187 results
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2. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
- Abstract
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
- Published
- 2021
3. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
- Abstract
This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2018
4. Globalisation Opportunities for VET: How European and International Initiatives Help in Renewing Vocational Education and Training in European Countries. Cedefop Research Paper. No 71
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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In a highly competitive global landscape, occupations are transformed, new jobs are created and the skills needed for the labour market are constantly changing. European countries are looking at redefining VET [vocational education and training] to respond promptly to such challenges and take advantage of the opportunities ahead. They are reforming to modernise their VET systems and strengthen the relevance of their national qualifications in an international context. This publication explores national responses to globalisation in 15 countries and five economic sectors. It aims to understand how European and international initiatives help VET renewal across Europe. It shows how countries' reactions are embedded in their national traditions but also depend on their interactions with European, sectoral and multinational players that provide training and award qualifications. [The research was carried out by a consortium led by IBE Educational research institute and 3s Unternehmensberatung GmbH.]
- Published
- 2018
5. Simultaneous and Comparable Numerical Indicators of International, National and Local Collaboration Practices in English-Medium Astrophysics Research Papers
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Méndez, David I. and Alcaraz, M. Ángeles
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Introduction: We report an investigation on collaboration practices in research papers published in the most prestigious English-medium astrophysics journals. Method: We propose an evaluation method based on three numerical indicators to study and compare, in absolute terms, three different types of collaboration (international, national and local) and authors' mobility on the basis of co-authorship. Analysis: We analysed 300 randomly selected research papers in three different time periods and used the student's t-test to determine whether the paired two-sample differences observed were statistically significant or not. Results: International collaboration is more common than national and local collaboration. International, national and local authors' mobility and intra-national collaboration do not seriously affect the indicators of the principal levels of collaboration. International collaboration and authors' mobility are more relevant for authors publishing in European journals, whereas national and intra-national collaboration and national mobility are more important for authors publishing in US journals. Conclusions: We explain the observed differences and patterns in terms of the specific scope of each journal and the socio-economic and political situation in both geographic contexts (Europe and the USA). Our study provides a global picture of collaboration practices in astrophysics and its possible application to many other sciences and fields would undoubtedly help bring into focus the really big issues for overall research management and policy.
- Published
- 2016
6. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Program on Education Policy and Governance Working Papers Series. PEPG 14-06
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Harvard University, Program on Education Policy and Governance, Hanushek, Eric A., Piopiunik, Marc, and Wiederhold, Simon
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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.
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- 2014
7. Macroeconomic Benefits of Vocational Education and Training. Research Paper No 40
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
Improvements in workforce skills are essential for European countries to attain higher economic growth and to compete effectively on product markets. Literature indicates a positive relationship between levels of education and productivity growth. This report builds on and expands this body of research in two ways: (1) It investigates the differential impact of various skill types--higher (academic), upper-intermediate vocational, lower-intermediate vocational, lower-intermediate general, and low--on labour productivity; and (2) It accounts for the stock of uncertified skills (i.e. those built through training). The analysis is carried out in six European Union Member States--Denmark, Germany, France, the Netherlands, Sweden, and the United Kingdom--representing different modes of vocational education and training (VET) and those for which data were available. The analysis suggests that general and vocational skills complement each other and that the effect of certified skills on productivity is stronger when certified skills are reinforced by training. This study underlines that learning in the workplace, both in initial and continuing VET, makes a fundamental contribution to productivity, and comes to support policy efforts to develop apprenticeship and adult learning. The following annex is included: (1) Overview of research methods used in the study. [This publication is the result of a team effort reflecting the work of a research consortium of Geoff Mason, Dawn Holland, Iana Liadze, Rebecca Riley, Ana Rincon-Aznar, and Mary O'Mahony, and their aids Tatiana Fic, Rachel Whitworth, Yasheng Maimaiti, and Fei Peng. This work was carried out under contract number 2009-0216/AO/RPA/GUTCHPDE/VET-Macroeconomic-benefits/010/0.]
- Published
- 2014
8. Navigating Difficult Waters: Learning for Career and Labour Market Transitions. Research Paper No 42
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report analyses how learning supports labour market transitions and career changes of adult workers across five countries (Denmark, Germany, Spain, France and Italy). To make the most of career and labour market opportunities, individuals have to rely on their own resources and their agency but also know how to navigate the institutional context. To make successful labour market transitions, individuals need to have a sense of direction, they need to learn about opportunities, and they need to learn skills. Education and training has a special role in supporting adult workers in their careers, providing them with the competences, qualifications and, in some cases, with the self-confidence needed for successful transition. Guidance services tailored to individual needs can help individuals find appropriate career trajectories in their search for suitable job opportunities, and can foster relational, emotional, cognitive and practical learning. [This report is the result of a team effort. Cedefop is grateful to Alan Brown, Jenny Bimrose and Barbara Merrill from the University of Warwick (Institute for Employment Research and Centre for Lifelong Learning) for coordinating the research teams and contributing to and editing project reports. The interviews were carried out and the country reports prepared by country teams: Massimo Tomassini from the Faculty of Education Science, University of Roma Tre and Silvia Zanazzi from the Faculty of Education Science, University of Roma La Sapienza (Italy); Rie Thomsen, Ida Juul and Pia Cort from Aarhus University (Denmark); Esther Oliver and Lena de Botton from the University of Barcelona and Itxaso Tellado from University of Vic (Spain); M'Hamed Dif from the University of Strasbourg (BETA-Céreq Alsace), Rachel Mulvey from the University of East London and Sophie Perdrix from the University of Lausanne (France); as well as Simone Haasler and Barbara Rinken from the University of Bremen (Germany). Cedefop experts Antje Barabasch and Giovanni Russo coordinated the study, under the supervision of the Head of Area Pascaline Descy, with a valuable contribution from Pedro Moreno Da Fonseca who reviewed this publication. The work was carried out under Cedefop's service contract No AO/RPA/GRUSSO-ABARA/Narrative learning transitions/015/11.]
- Published
- 2014
9. Renewing VET Provision: Understanding Feedback Mechanisms between Initial VET and the Labour Market. Research Paper No 37
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Cedefop - European Centre for the Development of Vocational Training
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A strong VET system is increasingly seen as essential to overcoming the current economic crisis in Europe. VET is seen as a powerful tool to assist in balancing labour market inefficiencies, increasing youth employment possibilities, and reducing skills mismatch. Its inherent flexibility and closeness to the labour market place VET in a good position to contribute to a faster economic recovery and long-term sustainable development. However, crucial for this role is continuous and systematic VET renewal that assures its relevance for the labour market. This publication explores 15 European national approaches to feedback mechanisms between VET and the labour market. It illustrates the diversity of solutions currently applied across Europe and how they are embedded in national traditions and education philosophy. The study asks three fundamental questions: how inclusive are national mechanisms for feedback between the VET system and the labour market; how responsive are existing mechanisms; and how transparent? Three annexes provide: (1) Case Studies; (2) List of interviewees; and (3) List of experts responsible for the country overviews. Bibliography and references are included. [This paper is the result of a team effort reflecting the work of a research consortium led by Jörg Markowitsch from 3s Research Laboratory who together with Tanja Bacher, Carol Costley, David Etherington, Gerhard Geiger, Günter Hefler, Jelena Helemäe, Triin Roosalu, Ellu Saar, Auni Tamm, and Odd Bjørn Ure conducted the research and fieldwork and drafted the report. This work was carried out under Cedefop's service contract No 2011-0161/AO/ECVL/JB-IPS/Cooperation Labour market--VET/007/11.]
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- 2013
10. Why Socrates Should Be in the Boardroom in Research Universities. Research & Occasional Paper Series: CSHE.3.10
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University of California, Berkeley, Center for Studies in Higher Education and Goodall, Amanda H.
