eyes. There is concern that this revolution will increase class and racial differences and that a new digital divide between information haves and information have-nots will exacerbate existing levels of inequality in American society. This paper examines how the Internet has been tapped to deliver information about the schools in ways that either explicitly or implicitly try to cross the digital divide. First, the paper looks at several examples of websites that are trying to cross the digital divide by presenting local information about the schools. Second, the paper looks at the problems with harnessing the Internet as a tool for doing research about the schools. Third, the paper illustrates some of these problems by analyzing patterns of usage of one of these websites to see if actual usage shows patterns of inequality or expanded usage. The final section of the paper looks at the possibility of harnessing the Internet in a way that goes beyond the consumer-choice model embodied in most current school-based sites to a much more expansive citizen-based model of improving schools and, even more ambitiously, building stronger communities. (Contains approximately 87 references. (Author)
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- 2000
16. Adolescent Development of Trust. CIRCLE Working Paper 61
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CIRCLE (The Center for Information and Research on Civic Learning and Engagement), Flanagan, Connie, and Gallay, Leslie
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The purpose of this project was to gain a better understanding of dimensions of trust and inter-relationships between those dimensions during the adolescent years. Drawing from survey data collected at the beginning and end of a semester in eighty middle- and high-school social studies classes, relationships were assessed between: social trust, trust in elected officials, trust in the responsiveness of government to ordinary people, trust in the American promise, and trustworthiness of the media. The study was designed as a randomized evaluation of a civics curriculum called Student Voices in the Campaign, with data gathered from two waves of surveys with 1,670 students ages 12-19 during the fall of 2004. Students from ethnic minority backgrounds were less likely than their ethnic majority peers to trust elected officials or people in general or to believe that the government was interested in ordinary people. However, ethnic minority students were not less likely to believe in the general tenets of that all people, regardless of background, had an equal opportunity to succeed in America. Controlling for social class, age, and ethnicity, adolescents' trust in the American promise and their civic commitments were found to be significantly predicted by the youths' proximate experiences of social inclusion in their communities and, particularly for ethnic minority students) by their reports that teachers practiced a democratic ethos at school. (Contains 9 tables.)
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- 2008
17. Modern Universities, Absent Citizenship? Historical Perspectives. CIRCLE Working Paper 39
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Talcott, William
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The historical study of university campuses can tell us much about the changing character and presuppositions of citizenship. Likewise, the study of citizenship can shed considerable light on the nature of universities. Throughout American history, various elite institutions can be seen struggling to establish a semblance of order and control in political society-most clearly in the late 19th century with large numbers of immigrants changing the urban landscape, and with populist movements threatening elite cultural and political dominance, but equally in the face of early 20th century phenomena of mass society, propaganda, and global interdependence. The author finds it helpful to think of modern universities, emerging in the late 19th century, as right there in the struggle, as new institutional arenas of public practice to shape new kinds of citizens. From this perspective, universities and modern citizenship are intertwined in ways mutually complicating and obscuring. With the aim of untangling some of these connections, this review covers a sample of formative texts on the broad topic of citizenship and the historical development of modern universities in the United States. (Contains 47 endnotes.) [This paper was produced by the Center for Information and Research on Civic Learning and Engagement (CIRCLE), University of Maryland.]
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- 2005
18. Civil Education Through National Service: Lessons from American History. Circle Working Paper 12.
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Bass, Melissa
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Fostering an ethic of active citizenship is typically a key goal for national service. However, national service advocates often assume that national service will act as civic education, paying insufficient attention to what this means and how different policy designs further or undermine different conceptions or aspects of citizenship. This paper explores the relationship between national service and civic education through a study of the Civilian Conservation Corps and VISTA, to see what lessons might be learned and applied to the nation?s current program, AmeriCorps. Given that citizenship has multiple, contested meanings, this is looked at from five perspectives: (1) constitutional citizenship; (2) critical citizenship; (3) citizenship as patriotism; (4) as service; and (5) as work. While this list is neither exhaustive nor the perspectives mutually exclusive, different goals are suggested for the national service civic education agenda.
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- 2004
19. The Evolutionary Process of Laws on the State Language, Education, and Naturalisation: A Reflection of Latvia's Democratisation Process. Mercator Working Papers.
