6,615,078 results on '"Éducation"'
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202. Information Communication Technology as Catalyst for Pedagogical Changes to Generate a Smart Manpower Requirement in Developing Countries
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Munyengabe, Sylvestre, Mukamusoni, Dariya, Harindintwari, James, and Ndeze, Jean Claude
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The human development sector has been influenced largely by the integration of ICT in education and different sectors. This study explored the employees' perceptions on the influence of ICT as catalyst for pedagogical changes in order to create a smart manpower requirement for 21st century. The study was qualitative in its nature. Thirty-six respondents participated in this study. Data were collected through interview conducted to explore different views related to how ICT influences the pedagogical changes to generate a smart human capital for the development of countries. Results revealed ICT as a transformational tool that influences the attainment of new skills required by students, teachers and other different employees in other working sectors. Employees' perceptions towards the role of ICT in changing pedagogical activities in order to create a smart manpower requirement for this century were positive. The study also proposed different recommendations which would be considered in order to solve all identified barriers.
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- 2019
203. Proceedings of International Conference on Social and Education Sciences (Denver, Colorado, October 7-10, 2019)
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Shelley, Mack and Akerson, Valarie
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"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES) which took place at the Holiday Inn & Suites Denver Tech Center-Centennial on October 7-10, 2019 in Denver, CO, USA. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES) and supported by Iowa State University, Indiana University, and University of Northern Colorado. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences After peer-reviewing process, all full papers are published in the Conference Proceedings. [These proceedings were published by the International Society for Technology, Education and Science (ISTES).]
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- 2019
204. Strong Families Thriving Children
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Arizona State University, Morrison Institute for Public Policy and Quintana, Erica
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In the past few years, people have come to realize that family and child well-being are public health issues. Helping families and children be happy, healthy and resilient helps the larger community. This report will discuss various aspects of family life including the systems that exist to support them, ways families can have more positive experiences, and some of the struggles families face that compromise their life experiences. This is a background report for the town hall sessions that will take place around Arizona that will focus on how the community can collectively support families and children so that they are better able to overcome risk factors such as adverse childhood experiences and economic downturns. [The report was written with Arizona Town Hall.]
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- 2019
205. Astronomers' and Physicists' Attitudes toward Education and Public Outreach: A Programmatic Study of the Dark Energy Survey
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Arya Farahi, Ravi R. Gupta, Christina Krawiec, Andrés A. Plazas, and Rachel C. Wolf
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We present a programmatic study of physicists' and astronomers' attitudes toward education and public outreach (EPO) using 131 survey responses from members of the Dark Energy Survey. We find a disparity between the types of EPO activities researchers deem valuable and those in which they participate. Most respondents are motivated to engage in EPO by a desire to educate the public. Barriers to engagement include career- and skill-related concerns, but lack of time is the main deterrent. We explore the value of centralized EPO efforts and conclude with a list of recommendations for increasing researchers' engagement.
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- 2019
206. PROTOCOL: Causal Mechanisms Linking Education with Fertility, HIV, and Child Mortality--A Systematic Review
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Zahra, Fatima, Haberland, Nicole, and Psaki, Stephanie
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In this review, we will investigate the pathways linking education and health to understand why education appears to improve health in some settings or among certain populations, and not in others, as well as to inform recommendations about how best to target investments in education to maximize the benefits to health. We will seek to answer the following key research questions, focusing specifically on the mechanisms that affect fertility, HIV, and infant and child mortality. If feasible, these answers will include meta-analyses of comparable education and mediator outcomes: (1) Do changes in education affect the primary theorized mediators (e.g., knowledge, attitudes, resources, and agency; health behaviors and harmful practices) of the relationship between education and fertility, HIV and child mortality? (2) How does the relationship between these mediators and education vary across different aspects of education (e.g., grade attainment vs. literacy/numeracy vs. attendance)?
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- 2022
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207. Speech-Language Pathologists' Orthographic Knowledge
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Krimm, Hannah and Schuele, C. Melanie
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This study quantified the orthographic knowledge (i.e., knowledge of spelling conventions) of school speech-language pathologists (SLPs). On average, SLPs (N = 48) answered 65% of the questions correctly on a measure of orthographic knowledge. SLPs need better preparation in written language structure to support reading acquisition in children with language disorders.
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- 2022
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208. Anger Is All the Rage: A Theoretical Analysis of Anger within Emotional Ecology to Foster Growth and Political Change
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Heilman, Elizabeth E.