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There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university's performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations. (Contains 7 figures and 27 footnotes.)
- Published
- 2010
11. 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
- Abstract
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.)
- Published
- 2008
12. Family Policy in the US, Japan, Germany, Italy and France: Parental Leave, Child Benefits/Family Allowances, Child Care, Marriage/Cohabitation, and Divorce. A Briefing Paper Prepared by the Council on Contemporary Families.
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Henneck, Rachel
- Abstract
Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB)
- Published
- 2003
13. Internationalising Vocational Education and Training in Europe: Prelude to an Overdue Debate. A Discussion Paper. Conference on Internationalising Vocational Education and Training in Europe (Thessaloniki, Greece, May 25-27, 2000). CEDEFOP Panorama Series.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece)., Sogaard, Jorn, and Wollschlager, Norbert
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These 12 papers represent different perspectives concerning internationalization of vocational education and training (VET) in Europe. The papers are: (1) "Internationalisation of Vocational Training in Europe" (Margrethe Vestager); (2) "International Employees Plead for Education and Assistance in Adjusting to Living in Foreign Cultures" (Jean R. McFarland); (3) "Globalisation and Internationalisation: Two Conflicting Discourses? Towards a Multilingual, Ethically Reflective Intercultural Competence" (Karen Risager); (4) "Trends in the Internationalisation of Qualifications" (Tim Oates); (5) "Internationalisation--What Are the Possibilities?" (Jorn Sogaard); (6) "Education and Training in Times of Globalization" (Michael Brater); (7) "The International Challenge for VET" (Kim Moller); (8) "Qualification Development of Internationally Active Skilled Workers--From Mobility of Labour to 'Virtual Mobility'" (Peter Wordelmann); (9) "Trainer Exchanges: A Staff Development Opportunity" (Marilyn Young); (10) "Internationalisation as a Challenge for Vocational Colleges in Europe" (Ronald Monch); (11) "The Internationalisation of VET: The Australian Experience" (Tony Crooks); and (12) "All of Us Must Have a Dream..." (Riccardo Petrella, interviewed by Norbert Wollschlaeger). Each paper contains references. (YLB)
- Published
- 2000
14. Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood. Working Paper No. 2001-01
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National Center for Education Statistics (ED), Office of Educational Research and Improvement (ED), and Lippman, Laura
- Abstract
This paper presents key indicators of educational and employment status for students making the transition from adolescence to early adulthood in selected Organisation for Economic Co-operation and Development (OECD) countries. The data that are presented include international comparisons of student achievement, educational attainment, literacy and unemployment among young adults. Data on expenditures for education are presented as a measure of national investment in education. It is a selective account, presenting data on important educational markers from international surveys and collections, offered as representative of key aspects of transitioning from education to the workforce in each country. To ensure comparability of data across countries, the data are derived from international surveys, or data collection efforts in which data have been harmonized. The time frame to which the data refer is the middle of the 1990s, between 1994-96. The countries chosen for comparison are OECD members that are representative of the regions of Europe (Northern, Central, Southern, and Eastern), English-speaking countries, and Asia. The coverage of countries varies by source, as the same countries did not participate in each of the surveys and data collections. However, every effort was made to include seven countries that are of particular interest, and they are the focus of the discussion in the text and appear in the figures when data are available: the United States, the United Kingdom, France, Germany, the Netherlands, Sweden, and Italy. An appendix presents: Description of School Systems in Seven Countries.
- Published
- 2001
15. The Effect of Firm-Based Training on Earnings. Working Paper.
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Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training. and Long, Mike
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The conclusion of a 1999 Organisation for Economic Cooperation and Development (OECD) report that wage gains for training are higher for workers with lower levels of education was revisited using data for males from the 1997 Australian Survey of Education and Training (SET). The study used methods similar to the OECD report (ordinary least squares and treatment effects model) with the following findings: (1) earnings effects for workers with Skilled and Basic Vocational Qualifications were slightly higher than for completers of Year 12; (2) years of occupational experience strongly affected earnings, though effect size declines with experience; and (3) structured training had a positive effect and unstructured training mixed effects. No evidence of a pattern of earnings effects consistent with the OECD results was found. A second study conducted further analyses of the 1997 SET data within the context of the OECD results. For Australia, the OECD had used 1995 Australian Workplace and Industrial Relations Survey (AWIRS). SET results were compared with AWIRS and other results for Canada, France, Germany, Italy, the Netherlands, and Great Britain. The reanalysis highlighted limitations of the OECD report: focus on employer-sponsored formal training, incumbent employees aged 25-54, and cross-sectional rather than longitudinal data. With multivariate analyses to correct for selection biases, the second study did not support the conclusion of the OECD report. (Study 1 contains 10 references; study 2 contains 24 references.) (SK)
- Published
- 2001
16. Papers in Language Policy from the Language Policy Conference (Roskilde, Denmark, January 29, 1996). ROLIG Papir No. 56.
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Roskilde Univ. Center (Denmark)., Bakmand, Bente, Bakmand, Bente, and Roskilde Univ. Center (Denmark).
- Abstract
The papers included in this issue are from a conference on language policy. The papers are: "Why Promote European Multilingualism? French Experience" (Claude Truchot); "German Attitudes to European Language Policy" (Ulrich Ammon); "Minority Language Rights in Contemporary Europe" (Tove Skutnabb-Kangas); "Teacher Identities in Britain and Denmark in the Europeanisation Process" (Karen Risager); "Sub-Cultural Identities" English-Danish Grassroots Bilingualism" (Bent Preisler); "Danish Scholars and Languages of Scientific Communication" (Robert Phillipson, Kangas); "EU and Danish Support for Linguistic Engineering and Computerised Translation in a 'Small' European Language: Results and Implications for the Relationship between Danish and More Widely Used Languages" (Bente Maegaard);"EU-Supported Studies of Danish Perceptions of the Need for Language Policies in the Business Community" (Annelise Grinsted). Some points from the concluding discussion session are reported by Bente Bakmand, Phillipson, and Skutnabb-Kangas. Excerpts from a White Paper on education and training by the Commission of the European Communities is appended. (MSE)
- Published
- 1996
17. The Determinants of Transitions in Youth. Papers from the Conference Organized by the ESF Network on Transitions in Youth, CEDEFOP and GRET (Universitat Autonoma de Barcelona) (Barcelona, Spain, September 20-21, 1993). 2nd Edition. CEDEFOP Panorama. Second Edition.
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European Centre for the Development of Vocational Training, Berlin (Germany).