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Priedite, Aija
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At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is no threat from the Latvian government regarding the assimilation or "Latvianization" of ethnic minorities. (SM)
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- 2003
20. How Much Language Is Enough? Some Immigrant Language Lessons from Canada and Germany. Discussion Paper.
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Institute for the Study of Labor, Bonn (Germany)., DeVoretz, Don J., Hinte, Holger, and Werner, Christiane
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Germany and Canada are at opposite ends of the debate over language integration and ascension to citizenship. German naturalization contains an explicit language criterion for naturalization. The first German immigration act will not only concentrate on control aspects but also focus on language as a criterion for legal immigration. Canada does not base entry or citizenship on knowledge of either of its official languages. Acquisition of a second language in Canada is voluntary and largely dependent on labor market incentives. This paper offers a comparative review of Canadian and German legal and educational programs. Nine sections focus on the following: "Canadian Immigration Policy: Post 1945"; "Canada's Citizenship Act and Language Requirements"; "Historical Development of Germany's Immigration Policy"; "Confirmation of German Citizenship"; "'Aussiedler' Language Tests"; "Canada's Market-Based Language Tests and Instruction"; "Canada's Language Benchmarks"; "German Language Training"; and "Evaluation of Second Language Acquisition in Canada and Germany." Five appendixes contain excerpts from the German and Canadian law and data on the language support program for ethnic Germans and foreigners in Germany, status 2000. (Contains 3 figures, 11 tables, and 64 references.) (SM)
- Published
- 2002
21. Public Assistance Use among U.S.-Born Children of Immigrants. Welfare, Children, and Families: A Three-City Study. Working Paper.
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Johns Hopkins Univ., Baltimore, MD., Fomby, Paula, and Cherlin, Andrew J.
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U.S.-born children of immigrants may be less likely to receive some social services than are children of native-born immigrants, if foreign-born parents who are themselves ineligible are less likely to apply on their children's behalf. Researchers used retrospective data from a sample of about 2,400 low-income, predominantly Hispanic households in three U.S. cities to determine whether children with foreign-born caregivers were less likely than children with native-born caregivers to receive benefits from any of five programs over a 2-year period: Temporary Assistance for Needy Families (TANF), Supplemental Security Income, Food Stamps, Medicaid, and Special Supplemental Nutrition Program for Women, Infants and Children. The most significant disparities between children of citizen and noncitizen caregivers were in TANF and Food Stamp use. Overall, the gap in service usage between children with U.S.-born caregivers and foreign-born caregivers varied from program to program and depended, in part, on immigrant citizenship status, in addition to nativity status. (Contains 33 references.) (SM)
- Published
- 2003
22. An Exploratory Study of the Role of Financial Aid in Minority Doctoral Education. ASHE Annual Meeting Paper.
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Millett, Catherine M. and MacKenzie, Susan
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This paper provides an overview of graduate education financial aid statistics and the results of a study designed to compare minority and white graduate students' chances of receiving various forms of financial aid by virtue of a range of background characteristics. The study, which sought to replicate earlier research by Malaney (1987), is based on a subset of data from the 1989-90 National Postsecondary Student Aid Survey, namely 7,318 masters and doctoral students. It sought to test the hypothesis that on the basis of citizenship, degree level, sex, ethnicity, age, cumulative grade point average, and area of study (pure, applied, hard, soft, life, or nonlife), minorities involved in doctoral study would have an equal probability with nonminorities in receiving fellowships, grants, assistantships, or taking out loans. The study found that while minorities were more likely to receive fellowships than nonminorities, minorities were less likely than nonminorities to receive administrative assistantships. Students in pure fields were found to be more likely to receive financial aid than students in applied fields. An appendix contains the classification scheme for pure, applied, hard, soft, life, and nonlife fields. (Contains 18 references.) (MDM)