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Background and Purpose: Anger is implicated in nearly every social pathology, from war to bullying to child abuse. Yet, it is also the spark of reform for nearly every positive social movement, from civil rights to labor rights to handicapped rights. This article examines how anger has been understood and misunderstood across different discursive spaces in society, research, and education to offer a peace-promoting, emotional ecology theory of anger to foster emotional growth and political change. Research Design: This article employs theoretical research, which is a logical exploration of a system of beliefs and assumption to increase understanding, develop new theory, and explore implications. Findings: Anger is reconceptualized as a crucial emotional and political experience rooted in the emotional ecologies and histories of family, school, and society. Three distinctive features characterize it: An ethical response, an emotional response, and an action response. Five steps to anger resolution follow from this analysis including: mindfulness, compassion, insight, action, and a therapeutic response (or MCIAT). Recommendations: Future studies on anger should span developmental stages and include ways anger intersects with curricula, emotional experience and intellectual understanding. Teachers, social workers, and therapists must work together to address the emotional and political aspects of anger in education. Addressing our most painful and angering global challenges in all their complexity requires full integration of the personal, educational, civic, and therapeutic dimensions of emotional ecology and this worthy enterprise should inspire interdisciplinary dialogue and future research.
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- 2022
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209. Intersectionality and Research: Educational Inequality from the Critical Interculturality-Health-Corporeity Triad
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Pincheira Muñoz, Luis Enrique and Navarrete Ávila, Marco Antonio
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This article has as its objective a revision of the intersectionality concept in order to acknowledge the possibilities offered by it in the construction of new knowledge. This will be done under the critical triad interculturality-health-corporeity, associated with the educational field. The research method used is a literature review, using a critical method and reviewing updated databases. Contemporary research approaches that use as an analytical basis the principles of intersectionality allow the formulation of proposals, projects, and other relevant devices. These elements enable, at the same time, the transit of the research process on human singularity, evidencing the critical potentiality of communities and territories. Intersectionality as an analysis tool allows a jump from the categories to the concept of multiple singularities, since from this Latin-American perspective, the deconstruction of exclusion devices transmitted and reproduced through the discourse is approved, along with the community practice and its own singular symbolisation. The contribution of intersectional theory is to overcome the vision of hegemonic categorisation, especially when the intercultural perspective and essentialist views are used in front of realities such as health, illness or disability, and also the way in which, until now, some categories have been defined in the dominant discourse about the body experience in relation with the enjoyment of fundamental human rights.
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- 2022
210. Consequences of Teleworking Using the Internet among Married Working Women: Educational Careers Investigation
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Pordelan, Nooshin, Hosseinian, Simin, Heydari, Hamid, Khalijian, Sadaf, and Khorrami, Mohammad
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Nowadays, women constitute a considerable part of employees in the society that according to the multiple roles that they play (mother, wife, employee), more flexibility is needed in their career affairs. This study aimed to investigate the effects of teleworking using the Internet on married working women working in educational settings (advantages and disadvantages of teleworking). For this purpose, this study includes qualitative and quantitative parts with samples including 16 and 404 married women working in educational settings (i.e. school and university). In the qualitative part that interviews were conducted with 16 married women who were selected as experts in educational occupations, the findings showed that teleworking brings six major advantages for women. These six advantages are economic, psychological, health, family, organizational, and educational. Moreover, when the qualitative part was ended, the researchers prepared a questionnaire according to the findings and selected 404 married and working women in educational settings to rate advantages and disadvantages of teleworking during COVID-19 pandemic and according to qualitative results, teleworking has disadvantages such as role conflict, lack of face-to-face position, and reworking. The quantitative results showed that participants' feedback was positive in six advantages and two variables of family and psychological were the most important variables among teleworking advantages (p < 0.05). According to the findings of this study, it can be concluded that teleworking has a considerable effect on family cohesion and psychological security of women. Therefore, according to the current status of the society (COVID-19), facilities should be considered for married women.