- Abstract
This document consists of the 24 papers delivered at a conference that had five workshops examining various dimensions of the social and occupational transition of young people. The papers are arranged by workshop/session. A summary report precedes the other papers presented during a session. The papers in the session on perspectives on systems, institutions, and change are as follows: "Summary Report" (Karl Ulrich Mayer); "Understanding Change in Youth Labour Markets" (David Ashton); "Different Systems of Vocational Training and Transition from School to Career" (Hans-Peter Blossfeld); "Tracks and Pathways" (David Raffe); "On the Interest of Longitudinal Approaches in the Analysis of Vocational Transitions" (Jose Rose); and "Education and Training in Transition" (Karen Schober). Session 2 on labor market itineraries of secondary school leavers contains the following: "Summary Report" (Jose Rose); "Entry into Employment of Young People Who Have Successfully Completed Their Secondary Technical and Vocational Education in French-Speaking Brabant and Charleroi" (Simon Cabitsis, Adinda Vanheerswynghels); "Explaining the Differences in the Occupational Insertion of Educationally Lesser Qualified Young People" (Didier Demaziere, Brigitte Monfroy); "Transition to the Labour Market of Vocational and Technical Secondary School Leavers" (Jan Denys); "Complex Training Routes and the Results of Insertion among Young People" (Jordi Planas); "Time Spent in Education and Lack of Job Security" (Simon Cabitsis, Nouria Ouali, Andrea Rea); and "Analysis of the Use of Government Integration Measures Made by Young People Leaving Secondary Education" (Thomas Couppie, Patrick Werquin). The session on transitions in youth--social and household dimensions--includes these papers: "Summary Report" (Alessandro Cavalli); "Transition Behaviour and Career Outcomes in England and Germany" (Walter R. Heinz); "French Women Entering the Labour Process and Setting Up Households in the 1980's" (Annick Kieffer, Catherine Marry); "From Youth to Adulthood Project" (Matti Vesa Volanen); and "Main Features of the Structure of the Working Population" (Luis M. Larringa, Ascen M. F. de Landa). Session 4 on the process and consequences of education differentiation contains the following: "Summary Report" (Walter Mueller); "Transition from Education to the Labour Market for Young People in Sweden" (Karin Arvemo-Notstrand, Ingegerd Berggren); "Secondary Technical Education Qualifications" (Marcelo Ossandon, Pol Dupont); "Transition from School to Work" (Wim Groot, Hans Rutjes); "Returns to Education" (Richard Breen, Damian F. Hannan); and "Competition on the Labour Market" (Rolf van der Velden, Lex Borghans). Session 5 on labor market itineraries of higher education graduates consists of the following: "Summary Report" (Francois Pottier); "'How Does a Changing Labour Market Affect the Transition from Higher Education to Work?'" (Clara Aase Arnesen, Jane Baekken, Terje Naess); "Training and Employment in Hospitals" (Mateo Alaluf, Adinda Vanheerswynghels); "Family Social Status and Paths of Youths in the Systems of Education and on the Labour Market" (Lea Battistoni); and"Training and Occupational Routes of New University Graduates in Catalonia" (Josep M. Masjuan, Helena Troiano, Jesus Vivas, Miguel Zaldivar). (YLB)
- Published
- 1994
18. Approaches and Obstacles to the Evaluation of Investment in Continuing Vocational Training: Discussion and Case Studies from Six Member States of the European Union. CEDEFOP Panorama. Discussion Paper/Case Studies.
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European Centre for the Development of Vocational Training, Thessaloniki (Greece)., Grunewald, Uwe, Moraal, Dick, Sorensen, John Houman, Luttringer, Jean-Marie, Pasco, Nicolas, Kohler, Alexander, Barrett, Alan, O'Connell, Philip, Garibaldo, Francesco, Lorenzoni, Stefan, and Mandl, Dieter
- Abstract
This report summarizes six case studies on different aspects of the issue of evaluating investing in continuing vocational training (CVT). Part 1 (chapters 1-2) contains "Conceptual Introduction" (Jean-Marie Luttringer), which explores practical problems in considering training expenses as an investment, and "Methodological Introduction" (Alan Barrett), which discusses the merits of using qualitative and quantitative research methods in evaluating CVT investments. Part 2 (chapters 3-8) describes and analyzes continuing training schemes in six European Member States: "The Evaluation of CVT in Enterprises in Styria in Austria" (Stefan Lorenzoni, Dieter Mandl) investigates whether certain goals of CVT were achieved; "The Importance of CVT to Enterprises: A Discussion of the Agricultural Foodstuffs Sector in Denmark" (John Houman Sorenson) seeks to understand why CVT is not being used; "Accounting for Enterprise Investment in CVT in France" (J-M Luttringer, N. Pasco) discusses difficulties associated with evaluating CVT investments; "Innovative Models for Financing CVT in Germany" (Uwe Grunewald, Dick Moraal) studies four innovative models of CVT provision; "Measuring the Impact of CVT in Irish Companies" (Alan Barrett, Philip O'Connell) explores whether training and productivity growth are positively related across a sample of firms. "CVT Activity within the Packaging Sector in Italy" (Francesco Garibaldo) provides insights into how CVT can be used to cope with challenges faced by a sector. Part 3 contains two chapters: "Methodological Discussion, Conclusions, and Further Work" (Alan Barrett), which reviews each report individually before drawing general conclusions regarding methodology and "Policy Discussion, Conclusions, and Further Work" (Jean-Marie Luttringer), which examines seven problems in the assessment of training investment. Appendixes provide background to CVT in the six countries. (YLB)
- Published
- 1998
19. Linking VET to Productivity Differences: An Evaluation of the Prais Program, and its Implications for Australia. Working Paper No. 18.
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Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training., Maglen, Leo, and Hopkins, Sonnie
- Abstract
Research tested the hypothesis that preemployment vocational education is a major contributor to enterprise productivity, because it raises workers' skills that are then applied in more effective work practices. An intercountry comparisons approach involving Britain and Germany and Britain and the Netherlands or France identified medium-sized establishments that produced similar products and compared and contrasted the following: worker productivity; management styles and practices; technologies used; workplace organization; on-the-job training; level and type of vocational qualifications of workers; and curriculum content relating to the qualifications. Findings were as follows: the average productivity of the British enterprises was below that of their counterparts; percentages of British personnel holding intermediate qualifications were much lower; in contrast to British manufacturing, German manufacturing was withdrawing from producing bulk quantities of standard goods; German companies were more inclined to use numerically controlled machinery; and machine breakdowns were rare in Germany, but common in Britain. The different productivity levels were also due to workers' capabilities, which could be explained as a consequence of differences in work preparation. Implications for Australia were to emphasize skilling to increase productivity in customized, high-quality products; to develop technological competence; and to implement rigorous student assessment. (Contains 46 references.) (YLB)
- Published
- 1998
20. 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
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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)
- Published
- 1992
21. The Social Protection of Teachers in Europe. Papers presented at a Workshop of the World Confederation of Organizations of the Teaching Profession (Budapest, Hungary, May 9-11, 1992).
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World Confederation of Organizations of the Teaching Profession, Morges (Switzerland).
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This report focuses on social protections of teachers in Europe, synthesizes responses to a questionnaire by 18 European members of the World Confederation of Organizations of the Teaching Profession (WCOTP), and provides an overview of a variety of situations in European countries. The report includes a list of organizations/countries which replied to the questionnaire and information provided by each country. Eight topics are examined as follows: (1) health insurance contributions, reimbursement, sick leave, and legislation; (2) maternity insurance, leave, adoption, paternity, and work conditions; (3) family allowances and what assistance is for; (4) handicapped in the profession; (5) pensions; (6) unemployment protection; (7) death rights and benefits to beneficiaries; and (8) the position of trade union policy in relation to existing social systems, and persons in charge of social protection. Also included are: a draft recommendation on the social protection of teachers; reports on "The Social Protection Role and Economy" in Denmark, France, and Hungary; "Social Protection from a State Perspective" (Norway); "The Right of Teachers" (Poland); and reports on "The Social Protection of Teachers" in Russia, Sweden, and Turkey. (LL)
- Published
- 1992
22. Five Training Models. Training Occasional Paper No. 9.
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International Labour Office, Geneva (Switzerland)., de Moura Castro, Claudio, and Alfthan, Torkel
- Abstract
Three centuries ago only religious schools and apprenticeship controlled by the guilds existed to provide training. Regular academic schools originated in religions that needed a well-educated clergy, and these schools offered the model for the universal basic and secondary schools that exist today in nearly all countries. The European guilds gave structure and substance to learning through the opportunity to study with a master. Apprenticeship has survived the centuries. At its most sophisticated, it has become very complex and structured, as in the German dual system. Three types of training have roots in the regular schools: arts and crafts schools, vocational and technical schools, and comprehensive high schools. Although France offers many other forms of skill training, the typical French system provides for the simultaneous delivery of skills and the regular school curricula. A system that has greatly influenced other countries is the U.S. comprehensive high school. Its main characteristic is to keep all students together until the end of the secondary level. Three systems are descendants of the apprenticeship tradition: the dual system from Austria, Germany, and Switzerland; enterprise-based training centers in Latin American countries; and the Japanese system in which vocational training is offered by large corporations. These systems cannot simply be transplanted from one society to another. They must be adapted to local conditions. In addition, their shortcomings in the country of origin tend to be exaggerated. (Contains 19 references.) (YLB)
- Published
- 1992
23. The Transition from School to Work--the European Experience: Implications for Research and Development. Occasional Paper No. 49.