- Published
- 1995
23. The Role of Civic Education. Task Force on Civic Education Paper.
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Communitarian Network Washington, DC. and Quigley, Charles
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Civic education is essential for sustaining constitutional democracy in the United States, a country with the world's oldest constitutional democracy with political institutions whose philosophical foundations serve as a model for aspiring peoples around the world. This task force paper involves a nation-wide discussion of civic education, what its principal goals should be, and how civic education can be revitalized. The paper answers the following questions: "What is civic education and what should its principal goals be?"; "What evidence is there of the need to improve civic education?"; "What is the relationship of civic education and character education?"; What are the characteristics of successful programs in civic education?"; and "How can civic education be revitalized?" (Contains 25 references.) (CB)
- Published
- 1995
24. A Literature Review on Youth and Citizenship. CPRN Discussion Paper.
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Canadian Policy Research Networks Inc., Ottawa (Ontario)., Beauvais, Caroline, McKay, Lindsey, and Seddon, Adam
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Using the yardsticks of independence and equality, an analysis of the literature on youth from a citizenship perspective can track youth's citizenship status and capacity to become full citizens. For young people, education is an avenue to either exclusion or independence and equality. For example, dropouts are more likely to live in poverty, and economic independence is considered key to achieving full citizenship. Exclusion exists in the school system, as schools continue to stream young women into traditional career paths and allow racial discrimination. Schools fail to provide the knowledge and capacity to make informed, intelligent choices about substance abuse and sexuality. Access to education, student debt, and labor market conditions delay economic independence. Young people face discrimination due to age and membership in a particular community. Examples of differential treatment are found in the areas of work, medicine, social services, and legal system. Their right to protection from harm is infringed upon most by the transportation system and societal problems related to gender, poverty, and marginalization. Having hope for the future and feelings of belonging influence youth participation in politics and resistance to marginalization through formation of subcultures and via political protest. The notion of precariousness best captures the experience of youth citizenship with respect to exercise of rights and responsibilities, access, and belonging. (Appendixes include a 271-item bibliography and roundtable summary.) (YLB)
- Published
- 2001
25. Women, Citizenship and Canadian Child Care Policy in the 1990s. Occasional Paper No. 13.
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Toronto Univ. (Ontario). Centre for Urban and Community Studies. and Tyyska, Vappu
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This report analyzes developments in Canadian child care policy in the 1990s at the federal, provincial (Ontario), and municipal (Toronto and Peel) levels, highlighting problems that are associated with a male model of citizenship. The report discusses the child care policy process as one in which state bodies are challenged by the diverse and largely women-driven child care advocacy movement. First, the report outlines some of the major developments of the 1990s that have created increasing hardship for women; foremost among these is the diminished accessibility to child care due to stagnation of or cutbacks in the funding of child care services. Connected to this is the ongoing concern among advocates for not-for-profit child care about a shift of services to the private and unregulated sector, arguably lowering quality. Also at issue are the poor and deteriorating working conditions of mostly female child care providers. These considerations are intended to highlight the importance of linking social class and gender inequality in an analysis of social policy. Second, the report discusses the effectiveness of different strategies of child care advocacy, raising some of the most persistent questions among feminists concerning political citizenship (i.e., whether it is possible to obtain social rights for women through the state, and if so, what the conditions are which make it possible). The report concludes by asserting that most women's and advocacy organizations are dismissed by governments as "special interest groups"; based on their outsider status in official politics, and lacking stable alliances, these organizations are drawn toward political solutions that may prove palatable to governments in the short run but may undermine general claims for child care as a universal rather than a targeted service. (Contains a 114 references.) (EV)
- Published
- 2001
26. Adult Education at the Margins and towards New Paradigms. Occasional Paper Number 2.
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Exeter Univ. (England). Centre for Research in Continuing Education., Benn, Roseanne, Benn, Roseanne, and Exeter Univ. (England). Centre for Research in Continuing Education.
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This document contains four papers that examine four diverse topics from the field of adult education: multiculturalism, ageism, mathematics, and new paradigm research. In "Editorial Introduction," Roger Fieldhouse gives an overview of the papers and the experience of their authors. The first paper, "Multi-Cultural Perspectives on Adult Education: Putting Policy into Practice" (Nancy Gidley), discusses the need for multicultural education and issues of curriculum, access, staff development, resources, and management. The role of nurse education in challenging ageist attitudes among student nurses in the delivery of health care to older adults is examined in Catherine Cadman's paper "Ageist Practice in Nursing: The Challenge to Professional Education." In her paper "Transposing Mathematics from the Margins to the Centre," Roseanne Benn discusses the links between democracy, adult education, and mathematics. Allen Parrott's paper "Adult Education and New Paradigm Research" describes new paradigm research and suggests that adult education would be an especially fertile ground for new-style inquiry methods and philosophy because of their accord with adult education values. (MN)
- Published
- 1996
27. Toward One World or Many? A Comparative Analysis of OECD and UNESCO Global Education Policy Documents
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Vaccari, Victoria and Gardinier, Meg P.