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- 2022
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211. Socio-Educational Support Deficits in the Emancipation of Protected Youth in Spain
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Fernández-Simo, Deibe, Cid-Fernández, Xosé Manuel, and Carrera-Fernández, María Victoria
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Background: The process of transition to adult life of youth with a record of protection is crucial to overcome the difficulties to achieve an independent life. Objective: This research aims to analyze the conditions under which protected youth are emancipated, as well as the factors that facilitate emancipation. Method: A qualitative study was performed with three samples: longitudinal follow-ups with youths when they exit the system and during 12 months (N = 24); life stories of youths who have exited the child welfare system at least 2 years ago and a maximum of 5 years ago (N = 22); interviews with professionals conducting their intervention in adolescent protection resources (N = 18). Results: The results indicate that protective action is not enabling youths' learning in normalized contexts, which negatively affects the conditions under which emancipation occurs. The experience of the protective action conditions the tendency to benefit from the post-majority socio-educational accompaniment. Conclusions: The importance of socio-educational intervention continuing during the first moments of emancipation, providing professional accompaniment to the entire collective, is highlighted.
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- 2022
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212. Education and the UN Development Goals Projects (MDGs and SDGs): Definitions, Links, Operationalisations
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Kushnir, Iryna and Nunes, Ana
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The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague--the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.
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- 2022
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213. Doctoral Writing Workshops: A Pre-Registered, Randomized Controlled Trial
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Sarnecka, Barbara W., Silva, Paulina N., Coon, Jeff, Vickers, Darby C., Goldstein, Rena B., and Rouder, Jeffrey N.
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Doctoral students were randomly assigned to a five-week (30-h) faculty-led writing workshop intervention, either preceded by a five-week (waiting list) control phase or followed by a five-week maintenance phase. In the workshop, students wrote together, received instruction in genres of academic writing (literature reviews, scientific articles, funding proposals, and presentations), and exchanged feedback on drafts. As a result of the workshop students enjoyed writing more, found writing easier, and gained confidence in themselves as academic writers. They felt able to write productively in shorter blocks of time, and they engaged in more short-term, medium-term, and long-term planning of their research. The intervention also caused participants to pause more frequently for reflection or positive thinking and to generate more new writing. Effects were maintained in a peer-led writing maintenance group for at least five weeks after the intervention ended. This is the first randomized controlled trial of a doctoral-level writing intervention to date and has the potential to support doctoral training in academic and scientific writing across the Social Sciences, Education, and the Humanities.
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- 2022
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214. Grammars of 'Onlife' Identities: Educational Re-Significations
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Sánchez-Rojo, Alberto, García del Dujo, Ángel, Muñoz-Rodríguez, José Manuel, and Dacosta, Arsenio
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Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on.
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- 2022
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215. Dressing the Wound in Education: A Reading of Kore-eda's 'Shoplifters'
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Lee, Soyoung
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This paper addresses the question of mental health, in particular the manner in which it finds its way into education. Increased attention to mental health in education should be welcomed, but often the focus is on 'problem-solving', which in turn confines the 'solution' within the spectrum of preventive and corrective intervention. Often it is the term 'mental health' itself that leads us to think of it, by analogy to physical health, as a kind of goal to be achieved, a recovery and recuperation--that is, something to be effectively aided and fixed. But I suggest that if there is any way that education can attend to children's mental health, it is rather by holding itself back from problem-solving. Then, other than considering the 'problem' as an object of inquiry or introspection, attention can be turned towards the contextuality of human experience and what I shall call its fundamentally wounded condition. Hence, a shifting in the conception of the problem. I take the film "Shoplifters" as a starting point--that is, as a site where we can attend to the particularities of reality and the specificities of experience. Towards the end, it will become clearer how film can direct us to an alternative way to attend to mental health in education.
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- 2022
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216. 'We Are Creating Conditions for Young People That Are Un-Survivable': An Interview with Sanah Ahsan
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Ahsan, Sanah and Williams, Emma
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Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary 'Young, British and Depressed'. She has also fronted campaigns for the charity Childline on 'coming out to religious parents' and the therapeutic practice of poetry. Emma Williams spoke to Sanah Ahsan about matters of race, education, the arts, and how she draws on the interconnection between these areas in her own practice and research on mental health.
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- 2022
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217. 'I've Got Anxiety'
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Gipps, Richard G. T.
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Anxiety is today increasingly talked about as if it were a condition or illness from which one suffers. This obscures the sense in which it may be said to have a meaning, that meaning being that the self is currently ill-equipped to handle its predicaments. It also obscures the sense in which anxiety's apt 'prevention' and 'treatment' most often come from education rather than from psychological medicine, in particular from those disciplines we style the humanities. This short reflection-prompting piece unpacks the above claims from the perspective of the author's two professions: philosophy and clinical psychology.