- Author
-
Ohio State Univ., Columbus. National Center for Research in Vocational Education. and Reubens, Beatrice G.
- Abstract
Examining the transition from school to work in Europe, this speech focuses on a comparison of initial occupational preparation for young people in France, Germany, and Great Britain. The desired competencies in new entrants to the labor market are listed in four categories: basic cognitive skills; personal qualities and work attitudes; interpersonal skills; analytical abilities and the ability to plan, organize, or make decisions; and specific occupational skills. A detailed description of national systems of skill training in France is provided. The following five issues regarding initial occupational preparation in Europe are presented: (1) What occupations should be designated for training purposes and how can one be separated from another? (2) How long should the training last? (3) In what setting should occupational skills be acquired? (4) Where in the educational and work cycle should this training occur? (5) Who should receive formal skill training? A question and answer section is included in which the author answers questions relating to topics such as apprenticeships, the vocational education system in France, women in vocational education, handicapped people in vocational education, teacher training programs in other countries, manpower and educational planning, and how vocational education in other countries will effect change in the United States' vocational education policy. (LRA)
- Published
- 1979
24. European Universities--The Unfinished Revolution. Yale Higher Education Program Working Paper
- Author
-
Yale Univ., New Haven, CT. Inst. for Social and Policy Studies., Geiger, Roger L., Geiger, Roger L., and Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.
- Abstract
The traditional European university is now extinct. The conditions in higher education that have succeeded it are highly unstable and therefore transitory, and its eventual replacement is now dimly perceptible on the horizon. The European university is of course an abstraction, meant to approximate the attributes of higher education in Germany, France, Italy, Scandinavia, and the Low Countries. The system in each of these countries is largely controlled by public authorities, and in every crucial area the future of the universities depends on actions that will or will not be taken by the state. In the not too distant past they were professors' universities with respect to their internal affairs, and elite in their relationship to society. All of them have passed through fundamentally similar transformations since World War II, and now the questions of access to higher education (recruitment and selection) are vital to the universities' individual and collective futures. (Author/MSE)
- Published
- 1976
25. International Perspectives on Education. BCES Conference Books, Volume 10
- Author
-
Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, Popov, Nikolay, Wolhuter, Charl, Leutwyler, Bruno, Hilton, Gillian, Ogunleye, James, Almeida, Patrícia Albergaria, and Bulgarian Comparative Education Society (BCES)
- Abstract
This volume contains papers submitted to the 10th Annual Conference of the Bulgarian Comparative Education Society, held in Kyustendil, Bulgaria, 12-15 June 2012. The overall goal of the 10th BCES conference is to facilitate discussion of different perspectives on international education providing a forum for scientific debate and constructive interaction in a multi cultural social environment such as Bulgaria. This is a jubilee conference. Ten might not mean too much for large scholarly societies in other countries, especially in the Western world. However, for a small society like BCES, ten means a lot. It means trust, international recognition, constant interest, well-developed academic cooperation, and the most important--it means an established conference tradition. The following papers are included in this volume: (1) Foreword: Remembering the Past--Anticipating the Future: Reflections on the BCES's Jubilee Conference (Karen L. Biraimah); (2) Editorial Preface: An Established Conference Tradition (Nikolay Popov, Charl Wolhuter, Bruno Leutwyler, Gillian Hilton, James Ogunleye, and Patrícia Albergaria Almeida; and (3) Introduction: A Framework for Understanding International Perspectives on Education (Alexander W. Wiseman). Part 1: Comparative Education & History of Education: (4) Also a door to the inside of a new house --yet another use for Comparative Education (Charl Wolhuter); (5) Structures of School Systems Worldwide: A Comparative Study (Nikolay Popov); (6) The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia (Vera Spasenovic, Natasa Vujisic Zivkovic, and Klara Skubic Ermenc); (7) Konstantinos G. Karras & Evanthia Synodi Comparative and International Education and the teaching profession. The case of Marc-Antoine Jullien (Konstantinos G. Karras and Evanthia Synodi); (8) Comparing management models of secondary schools in Tamaulipas, Mexico: An exploration with a Delphi method (Marco Aurelio Navarro-Leal, Concepción Niño García, and Ma. Luisa Caballero Saldivar); (9) Classroom and Socialization: a case study through an action-research in Crete, Greece (Pella Calogiannakis and Theodoros Eleftherakis); (10) E-learning, State and Educational System in Middle East Countries (Hamid Rashidi, Abbas Madandar Arani, and Lida Kakia); (11) Approaches to internal testing and assessment of knowledge in relation to the pupils' achievements in national assessment of knowledge (Amalija Žakelj, Milena Ivanuš Grmek, and Franc Cankar); (12) The Stereotypes in Pupil's Self Esteem (Franc Cankar, Amalija Žakelj, and Milena Ivanuš Grmek); (13) Insecure identities: Unaccompanied minors as refugees in Hamburg (Joachim Schroeder); (14) The origins of religion as an historical conundrum: pedagogical and research methodological implications and challenges (Johannes L. van der Walt and Ferdinand J. Potgieter); (15) A brief overview of the history of education in Poland (Katarzyna Charzynska, Marta Anczewska, and Piotr Switaj); (16) "Everybody is given a chance, my boy … everybody who is willing to work for socialism": An Overview of English Textbooks in the Postwar Period in Hungary (Zsolt Dózsa); and (17) Situated literacy practices amongst artisans in the South West of Nigeria: developmental and pedagogical implications (Gordon O. Ade-Ojo, Mike Adeyeye, and F. Fagbohun). Part 2: Pre-Service and In-Service Teacher Training: (18) Constructivist Foundations of Intercultural Education: Implications for Research and Teacher Training (Bruno Leutwyler, Danijela S. Petrovic, and Carola Mantel; (19) Theory in Teacher Education: Students' views (Leonie G. Higgs); (20) Policy and practice of pre-service and in-service teacher training programmes and facilities in Nigeria (Stephen Adebanjo Oyebade); (21) Student Perceptions of the Distance Education Mode Compared with Face-to-Face Teaching in the University Distance Education Programme (Claudio Rafael Vásquez Martínez, Graciela Girón, and Antonio Ayón Bañuelos); (22) Environmental Education: From the Perspective of Scientific Knowledge for Constructivist Learning (Graciela Girón, Claudio Rafael Vásquez Martínez, Juan Sánchez López, and Antonio Ayón Bañuelos); (23) The Competencies of the Modern Teacher (Olga Nessipbayeva); and (24) Pre-service teacher action research: Concept, international trends and implications for teacher education in Turkey (Irem Kizilaslan and Bruno Leutwyler). Part 3: Education Policy, Reforms and School Leadership: (25) Changing policies changing times: initiatives in teacher education in England (Gillian L. S. Hilton); (26) Dealing with Change in Hong Kong Schools using Strategic Thinking Skills (Nicholas Sun-Keung Pang and John Pisapia); (27) Institutions' Espoused Values Perceived by Chinese Educational Leaders (Nicholas Sun-Keung Pang and Ting Wang); (28) Social Service Community Education as an area of training and participation for social development (Amelia Molina García); (29) English Language Education Policy in Colombia and Mexico (Ruth Roux); (30) Compensatory Programs in Mexico to Reduce the Educational Gap (Emma Leticia