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Education policymaking has gone global. The 2030 Agenda for Sustainable Development aims to galvanize efforts to promote sustainable development, decrease global inequalities, and realize universal quality education. Supporting these efforts, two leading international organizations, UNESCO and the OECD, have set out normative frameworks for their vision of global education. This paper examines the policy discourses of these organizations in light of SDG 4--Education. Specifically, through a comparative analysis of selected terms and underlying concepts in key policy documents, the paper distinguishes between UNESCO's notion of global citizenship and the OECD's framework for global competence. Ultimately, the authors discuss whether the organizations' agendas are aimed at a common global vision, or, alternatively, towards two distinct and divergent conceptualizations of an imagined future.
- Published
- 2019
28. Content and Language Integrated Learning in Latin America 2008-2018: Ten Years of Research and Practice
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Banegas, Dario Luis, Poole, Paige Michael, and Corrales, Kathleen A.
- Abstract
Bilingual education, usually a community's L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
- Published
- 2020
29. Schools for Future Youth Evaluation Report: Developing Young People as Active Global Citizens. Research Paper No. 17
- Author
-
University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Oxfam (United Kingdom), and Hunt, Frances
- Abstract
Schools for Future Youth (SFYouth) is an EU Erasmus+ funded project running from 2014-2017, which aims to build the skills and capacity of teachers and young people to use global citizenship to improve teaching and learning. The project encourages both curricular engagement with global issues and spaces for young people to actively participate and take action on global issues through informal spaces in school. This report is a comprehensive account of the data collected on the SFYouth project and answers questions about how the project impacted on teachers' and young people's understandings and experiences of global citizenship and youth participation in Europe. It responds to the project logframe and contextualises this evidence within conceptual understandings of global citizenship and youth participation in different country spaces. Specifically the report responds to the questions: (1) What impact did the Schools for Future Youth project have on schooling activities and approaches to teaching and learning? (2) How did the Schools for Future Youth project impact on participating teachers and young people? and (3) What factors supported the impact of the Schools for Future Youth project? [Also collaborating in the project: Oxfam Italy, Polish Humanitarian Action (PAH), and CARDET.]
- Published
- 2017
30. Multimodal Adult Learning through Arts-Based Organisations
- Author
-
Susan M. Holloway and Patricia A. Gouthro
- Abstract
Funded by the Social Sciences and Research Council of Canada (SSHRC) grant, this national study examines arts-based adult education organizations involved in dance, music, drama, and visual arts with a philosophical perspective aligned with a multiliteracies theoretical framework. Multiliteracies considers how cultural and linguistic diversity must be fostered to encourage adults to thrive in all learning environments and recognizes that multimodality provides an expanded way to engage in literacy practices. Utilizing Carey Jewitt's four theoretical tenets to characterize multimodality serves to structure the analytical framework for the findings and discussion of this paper. Multiple case studies and constructivist grounded theory were used for the methodology. Some of the sites discussed in this paper include an art gallery; an immigration museum; and a chamber music organization that offers interactive performances. Participants included adult educators and learners who had options around face-to-face interviews; observations; document analysis of lesson plans or exemplars; or secondary data analysis of original ¿lm footage shot in these spaces. This research has found that arts-based approaches can infuse the work of adult educators to engage adult learners in inclusive pedagogy and active citizenship.