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- 2022
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218. Bolsonaro and Pandemic Denial: Some Considerations on the Leader, Anti-Intellectualism, and Nationalism
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On the 9th of May 2020 "The Lancet," the leading medical journal, published an editorial referring to the current situation of the pandemic in Brazil, which is short of being disastrous, and describing Jair Bolsonaro, the Brazilian president, as the biggest threat to Brazil -- we would add to the world. In this paper, we enquire the issue of leadership, anti-intellectualism and nationalism by conducting a philosophical enquiry, whilst also questioning the role and shortcomings of the Brazilian educational system in sowing the seeds, and allowing this situation to develop in the country. This philosophical enquiry does not attempt to lay blame on the Brazilian educational system; rather, it is an attempt, an urge for reflection and self-reflection, so that the errs of the past may be remediated in the future; hopefully, a near future.
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- 2022
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219. Emotional Fundamentalism and Education of the Body
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Sojot, Amy N.
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This article examines the productive capacity of emotion through the concept of emotional fundamentalism. Emotional fundamentalism combines several key concepts--fundamentalism, affective labor, biopolitics, and capitalism's contradictions--developed by Michael Hardt and Antonio Negri in "Empire" (2000), "Multitude" (2004), and "Commonwealth" (2009) to describe the intensified attention to the body in education. I investigate the implications of the increased organizational and corporate interest in emotion using an ongoing socio-emotional learning study and the introduction of artificial intelligence aggression detectors in schools. Doing so demonstrates the tendency of Empire to manage emotions in order to ensure viable production by educating the body as data and human capital. However, though Empire depends on emotions as a resource, these same emotions display a creative unruliness that exposes potential avenues to reproduce the common and enact multitude.
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- 2022
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220. A Revised Application of Cognitive Presence Automatic Classifiers for MOOCs: A New Set of Indicators Revealed?
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Hu, Yuanyuan, Donald, Claire, and Giacaman, Nasser
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Automatic analysis of the myriad discussion messages in large online courses can support effective educator-learner interaction at scale. Robust classifiers are an essential foundation for the use of automatic analysis of cognitive presence in practice. This study reports on the application of a revised machine learning approach, which was originally developed from traditional, small-scale, for-credit, online courses, to automatically identify the phases of cognitive presence in the discussions from a Philosophy Massive Open Online Course (MOOC). The classifier performed slightly better on the MOOC discussions than similar previous studies have found. A new set of indicators to identify cognitive presence was revealed in the MOOC discussions, unlike those in the traditional courses. This study also cross-validated the classifier using MOOC discussion data from three other disciplines: Medicine, Education, and Humanities. Our results suggest that the cognitive classifier trained using MOOC data in only one discipline cannot yet be applied to other disciplines with sufficient accuracy.
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- 2022
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221. A Comparative Scoping Review of the Impact of International Economic Sanctions on Education
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Hwami, Munyaradzi
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While a lot of literature has debated the effectiveness of international economic sanctions on sanctioned countries, little is known about the state of research on the impact of economic sanctions on education. The purpose of this scoping review was to map the literature on the effects of international economic sanctions on education. Searches of eight electronic databases and the grey literature were conducted to identify published empirical studies. Six eligible studies were selected. This review observes the limited empirical research and data to provide a better understanding of how education systems are affected by economic sanctions, highlighting the lack of research and, consequently, educators' voices on education in sanctioned societies. Utilising the scattered evidence, the article challenges concerned educators and researchers to avail empirical evidence to power so that the collateral damage being suffered by young people in sanctioned countries is recognised and hopefully mitigated.
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- 2022
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222. Validation of Image Descriptions for the Children's Assessment of Participation and Enjoyment and Preferences for Activities of Children: A Delphi Study
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Perreault, Melanie, Belknap, Katriana, Lieberman, Lauren, and Beach, Pamela
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Introduction: The Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) are useful measures to assess how children with visual impairments are meeting the nine areas of the expanded core curriculum (ECC). Each item of the CAPE and PAC includes an activity with an accompanied image to illustrate it. However, the measures do not provide standardized image descriptions for each item, which limits its validity and reliability for this population. Thus, the purpose of this Delphi study was to validate and standardize image descriptions for the CAPE and PAC so they can be used more effectively with children with visual impairments. Methods: The expert panel consisted of 11 professionals with extensive knowledge and experience with individuals with visual impairments and six dyads of parents and their child with a visual impairment. Each panel member assessed the accuracy of wording for 57 image descriptions on a 4-point Likert scale and provided feedback on items rated below 3. Results: Consensus on all image descriptions was reached after two rounds. Discussion: The results of this study help to increase the validity and reliability of the CAPE and PAC for children with visual impairments. Implications for Practitioners: The CAPE and PAC can be used more effectively by practitioners and researchers to assess the areas of the ECC for children with visual impairments.