Canales Rodríguez and Tiburcio Moreno Olivos); (31) Changing times, Changing roles: FE Colleges' perceptions of their changing leadership role in contemporary UK politico-economic climate (Aaron A. R. Nwabude and Gordon Ade-Ojo); (32) Role perceptions and job stress among special education school principals: Do they differ from principals of regular schools? (Haim H. Gaziel, Yael Cohen-Azaria, and Klara Skubic Ermenc); (33) Multiculturalism: challenge or reality (Olivera Knezevic Floric and Stefan Ninkovic); (34) Privatization of higher education in Nigeria: Critical Issues (Phillips Olayide Okunola and Simeon Adebayo Oladipo); (35) Policies and initiatives: reforming teacher education in Nigeria (Martha Nkechinyere Amadi); and (36) Leadership in Educational Institutions (Esmeralda Sunko). Part 4: Higher Education, Lifelong Learning and Social Inclusion: (37) Validation of skills, knowledge and experience in lifelong learning in Europe (James Ogunleye); (38) Empowering women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (39) Sixty Five Years of University Education in Nigeria: Some Key Cross Cutting Issues (Aloy Ejiogu and Sheidu Sule); (40) Brain Drain in Higher Education: Lost Hope or Opportunity? (George Odhiambo); (41) Searching for the Dividends of Religious Liberty: Who Benefits and Who Pays? (Donald B. Holsinger); (42) More than Mere Law: Freedom of Religion or Belief (Ellen S. Holsinger); (43) Intergenerational Learning in the Family (Sabina Jelenc Krašovec and Sonja Kump); (44) Students' Views on Important Learning Experiences--Challenges Related to Ensuring Quality of Studies (Barbara Šteh and Jana Kalin); (45) Campus life: The impact of external factors on emotional health of students (Dalena Vogel); (46) Education and Lifelong Learning in Romania--Perspectives of the Year 2020 (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (47) Scientific reputation and "the golden standards": quality management system impact and the teaching-research nexus (Luminita Moraru); (48) The implementation of the Validation of Acquired Experience (VAE) in France would be a cultural revolution in higher education training? (Pascal Lafont); (49) Hilary English Transition of students from economically disadvantaged backgrounds to research led Universities (Hilary English); (50) Attitudes of Parents towards Contemporary Female Higher Education (Miss Shamaas Gul Khattak); (51) Structured Peer Mentoring: Enhancing Lifelong Learning in Pakistani Universities (Nosheen Rachel Naseem); (52) The Rise of Private Higher Education in Jamaica: Neo-liberalism at Work? (Chad O. Coates); (53) Educational Developments in the British West Indies: A Historical Overview (Chad O. Coates); (54) Focus Learning Support: Rising to Educational Challenges (Elizabeth Achinewhu-Nworgu, Gertrude Shotte, and Queen Chioma Nworgu); (55) Distance Education in Higher Education in Latvia (Daina Vasilevska); (56) Evidence-based research study of the Russian vocational pedagogy and education motivational potential in the internationalisation projection (Oksana Chigisheva); (57) Healthy lifestyle formation within the extra-curricular activities of students at universities (Saltanat Tazhbayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (58) Management based organisation of school's educational process (Tursynbek Baimoldayev) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; (59) Modernization of higher education in the context of the Bologna Process in the Republic of Kazakhstan (Sanim Kozhayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (60) About the problem of self-definition of personality (G. T. Hairullin and G. S. Saudabaeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. Part 5: Learning and Teaching Styles: (61) Learning Styles and Disciplinary Fields: is there a relationship? (Patrícia Albergaria Almeida); (62) ICT competences for teachers in 21st Century--a design framework for science primary teacher education courses (Cecília Guerra, António Moreira, and Rui Marques Vieira); (63) Teacher Education in the context of international cooperation: the case of East Timor (Patrícia Albergaria Almeida, Mariana Martinho, and Betina Lopes); (64) How would Virtual Learning Environment (VLE) Enhance Assessment for Learning Mathematics by the Special Education Needs Students (SENs) in Secondary Education Sector (Aaron A. R. Nwabude); (65) A gender perspective on student questioning upon the transition to Higher Education (Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias); (66) Student-Centred Learning: A Dream or Reality (Sandra Ozola); (67) Problems of development of E-Learning content in historical education on the Republic of Kazakhstan (Gabit Kapezovich ?enzhebayev, Saule Hairullovna Baidildina, and Tenlik Toktarbekovna Dalayeva) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]; and (68) The world pedagogical idea in the context of comparison: Confucius--Al Farabi--Ibn Sina--Balasaguni (Aigerim Kosherbayeva, Kulmeskhan Abdreimova, and Asem Anuarbek) [title provided in English and Bulgarian, abstract in English and paper in Bulgarian]. A list of contributors in included. (Individual papers contain references.)
- Published
- 2012
26. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
- Author
-
Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
- Abstract
This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
- Published
- 2023
27. School Achievement of Pupils from the Lower Strata in Public, Private Government-Dependent and Private Government-Independent Schools: A Cross-National Test of the Coleman-Hoffer Thesis
- Author
-
University of Arkansas, Education Working Paper Archive, Corten, Rense, and Dronkers, Jaap
- Abstract
We consider the question whether pupils from the lower social strata perform better in private government-dependent schools than in public or private-independent schools, using the PISA 2000 data on European high schools. In the eighty's, Coleman and Hoffer (1987) found in the USA that the performance of these pupils was better at religious schools than at comparable public schools. Dronkers and Robert (2003) found in PISA-data for 19 comparable countries that private government-dependent schools are more effective then comparable public schools, also after controlled for characteristics of pupils and parents and the social composition of the school. The main explanation appeared to be a better school climate in private government-dependent schools. Private independent schools were less effective than comparable public schools, but only after controlling for the social composition of the school. As a follow-up we now investigate, again with the PISA-data of these 19 countries, whether this positive effect of private government-dependent schools differs between pupils from different strata. We use various indicators to measure social strata: social, cultural and economic. We expect that the thesis of Coleman & Hoffer does hold for private government-dependent schools, because in these 19 countries they are mostly religious schools, which have more opportunities to form functional communities and create social capital. But for private independent schools, which due to their commercial foundation are less often functional communities, this relation is not expected to hold. However, the results show that public and private schools have mostly the same effects for the same kind of pupils and thus mostly not favor one kind of pupils above another kind of pupils. But private government-dependent schools are slightly more effective for pupils with less cultural capital. However, private independent schools are also more effective for pupils from large families or low status families. (Contains 4 tables, 12 notes and a list of 25 Literature Resources .)
- Published
- 2006
28. Psychological Applications and Trends 2024
- Author
-
Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
- Published
- 2024
29. On the Widespread Impact of the Most Prolific Countries in Special Education Research: A Bibliometric Analysis
- Author
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Sezgin, Aslihan, Orbay, Keziban, and Orbay, Metin
- Abstract
The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.