- Published
- 2024
31. Unpredictability and Uncertainty … How Can Science Education Inspire Young People to Act for Citizenship?
- Author
-
Galvão, Cecília, Welzel-Breuer, Manuela, Editor-in-Chief, Constantinou, Costas K., Editorial Board Member, Gericke, Niklas, Editorial Board Member, Levrini, Olivia, Editorial Board Member, Martins, Isabel, Editorial Board Member, Martin, Sonya, Editorial Board Member, Millar, Robin, Editorial Board Member, Stuchlíková, Iva, Editorial Board Member, Vesterinen, Veli-Matti, Editorial Board Member, Zeyer, Albert, Editorial Board Member, Carvalho, Graça S., editor, Afonso, Ana Sofia, editor, and Anastácio, Zélia, editor
- Published
- 2023
- Full Text
- View/download PDF
32. Daughter of a Paper Son: True Confessions of a Fake Gemini.
- Author
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Suzi Wong
- Subjects
- *
CITIZENSHIP , *EMIGRATION & immigration , *DAUGHTERS - Published
- 2024
33. Navigating the legal liminalities of a de facto state: Migrant precarity and placeholder identity papers in Northern Cyprus.
- Author
-
Achiri, Emmanuel and Klem, Bart
- Subjects
- *
LEGAL norms , *FORCED migration , *POLITICAL refugees , *PRECARITY , *RIGHT of asylum - Abstract
This article studies the contested legal–political dynamics around forced migration flows to and through an unrecognized state: the Turkish Republic of Northern Cyprus (TRNC). We adopt an analytical perspective drawn from the literature on performative politics and the legal anthropology of documents to explore how migration dynamics interact with the contested legal status of the TRNC. Our two main questions are: What practical shape do the human rights of refugees and asylum seekers take in an interstitial legal space, where the foundation of law is itself subject to ambiguity, suspension, and contestation? And what implications—opportunities and hazards—does this constellation have for refugees and asylum-seekers? Drawing on interviews, lived experience and fieldwork observations, we make two arguments. First, we contend that the interstitial status of the TRNC represents both an opportunity for refugees and a threat. Secondly, we argue that a purely legal or technical understanding of legal identity and concurrent rights is inadequate; we must subject these phenomena to a politically informed analysis of the everyday practices through which legal norms and spaces are continuously shaped and reshaped. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
34. Academic Civic Mindedness and Model Citizenship in the International Baccalaureate Diploma Programme. Working Paper WR-1044-IBO
- Author
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RAND Corporation, International Baccalaureate (IB) Organization, and Saavedra, Anna Rosefsky
- Abstract
Originally founded as a private means for diplomats' children to earn an internationally recognized high school diploma, today the International Baccalaureate (IB) Diploma Programme (DP) serves students from a variety of backgrounds in 144 countries. The IB mission and Learner Profile--consisting of ten attributes to foster in students--suggest that development of students' citizenship is the core purpose of an IB education. In this study, in four public schools in California that offer the DP, I interviewed DP Coordinators, teachers (n = 15) and students (n = 24) to learn their perspectives about how and the extent to which the DP develops students' citizenship. I also surveyed students using items that were administered as part of other surveys to large samples of high school-enrolled 17 and 18 year olds. The results indicate that the DP's heavy pedagogical reliance on discussions, debates, oral presentations, written assignments and teamwork, enables students to develop many of the skills that are necessary for civic advocacy. Results also indicate that the DP places a strong emphasis on students' knowledge of issues related to public policy. Interview results indicate that the DP does not seem to strongly prioritize students' knowledge of U.S. government structure and functioning. The student survey results, however, show that compared to nationally representative samples of similarly aged 12th-grade students, the sample of IB students scored higher on nine of ten items that tested their knowledge of U.S. government history and functioning. The DP develops students' citizenship through promoting their awareness of political and social issues and required active engagement with a local or global issue. Most IB students and teachers feel that the DP develops students' academic civic mindedness and model citizenship to a considerably greater extent than other curricular alternatives (including California College Prep and Advanced Placement courses). Finally, teachers feel that the strongest limitation to their prioritization of students' citizenship development is their lack of clarity on how to frame the civic implications of the knowledge, skills and attitudes they seek to develop. The paper includes the following appendices: (1) Student interview protocol; (2) Teacher interview protocol; (3) Student survey; and (4) Student survey details.