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- 2022
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223. The Zone of Proximal Privilege: Towards a Vygotskian Theory of Privilege in Education
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Vu Huy Tran, Hoang
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Foundational to Vygotsky's Zone of Proximal Development (ZPD) was the influence of Marx's theory of historical materialism. Vygotsky's work radically rejected the traditional approaches of developmental psychology. The ZPD centralized the importance of potential development not only by measuring or testing what a child could perform, but a tool to observe developmental change as a dialectical product of society and material life. In other words, social structures and the dynamic material world play a significant role in shaping the child's development. It follows then that contemporary uptakes of Vygotsky's ZPD likewise would be remiss to neglect the importance of historical materialism and take account of the dynamism of modern capital. This paper offers for further engagement the Zone of Proximal Privilege--a contemporary uptake of Vygotsky's work that explores the ways that the excesses of capital have created vast educational privileges for some while constricting access and development for many others.
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- 2022
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224. A Framework for Understanding the Quality of Evidence Use in Education
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Rickinson, Mark, Cirkony, Connie, Walsh, Lucas, Gleeson, Joanne, Cutler, Blake, and Salisbury, Mandy
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Background: There are growing expectations internationally that schools and systems will use research evidence to inform their improvement efforts. Such developments raise important questions about what it means to use research evidence "well" in education. Purpose: To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as "quality use." In response, this article presents a conceptual framework to define and elaborate what "quality use of research evidence" might mean in relation to education. Method: The framework is informed by a cross-sector systematic review and narrative synthesis of 112 relevant publications from four sectors--health, social care, education and policy. The review explored if, and how, quality of evidence use had been defined and described within each of these sectors in order to inform a quality use framework for education. Findings: Based on the cross-sector review, quality use of research evidence is framed in terms of two core components--(1) appropriate research evidence; and (2) thoughtful engagement and implementation, supported by three individual enabling components (skillsets, mindsets and relationships) and three organisational enabling components (leadership, culture and infrastructure), as well as system-level influences. Conclusions: There is potential for this framework to inform current approaches to the use of research in education. There is also an important need to test and refine its components through further empirical investigation, theoretical inquiry and intervention development.
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- 2022
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225. Supporting Theatre Education through Resources and Policy
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Palmarini, James and Wilkerson, Cory
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Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the crisis and provided support to theater educators in the field during the pandemic. In addition, the article includes information on a brief survey conducted with theater educators in Fall, 2020, speaking to how they were teaching during the pandemic, and what they were teaching, including administrative and resource supports. The online curricular and instructional resources created by EdTA are of particular interest as the organization was just ramping up online professional development at the start of the pandemic. During the pandemic, EdTA came to the forefront in providing resources for all educators on how to create instructional content in a variety of platforms.
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- 2022
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226. Mapping the Mindfulness: An Literature Review of Mindfulness in Educational Field
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Kim, Dong Jin
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This study presents an overview of the literature of mindfulness in education, which is based on the definition of mindfulness, and accompanying key terms, and the philosophy and practices it involves. The review includes a survey of Buddhism, Eastern and Western mindfulness traditions. This literature review gathers the thinking of scholars on the importance of mindfulness and its beneficial practices--particularly in Western contexts--including mindfulness-based stress reduction (MBSR) and related therapies. The literature review is also a motivator in the use of mindfulness because it reveals its proven role in both helping career professionals and reducing stress for students by reducing the psychological and physical distress inherent in work and personal lives or students' academic lives.
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- 2022
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227. On Significative Exergy: Toward a Logomachics of Education
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White, Joel
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The conceptual gambit of this article is to propose that the notion of anti-entropy should be complemented by that of exergy investment or destruction, a term first proposed by Zoran Rant in 1956. It argues that one of Bernard Stiegler's most important interventions into deconstruction is the thermodynamic reformulation of Derridean "différance." I argue that we should view the idea of anti-entropy as likewise the displacement of entropy to an external system. With the notion of exergy, it becomes possible to outline an economics of exergy expenditure and investment that considers this displacement. Having argued for the necessity of exergy as a concept that may complement anti-entropy, I demonstrate that this economy of exergy expenditure, through transductive analogy, can be applied to signification. An economics of exergy may give crucial insight into the transcendental problem of signification; that which Derrida's notion of "différance" first responded to. I ask the question: can a trace-like logic of sense be understood energetically if trace itself is understood to be materially inscribed into the world? Having explored this question, I then outline how education might be understood as both the means through with traditional significations are energetically maintained as well as the means through which metastable significations can be disrupted. I use the recent banning of anti-capitalist literature in the UK as an example of what I call logomachics, a conflict of significative exergetic investment and disinvestment.