- Published
- 2022
30. Higher Education Institutions and Development: Missions, Models, and Challenges
- Author
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Olo, Daniela, Correia, Leonida, and Rego, Conceição
- Abstract
Interest in higher education institutions (HEIs) as instruments for development has increased in recent years. The main objective of this paper is to address the contribution of HEIs to development through their missions, models, and challenges. With this purpose, we perform a historical analysis and characterise higher-education systems through the perspective of university models and missions, noticing relevant aspects regarding the evolution of this institution over time, as well as the transformations undergone. We also consider the main challenges that current higher education systems face in the 21st century. As methodological approaches, we carry out a literature review complemented by a comparative analysis based on data from the higher education systems of ten European countries. The findings show that HEIs can contribute to development through their missions, which are related to the models of higher education. Their first mission (teaching) contributes to improving human capital and attracting highly qualified people to their regions; the second mission (research) improves scientific knowledge which can foster innovative activities; and the third mission (community service) acts as a link between research and business, including patents, business incubators, and collaboration agreements. We also conclude that the challenges of higher education in the 21st century can be categorised essentially in three main areas: (1) globalisation and massification of higher education, as well as the internationalisation of HEIs' missions and diversification of the educational supply to attract new students; (2) new technologies related to the digitalisation of teaching and distance learning; and (3) higher education entrepreneurship, showing the importance of university-company relationships. This paper provides a global setting for a reflection on the role of HEIs in the 21st century, given their connection with society and the need for a more effective contribution to socio-economic development.
- Published
- 2021
31. Psychological Applications and Trends 2023
- Author
-
Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
- Published
- 2023
32. The Impact of Self-Regulation in the Governance of European Higher Education Systems on Quality and Equity
- Author
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Sabzalieva, Emma, Roser, Jaime, and Mutize, Takudzwa
- Abstract
Self-regulation in the governance of higher education systems is often assumed to improve institutional performance, accountability, and responsiveness. Although studies of higher education governance have addressed the extent of self-regulation across national systems, there has been less investigation of the links between self-regulation and quality and equity. Nevertheless, the universal adoption of the United Nations Sustainable Development Goals (SDGs) commits all countries to equal access to affordable and quality education, including higher education, by 2030. To assess the relationship between self-regulation, quality, and equity, this paper presents a novel higher education self-regulation index trialed using the cases of England, Finland, France, and Germany. The index compares self-regulation, based on the respective national legal and policy frameworks, in core higher education functions: control and evaluation, funding, strategy and structure, personnel, and teaching and research. Each area is analyzed using six conditions reflecting the level of autonomy of an institution which could be met in full, in part or not met and assigned to a proxy number ranging from 0, 0.5 and 1 respectively. Each of these areas is summarized with a level that is either High, Medium, or Low and these are the levels then shown in the composite index. The impact of varying levels of self-regulation in a higher education system on quality and equity is then analyzed. Whereas higher levels of self-regulation do appear to have some impact on quality, the study found that a mix of policy steering, and institutional initiatives are needed to improve equity. Further refinement and testing of the self-regulation index would improve its utility as a tool to support governments and institutions to enhance higher education governance in support of the SDGs.
- Published
- 2023
33. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
- Author
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
- Abstract
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.
- Published
- 2023
34. An Analysis of Governance Models of Research Universities in Selected Countries: Lessons Learned
- Author
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Xiao, Hong Ying and Chan, Tak Cheung
- Abstract
The purpose of this paper is to identify the special features of the governance structures of research universities in four western countries: the United States, Germany, the United Kingdom and France. Conceptual framework was laid out as groundwork of the paper. Scholarly work of known authors in higher education governance was reviewed with major features of the governance of the research universities of these countries identified and discussed with reflection of the conceptual framework. It was found in common that major research universities have (1) governance structure with responsibilities of components specifically defined; (2) distinct separation of business affairs and academic work; (3) good collaboration among the entities of their governance structure; and (4) great respect for academic freedom and independence.
- Published
- 2020
35. Student Assessment of Teachers (SAT): Towards a Basket of Approaches
- Author
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Ubong, Bassey and Okpor, Mercy O.
- Abstract
In some institutions of higher learning, one of the approaches to successful governance is through student assessment of teachers, dubbed Student Assessment of Faculty or Student Evaluation of Teaching and extensively used in the United States of America (USA). In schools and colleges, the usual largest bloc and primary stakeholders are the students. Students should therefore assess teachers for the purpose of improving the system for all stakeholders including themselves. Teaching is a service in a marketing framework and where it is offered, the buyer is in the best position to assess the offering for better performance. This paper advocates for student assessment of their teachers at the end of each teaching cycle and suggests a basket of approaches to reduce the dissonance that accompanies the exercise where applied. A template is suggested in the paper.
- Published
- 2019
36. The EUROCALL Review, Volume 23, Number 1
- Author
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European Association for Computer-Assisted Language Learning (EUROCALL) (United Kingdom) and Gimeno, Ana
- Abstract
"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL-related topics; (5) Research and Development papers on CALL-related topics; (6) Reflective Practice papers on CALL-related topics; and (7) Reviews of new books, CALL software, etc. This issue contains the following papers stemming from the INTENT conference on "Telecollaboration in University Foreign Language Education" held at the Faculty of Philosophy and Letters, University of León, Spain, on 14 February 2014: (1) Promoting critical thinking in online intercultural communication (Marie-Thérèse Batardière); (2) Why in the world would I want to talk to someone else about my culture? (Chesla Ann Bohinski and Yumei Leventhal); (3) A blended learning scenario to enhance learners' oral production skills (Hee-Kyung Kim); (4) Combining Skype with Blogging: A chance to stop reinforcement of stereotypes in intercultural exchanges? (L. Lynette Kirschner); (5) English learning in an intercultural perspective: Russia and Norway (Anne-Mette Bjøru); and (6) Pan-American teletandem language exchange project (Aurora Castillo-Scott). The regular paper section includes: An e-portfolio to enhance sustainable vocabulary learning in English (Hiroya Tanaka, Akio Ohnishi, Suzanne M. Yonesaka, and Yukie Ueno). The following recommended website is reviewed by Rafael Seiz Ortiz: ABA English. Individual papers contain references.
- Published
- 2015
37. Impact of Teacher's Income on Student's Educational Achievements
- Author
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Lukaš, Mirko and Samardžic, Darko
- Abstract
The aim of this paper is to provide an objective overview of the impact of teacher salaries on the educational achievements of students. It is often debated about teacher salaries and improvement or jeopardizing their standard, but educational consequences that may ensue as a result of these intentions are rarely addressed. Teacher's role in student's achievement outcomes is unquestionable. There are many factors that have an impact on student achievement, but this paper will analyze only the impact of teacher's income on student's achievement. A hypothesis for further study has been set by collecting and analyzing pedagogical documentation on teacher salaries and student's educational achievements. Qualitative approach to statistical results of PISA study published in 2013 analyzes following categories: reading, mathematics and science, student's sense of belonging to school and student's personal opinion on does school prepare them for adult life. The study of these elements in selected countries gives us a concrete insight into their interrelationship. The comparative analysis compared the educational achievements of students with the level of teacher's salaries in the following countries: Canada, Denmark, France, Germany, Israel, Japan, Norway, South Korea, Spain and Switzerland. The results of the research show that the level of teacher's income has an impact on student's achievements. The paper confirms the facts that the teaching profession is more popular as incomes increase and therefore attracts more motivated and skilled individuals. [This paper was published in the SGEM2014 Proceedings, ISBN-978-619-7105-24-7 / ISSN 2367-5659, September 1-9, 2014, Vol. 3, pp. 383-390.]
- Published
- 2014
38. The TeCoLa Project: Pedagogical Differentiation through Telecollaboration and Gaming for Intercultural and Content Integrated Language Teaching
- Author
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
The Erasmus+ TeCoLa project (2016-2019) aims to develop and test innovative gamified telecollaboration approaches for secondary schools that address issues of learning diversity in intercultural and Content Integrated Language Learning (CLIL) and teaching. Authentic task-based transnational interactions among peers from different socio-cultural, educational and language backgrounds are at the very heart of the learning process, using telecollaboration as a way to communicate and collaborate. In this paper we will shortly describe the project's foci and will elaborate on the teacher training programme that has been designed on the basis of the teachers' needs and on a sound conceptualisation of telecollaboration tasks that are useful, enjoyable, and meaningful. [For the complete volume, see ED578177.]