- Published
- 2014
35. Proceedings 2013: Selected Papers from the Seventeenth College-Wide Conference for Students in Languages, Linguistics & Literature (17th, Honolulu, Hawai'i, April 20, 2013)
- Author
-
University of Hawai'i at Manoa, National Foreign Language Resource Center, Holdway, Jennifer, and Wilson, Brittany
- Abstract
The theme for this year's College of Languages, Linguistics, and Literature at the University of Hawai'i at Manoa was "Engaged Language Research and Practice," with the plenary speech given by Dr. Kathryn A. Davis. Following a preface from the editors and plenary speaker highlights, contents of these proceedings include: Section I: Language and Society: (1) Unproportional: Disparities of Funding and Endangerment in Languages and Species (Shaun Kindred); (2) It Takes a Hurricane: The Renaissance of the French Language in Post-Katrina Louisiana (Eve Millet); (3) Considerations for the Recognition of Berber Languages in Algeria (Colleen Patton) (4) Language Policy and the Revitalization of Native American Languages (Samantha Rarrick); Section II: Language, Identity, and Attitudes: (5) Second Language Learning, Identity, and a Sense of Belonging (Yuzuko Nagashima); (6) "Oh Yu It Kimchi? Okei Den.": Code-Switching, Code-Mixing, and Identity in Local Korean Discourse (Jenna Pak); and (7) A Preliminary Look at Education and Language Attitudes in Timor-Leste (Melody Ann Ross). Section III: Language Pedagogy: (8) Consciousness-Raising through In-Service Teacher Professional Development (Jennifer Holdway); (9) Carpe Diem: Seizing Moments of Critical Pedagogy in a Church-Based ESL Program (Priscila Leal); (10) Literary Exclusions among Generation 1927: Aren't Women Citizens Too? (Blanca E. Pruitt); and (11) Building Autonomy in an L2 Reading Course: A Report on Aspects of a Curriculum Development Project (Gordon West). Section IV: Technology: (12) Participant Recruitment Using Amazon Mechanical Turk (Ryan Peters). Section V: Linguistics: (13) Korean Nominalizers -(U)M and -KI (Yoo Hwa Choi); (14) Automatic Word Recognition in L2 Reading: A Comparison between a High and Low Reading Comprehension Group (Takafumi Fukushima); (15) Linguistic Transfer of English Definite Article and Japanese Medial Demonstrative (Megumi Jinushi); (16) Use of Gendered Languages among Preschool Male Children (Nobuo Kubota); (17) Semantics of COM (Hye Seung Lee); (18) Study on Korean Consonant Phonemes in the Syllable-Final Position in Korean Drama (Sumire Matsuyama); (19) Co-Construction in Female Conversations in Japanese (Maximilian Shakely); (20) Preliminary Results: Phonetic Variation and Perceived Localness in Hawai'i (Sean S. Simpson); (21) A Preliminary Investigation of Cross Language Priming (Claire Stabile); and (22) Korean L2 Vocabulary Acquisitions: Multimedia Learning and Word Writing (Jason Bumyong Sung). Individual papers contain references. [For the 2012 proceedings, see ED573735.]
- Published
- 2014
36. “Citizens but for Papers” : Undocumented Youth Organizations, Anti-Deportation Campaigns, and the Reframing of Citizenship
- Author
-
Patler, Caitlin
- Published
- 2018
37. Examining citizenship regimes in Assam through a structural and cultural violence lens.
- Author
-
Dutta U, Azad AK, and Tanjeem N
- Subjects
- Humans, Interpersonal Relations, Citizenship, Violence
- Abstract
In this paper, we examine citizenship crisis in the Northeast Indian state of Assam through the lenses of structural and cultural violence. In 2019, close to two million people in Assam were disenfranchised by updating the National Register of Citizens (NRC). The vast majority of those disenfranchised are Miya people who have been subjected to legacies of persecution and violence since the early 19th century during British colonial rule. We map the contours of the citizenship crisis by centering the struggles of Miya communities who are most deeply impacted by violent citizenship regimes. Using a structural and cultural violence lens, we elucidate the linkages between colonial histories, (post)colonial policies, and institutional practices on the one hand and Miya people's everyday struggles on the other. Across these analyses, we demonstrate how current citizenship regimes operate as a form of state-sanctioned violence against Miya people. The implications of these analyses for rethinking contemporary notions of citizenship and belonging for community-engaged scholarship are discussed., (© 2023 The Authors. American Journal of Community Psychology published by Wiley Periodicals LLC on behalf of Society for Community Research and Action.)