- Published
- 2017
39. Motivational Factors in Telecollaborative Exchanges among Teenagers
- Author
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Jauregi, Kristi and Melchor-Couto, Sabela
- Abstract
Motivational factors play an important role in (language) learning processes and research indicates that this is also true for telecollaboration exchanges (Jauregi, de Graaff, van den Bergh, & Kriz, 2012; Melchor-Couto, 2017; in press). This short paper will introduce a study into how motivational factors play a role in telecollaboration exchanges by teenagers depending on the interaction constellation, the tools being used, and the telecollaborative experience. A total of 202 foreign language learners from different European countries took part in telecollaboration activities. All participants carried out an average of four telecollaborative sessions either by written chat or by video communication. Data from a survey measuring motivational factors, including self-efficacy beliefs, motivation, and anxiety, was gathered after every session. A small number of pupils were also interviewed on aspects related to motivation and anxiety. The results show: (1) a significant decrease in anxiety across conditions as sessions progress, especially for those communicating in Lingua Franca (LF) constellations using chat; (2) that pupils interacting with Native Speakers (NSs) seem to be the most confident concerning their perception of competence; and (3) that those communicating with NSs were significantly more positive about the learning potential of communicating with NSs. [For the complete volume, see ED578177.]
- Published
- 2017
40. Evaluating Eco-Innovation of OECD Countries with Data Envelopment Analysis
- Author
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Mavi, Reza Kiani and Standing, Craig
- Abstract
Government regulations require businesses to improve their processes and products/services in a green and sustainable manner. For being environmentally friendly, businesses should invest more on eco-innovation practices. Firms eco-innovate to promote eco-efficiency and sustainability. This paper evaluates the eco-innovation performance of Organisation for Economic Co-operation and Development (OECD) countries with data envelopment analysis (DEA). Data were gathered from the world bank database and global innovation index report. Findings show that for most OECD countries, energy use and ecological sustainability are more important than other inputs and outputs for enhancing eco-innovation. [For full proceedings, see ED571459.]
- Published
- 2016
41. The Impact of COVID-19 on U.S. College Students, and How Educators Should Respond
- Author
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Hamlin, Alan R. and Barney, Steve T.
- Abstract
The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.
- Published
- 2022
42. The Global Virtual Teams Project: Learning to Manage Team Dynamics in Virtual Exchange
- Author
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Lindner, Rachel and O'Brien, Dónal
- Abstract
Our paper positions telecollaboration in the business context, in which culturally, geographically, temporally, and functionally dispersed teams -- so-called Global Virtual Teams (GVTs) -- are increasingly being used to engage an organisation's creative and problem-solving capabilities. In this virtual workplace, team members must complete tasks efficiently, despite language and cultural difference, geographical distance, technological complexity, and variance in organisational goals. We propose that virtual exchange projects can provide students with valuable pre-workplace experience of the demands placed on GVTs and the skills needed to operate successfully in a GVT environment. The GVTs Project outlined in our paper was set up for this purpose, and is run across five business schools by management and ESP teachers. We identify themes that have emerged through project observation and student reports, and exemplify how students manage the challenges of working in a GVT with a case study in which a project participant analyses her team's dynamics. [For the complete volume, "Telecollaboration and Virtual Exchange across Disciplines: In Service of Social Inclusion and Global Citizenship," see ED596376.]
- Published
- 2019
43. Staying in the Loop: Formal Feedback Mechanisms Connecting Vocational Training to the World of Work in Europe
- Author
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Markowitsch, Jorg and Hefler, Gunter
- Abstract
Context: Vocational education and training (VET) is expected to be designed for creating learning outcomes which meet the needs for skills and competences in the labour market. Hence, identifying current and upcoming skill requirements and ensuring that these requirements are incorporated into education has long been the subject of academic and policy discussion. Governance processes keeping VET systems up-to-date have been more recently addressed as 'feedback mechanisms'. The term broadly summarizes the interplay of institutions, actors and processes which allows the continuous renewal of VET provision (i.e. by creating new qualifications or updating curricula). The aim of the paper is to enhance the understanding of cross-national variations in formally institutionalised 'feedback mechanisms' between VET and the labour market. Method: The research builds on a comparative analysis of case studies in 15 European countries. The paper presents examples for four different 'formal feedback mechanisms' in Germany, France, England, and Austria. Results: Four main types of formal mechanism have been identified: 1) The liberal model explained by VET in England and Higher VET in Austria; 2) The statist model explained by school-based VET in Austria; 3) the participatory model explained by VET in France and 4) the coordinated model explained by apprenticeship training in Germany and Austria. Conclusions: Existing approaches in the economic sociology of labour markets, the varieties of capitalism approach as well as comparative research on welfare states are useful
- Published
- 2018
44. Teacher Competences for Telecollaboration: The Role of Coaching
- Author
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Melchor-Couto, Sabela and Jauregi, Kristi
- Abstract
This paper explores the role of coaching in enhancing teachers' key competences for integrating Telecollaboration (TC) in their language course. A total of 23 secondary school teachers participated in this case study as part of the EU-funded project TILA. Quantitative and qualitative data were gathered via two surveys, the first one measuring coaching satisfaction and a second one tackling teacher competences. The results show that teachers highly value coaching to integrate complex pedagogical innovations in their teaching. Participants reported that coaching contributed to an improvement of key competences necessary to implement TC exchanges successfully. [For the complete volume, see ED571330.]
- Published
- 2016
45. Curriculum, Cultural Traditions and Pedagogy: Understanding the Work of Teachers in England, France and Germany.
- Author
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Pepin, Birgit and Moon, Bob
- Abstract
This paper analyzes the ways in which national cultural traditions influence the processes of curriculum and pedagogic renewal in three contrasting European countries: England, France, and Germany. The paper is concerned with the ways national school traditions permeate through to systemic features, to the curriculum, and to teachers' pedagogies in their classrooms. Drawing primarily on a recent study of mathematics teachers' work, the research findings in the paper demonstrate that national cultural traditions in England, France, and Germany are a major determinant and influence on the system of schooling in general, on national curricula, and on teachers' principles and classroom practices in schools. The paper argues that an awareness of the socio-cultural and philosophical base upon which systems have developed is a critical element in analyzing and understanding contrasting national models of curricular and pedagogic organization, and that a lack of such understanding is likely to inhibit the process of curriculum change at all levels of the system. (Contains 39 references.) (Author/BT)
- Published
- 1999
46. Preliminary Conclusions after the Design and Implementation of Mobile Learning Apps for Professionals
- Author
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Castrillo, María Dolores, Bárcena, Elena, and Pareja-Lora, Antonio
- Abstract
According to a recent research carried out by Aruba Networks (2014) in the US, the UK, France, Spain, Germany, Sweden, South Africa, Saudi Arabia and UAE, 86% of all respondents have two or more devices that can connect to the internet, and nearly two thirds (64%) already own three or more mobile devices with this feature; another 39% own four or more (p. 4). We live on the move, and this includes mobility, as well as working anytime, anywhere and lifelong learning. Thus, research on language teaching and/or learning should focus on the ways to get adapted to the specific new needs of our modern society (e.g. mobility). Accordingly, for instance, mobile-assisted language learning (MALL) activities should be app-based; "this is not a trend language educators can ignore" (Godwin-Jones, 2011, p. 8). In this paper, we present some preliminary results and conclusions after the design and implementation of some MALL apps carried out by the ATLAS research group. They have been developed in the context of the SO-CALL-ME project, in order to enable the members of ATLAS to explore the way in which students can improve their oral language skills "on the move". [For full proceedings, see ED565087.]