- Published
- 2024
- Full Text
- View/download PDF
38. Marrying for Papers? From Economically Strategic to Normative and Relational Dimensions of the Transition to Adulthood for Unauthorized 1.5-generation Brazilians
- Author
-
Cebulko, Kara
- Published
- 2016
39. South Africa : Minister Aaron Motsoaledi: Release of Final White Paper on Citizenship, Immigration and Refugee Protection
- Subjects
Political parties -- South Africa ,Refugees ,Emigration and immigration ,Local government -- South Africa ,Citizenship ,Pressure groups ,Business, international ,United Nations - Abstract
On 10 November 2023, the Department of Home Affairs (DHA) published in the Government Gazette no 49690, the White Paper on Citizenship, Immigration and Refugee Protection: Towards A Complete Overhaul [...]
- Published
- 2024
40. South Africa : Cabinet approves Final White Paper On Citizenship, Immigration and Refugee Protection
- Subjects
Refugees ,Emigration and immigration ,Citizenship ,Business, international - Abstract
Cabinet has approved the Final White Paper On Citizenship, Immigration and Refugee Protection. This is according to Home Affairs Minister, Dr Aaron Motsoaledi, who briefed the media on Wednesday. The [...]
- Published
- 2024
41. Cabinet approves Final White Paper On Citizenship, Immigration and Refugee Protection
- Subjects
Refugees ,Emigration and immigration ,Citizenship ,Business, international - Abstract
Cabinet has approved the Final White Paper On Citizenship, Immigration and Refugee Protection. Image source: destinacigdem – https://www.123rf.com This is according to Home Affairs Minister, Dr Aaron Motsoaledi, who briefed [...]
- Published
- 2024
42. South Africa: Cabinet Approves Final White Paper On Citizenship, Immigration and Refugee Protection
- Subjects
Refugees ,Emigration and immigration ,Citizenship ,News, opinion and commentary - Abstract
Cabinet has approved the Final White Paper On Citizenship, Immigration and Refugee Protection. This is according to Home Affairs Minister, Dr Aaron Motsoaledi, who briefed the media on Wednesday. 'The [...]
- Published
- 2024
43. Taking a 'Future Focus' in Education--What Does It Mean? An NZCER Working Paper from the Future-Focussed Issues in Education (FFI) Project
- Author
-
New Zealand Council for Educational Research and Bolstad, Rachel
- Abstract
This working paper describes some of the ideas underpinning NZCER's Future-Focused Issues (FFI) project. There is a variety of ways to interpret what it means to take a "future focus" in education. This paper explains why the FFI project has focused primarily on concepts specifically mentioned in relation to "future focus" in "The New Zealand Curriculum": sustainability, enterprise, globalisation and citizenship. It introduces the notion of "wicked problems"--challenges characteristic of the 21st century that intertwine future-focused issues--and what these may mean for society and education. Finally, it outlines what we have learned in our studies of education in relation to the FFIs. Appended are: (1) Previous NZCER projects that the future-focused issues project draws on; and (2) Previous NZCER projects that the future-focused issues project draws on. (Contains 3 figures, 2 tables and 9 footnotes.)
- Published
- 2011
44. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
- Abstract
Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
45. The Fruition of Black Power: Paper-Citizenship and the Intellectual Foundations of Lifestyle Politics
- Author
-
Onaci, Edward, author
- Published
- 2020
- Full Text
- View/download PDF
46. Proceedings 2012: Selected Papers from the Sixteenth College-Wide Conference for Students in Languages, Linguistics & Literature (16th, Honolulu, Hawai'i, April 21, 2012)
- Author
-
University of Hawai'i at Manoa, National Foreign Language Resource Center, Ahn, Hyunah, and Vidal, Mónica
- Abstract
The theme for this year's College of Languages, Linguistics, and Literature at the University of Hawai'i at Manoa was "Language and Community," bringing together graduate students and faculty members from the Departments of East Asian Languages and Literatures (EALL), Indo-Pacific Languages and Literatures (IPLL), Languages and Literatures of Europe and Americas (LLEA), Linguistics (LING), and Second Language Studies (SLS). Following a preface and plenary highlights from the editors, contents of these proceedings include: (1) Language Access to Public Services: A Multidisciplinary Approach to Language Policy and Policy Implementation (Jennifer Holdway); (2) The Importance of Language in the Development of Cultural Citizenship (Eve Millett); (3) Narrative Agency and Narrative Complicity; Metafiction in Interactive Narratives (Christopher Smith); (4) Development of an ESP Program for a Micronesian Population in Hawai'i (Matthew Barbee, Juan Escalona, and Jennifer Holdway); (5) Beyond Comprehension: Observing Patterns of Learner Reaction to Written Texts (Sean Forté); (6) Praises and Critiques in L2 Socialization of Japanese Language Learners (Stephen Moody); (7) Korean Mass/Count Noun Distinction (Hyeyeon Kim); (8) Korean Subsyllabic Representation of Adults and Children: Focusing on a Short Term Memory Test (Jonny Kim); and (9) Phonemic Distinction Loss in Monolingual vs Bilingual Infants (Jessica Seid). Individual papers contain references. [For the 2011 proceedings, see ED573729.]
- Published
- 2012
47. Imperial values, national identity : The role of The School Paper in early 20th century Western Australian education reform
- Author
-
Dermer, Anthony
- Published
- 2018
- Full Text
- View/download PDF
48. Backed by Papers: Undoing Persons, Histories, and Return
- Author
-
Yngvesson, Barbara and Coutin, Susan Bibler
- Published
- 2006
49. Frustration, Joy, and Shards of Fact: A Tale of Two I-Search Papers.
- Author
-
Klann, Mary
- Subjects
NATIVE Americans ,CITIZENSHIP ,HISTORY education ,RESEARCH papers (Students) ,ACADEMIC dissertations ,HISTORICAL research - Abstract
This paper explores the connections between archival research and teaching as an adjunct faculty member and mother. The form of the essay is an example of the "I-Search paper," a first-person account of the research process. In I-Search papers, authors start with the "search story," where they explain their initial research questions, then describe their "search results" in detail, including the primary sources they found, and end with a reflection on the research process. This essay is two I-Search papers in one—bringing together the experience of reading about students' historical research experiences with the author's own version of a research story. The essay is about teaching and research and their intersections, and especially what teaching has taught the author about research. The account of the individual research experience touches on the archival experiences of frustration and boredom, and the tension between wanting to find something in the archives and coming away with something else, and ends with a reflection on how our personal circumstances can impact our research. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
50. Labour Market Characteristics and International Mobility of Doctorate Holders: Results for Seven Countries. OECD Science, Technology and Industry Working Papers, 2007/2
- Author
-
Organisation for Economic Cooperation and Development and Auriol, Laudeline
- Abstract
This paper presents the first results of a project initiated in 2004 by the OECD in collaboration with Eurostat and the UNESCO Institute for Statistics, and aimed at developing a regular and internationally comparable production system of indicators on the careers and mobility of doctorate holders. A first data collection was launched in September 2005, from which the results for seven countries are presented here. These data shed light on the main demographic, educational, labour market and mobility patterns of doctoral graduates. They also mark some progress in the understanding of both the measurement issues and patterns of international mobility, notably by the use of qualitative indicators such as the intentions or reasons for mobility. The results show in particular that the share of doctorate holders in the population or labour force is two or three times larger in Germany and Switzerland than in Australia, Canada and the United States. In these five countries, women represent only one-quarter to one-third of doctorate holders. The United States has an older population of doctorate holders than the other countries analysed in the paper and this population is still aging, as is also the case in Canada. Unemployment rates of doctorate holders remain low, but are relatively higher in natural sciences and in engineering. There are important salary differences between men and women and across sectors, especially in the United States. In the United States, as well as in Portugal and Argentina, salary is one of the main reasons why doctoral graduates are dissatisfied with their employment situation. There is a high share of foreign doctorate holders in Switzerland and also a higher share of foreign-born doctorate holders in Canada and Australia than in the United States. Many foreigners, however, come to work to the United States having been trained for research abroad and this trend has grown stronger in recent years. On the other hand, very few doctorate holders from the United States are internationally mobile. Among mobile young Canadian citizens, three-quarters choose the United States as their next destination. (Data tables are annexed. Contains 4 footnotes, 13 figures, 1 chart and 35 tables.)
- Published
- 2007
- Full Text
- View/download PDF
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