- Published
- 2014
47. The European Project TILA
- Author
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Jauregi, Kristi, Melchor-Couto, Sabela, and Beltrán, Elina Vilar
- Abstract
Telecollaboration for Intercultural Language Acquisition (TILA), is an EU-funded project within the Lifelong Learning Programme that will run between January 2013 and June 2015. TILA's overall objectives are: (1) to innovate, enrich and make foreign language teaching programmes more attractive and effective by encouraging the implementation of telecollaboration activities in secondary schools across Europe; (2) to assist teachers and teacher training programmes in developing information and communications technology (ICT) literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices; and (3) to study the added value that telecollaboration may bring to language learning in terms of intercultural understanding and motivation amongst younger learners. Our aim in this (albeit short) paper is to introduce the project, its background and outline the specific teaching needs of our participants with regards to languages and technology. [For full proceedings, see ED565044.]
- Published
- 2013
48. German-French Case Study: Using Multi-Online Tools to Collaborate across Borders
- Author
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Brautlacht, Regina and Ducrocq, Csilla
- Abstract
This paper examines how students learn to collaborate in English by participating in an intercultural project that focuses on teaching students to work together on a digital writing project using various online tools, and documents their reflections working in an intercultural context. Students from Université Paris Sud Orsay and Bonn Rhein-Sieg-University of Applied Sciences participated in this digital collaboration project. Mixed groups of students, two French and two German, used several synchronous and asynchronous tools to communicate with their counterparts (Facebook, WordPress blog, WIMS e-learning platform, email, videoconferencing). Students had to produce an article together, comparing French and German attitudes about a topic they negotiated freely in their groups. Before publishing their post, students were expected to peer-review the article written by their group. Once published, the posts were commented on by the other participants of the project. The final stage consisted of voting for the best posts on the e-learning platform, WIMS. A videoconference was also organized to create cohesion between the participants. The result of the student evaluations, together with the administrative, technical and intercultural difficulties encountered during the collaboration between two vastly differing university setups is presented. [For full proceedings, see ED565044.]
- Published
- 2013
49. Mathematics Education as a Science and a Profession
- Author
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Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Josip Juraj Strossmayer University of Osijek (Croatia), Department of Mathematics, Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, Jukic Matic, Ljerka, Kolar-Begovic, Zdenka, Kolar-Šuper, Ružica, Jukic Matic, Ljerka, Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, and Josip Juraj Strossmayer University of Osijek (Croatia), Department of Mathematics
- Abstract
The papers in the monograph address different topics related to mathematics teaching and learning processes which are of great interest to both students and prospective teachers. Some papers open new research questions, some show examples of good practice and others provide more information about earlier findings. The monograph consists of six chapters. In the first chapter, the author studies the relation between the surface approach and the strategic approach to learning outcomes according to the results of research conducted with a group of university students in Denmark. This chapter presents the results of research carried out with the students who were required to recognise and interpret mathematical concepts that could be interpreted from the graphs in different contexts. It also provides an insight into a detailed analysis of the tasks of the Croatian State Matura exam related to the functions. In the second chapter, the authors discuss the topic of the importance of spatial reasoning and the effect of computer technology on geometry education. They study regular and semiregular polyhedrons in Euclidean space and compare geometric properties of Euclidean and hyperbolic planes. In the third chapter, the authors examine teachers' classroom practices and beliefs about mathematics and the use of textbooks as curriculum resources. The results of textbook analysis on an asymptote and the asymptotic behaviour in the two most common series of high-school mathematics textbooks in Croatia are presented. The language of mathematics textbooks is analysed in the third paper. In the fourth chapter, the author investigates the impact of using the proposed computer-guided discovery learning model on students' conceptual and procedural knowledge of mathematics. The application of the computer program Graph is illustrated. The advantages of introducing software to the teaching process are considered. In the fifth chapter, the author examines whether there is a connection between the attitudes towards mathematics and the performance in mathematics exams. In the second paper, the authors describe a method for selecting a group of students that is supposed to receive additional teacher attention in order to improve their performance in the course. This chapter presents research results on the relations between the use of mathematics tutoring services at the university level and building student profiles. The problem of mathematical anxiety is also researched. An inclusive approach to mathematics curriculum can be revealed through the presence of curriculum accommodations for pupils with disabilities. The author of the last paper in this chapter provides content analysis of national curricula of five European countries: Great Britain, Finland, Germany, France and Croatia. In the last chapter of the monograph, the authors suggest some useful approaches to teaching mathematics. Learning through games increases student motivation and encourages positive attitudes towards mathematics. The characteristics of problem solving in mathematics education are listed in the last paper of this monograph. Papers in Chapter 1 include: (1) The study approaches of university students in a calculus class (Bettina Dahl); (2) Searching for a common ground in mathematics and physics education: The case of integral (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); and (3) Functions in the 2015 and 2016 Croatian State Matura in higher level Mathematics (Matea Gusic). Papers in Chapter 2 include: (4) Spatial reasoning in mathematics (Nikolina Kovacevic); (5) The football {5, 6, 6} and its geometries: from a sport tool to fullerens and further (Emil Molnar, Istvan Prok, and Jeno Szirmai); and (6) Holes in alien quilts (A. S. Leeds, Natasa Macura, and Zachary Moring). Papers in Chapter 3 include: (7) Teachers' beliefs on mathematics as a background for their teaching practice (Ljerka Jukic Matic and Dubravka Glasnovic Gracin); (8) Asymptote as a body of knowledge to be taught in textbooks for Croatian secondary education (Aleksandra Cizmesija, Ana Katalenic, and Zeljka Milin Sipus); and (9) Language of Croatian mathematical textbooks (Goran Trupcevic and Anda Valent). Papers in Chapter 4 include: (10) The impact of using GeoGebra interactive applets on conceptual and procedural knowledge (Zeljka Dijanic and Goran Trupcevic); (11) The use of the computer program "Graph" in teaching application of differential calculus (Bojan Kovacic and Mirela Katic Zlepalo); and (12) Applications of free computational software in math courses at Zagreb University of Applied Sciences (Luka Marohnic and Mandi Orlic Bachler). Papers in Chapter 5 include: (13) Mathematics attitudes among students of Civil Engineering (Josipa Matotek); (14) Targeting additional effort for students' success improvement: The highest effect group selection method (Dusan Mundar and Damira Kecek); (15) Discovering student profiles with regard to the use of mathematics tutoring services at university level (Ivana Durdevic Babic, Ana Kozic, and Tomislav Milic); (16) Identifying mathematical anxiety with MLP and RBF neural networks (Ivana Durdevic Babic, Tomislav Milic, and Ana Kozic); (17) Standardization of learning outcomes in teaching mathematics (Zoran Horvat); and (18) Teaching and learning mathematics in inclusive settings: Analysis of curriculum of compulsory education in five European countries (Ksenija Romstein and Ljiljana Pintaric Mlinar). Papers in the Chapter 6 include: (19) Enhancing positive attitude towards mathematics through introducing Escape Room games (Amanda Glavas and Azra Stascik); (20) The presence of mathematical games in primary school (Ruzica Kolar-Super, Andrea Sadric, Zdenka Kolar-Begovic, and Petra Abicic); and (21) Problem solving in elementary mathematics education (Edith Debrenti). An index is included. Individual papers contain references. Abstracts are provided in both English and Croatian. [Abstract modified to meet ERIC guidelines.]
- Published
- 2017
50. The World Universities' Response to COVID-19: Remote Online Language Teaching
- Author
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Research-publishing.net (France), Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, Radic, Nebojša, Atabekova, ?nastasia, Freddi, Maria, Schmied, Josef, and Research-publishing.net (France)
- Abstract
This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr. Sabina Schaffner). [Financial support was provided by the University of Cambridge Language Centre and RUDN University, Moscow. This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
- Published
- 2021
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