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- 2022
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228. The Lived Experiences of African American Males in Roles of Educational Leadership
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Randall, Derrick L.
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This phenomenological research study explored the perceptions and lived experiences of African-American male in roles of educational leadership. The study was guided by four research questions. The data was collected from 10 African-American males in roles of educational leadership. Data collection occurred through participants' interviews, which were conducted via Zoom. The findings of the study presented the lived experiences of African-American males in roles of educational leadership. Through the findings, the research study was able to identify four emergent themes aimed at providing advocacy and cultural competencies for African-American males in roles of educational leadership. The four emergent themes are: (a) difficulty to achieve identity, (2) positive example/role model, (c) support/mentorship, and (d) empower others. The participants expressed a desire for the educational world to fully embrace African-American male teachers and utilize their unique skills and abilities to achieve a positive impact on the lives of students, especially African-American males, and underserved and unrepresented communities. The research study was not without limitations and further research on the topic is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
229. The Corporate Parent: Residential Group Homes and the Education of Children and Youth in Care
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Hwami, Munyaradzi
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This article is a critical interpretive study of residential group homes as school preparatory environments for children and youth in their care. Utilizing social pedagogic analytics, the paper analyzes the role of residential group homes in the education of the children and youth under their care. Evidence gathered in this study suggests that residential child and youth care staff does not play the expected in loco parentis roles as expected of all care givers by Canadian Family Law. Against the established view that there are healthy and conducive home environments that enhance school learning, group home environment is assessed. Building upon narratives from child care workers, observations of group homes and analysis of documents, the main conclusion derived from this study is that it is high time that child and youth care workers give equal attention to safety concerns for and educational progress of the children and youth in their care.
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- 2022
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230. The Holocene Simulacrum
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Wallin, Jason James
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Education for Sustainable Development (ESD) is a broad and varied field of study replete with compelling advocacies for a more humane world. Across a majority of its instances however, ESD might yet be seen to labour in stealth fidelity to a mode of political economy and model of human-nature relations complicit with planetary ecocide. This essay draws largely from the thinking of Jean Baudrillard in an effort to identify the implications of ESD's mainstay commitments, particularly as expressed in the field's lingering fidelities to anthropocentric production and modes of protagonistic optimism. Such alliances are contrasted by the immanence of inhuman planetary difference as it might habilitate more eco-centric approaches and attitudes for thinking the very possibility of sustainable development in the present era of rapid ecological transformation.
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- 2022
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231. What Do They TEL(L)? A Systematic Analysis of Master Programs in Technology-Enhanced Learning
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Fominykh, Mikhail, Weidlich, Joshua, Kalz, Marco, and Hybertsen, Ingunn Dahler
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This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.
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- 2022
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232. Addressing the Mental Health of School Students: Perspectives of Secondary School Teachers and Counselors
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Beames, Joanne R., Johnston, Lara, O'Dea, Bridianne, Torok, Michelle, Boydell, Katherine, Christensen, Helen, and Werner-Seidler, Aliza
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The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (M[subscript age] = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.
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- 2022
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233. Enlightened Education: Growth, the Garden, and Japan Perceptions of Constantijn Huygens
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Kuitert, Wybe
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Child education and accompanying discourse in the seventeenth-century circles of Constantijn Huygens are thoroughly researched. But while children grow up, parents also learn and not only through their siblings. Some remarks about experiences that Huygens had outside the regular discourse on education can be made. Huygens' correspondence and his garden poem "Hofwijck" show that Japan played a significant role in his understanding of uncontrolled growth of plants in garden wilderness where ideas on vegetal growth extend to raising children. A major informant on the Far East in Huygens' family circles was François Caron, who reported in detail on children growing up in Japan. Relative success of their children in society shows that their educational approaches apparently worked. A novel understanding of processes of growth and limitations to influence such processes in the garden denied Renaissance reasoning; combined with insights from Japan it strengthened Huygens in promoting his enlightened ideas on "individual" talent of children.
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- 2022
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234. Spillover Impacts on Education from Employment Guarantees
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Adukia, Anjali
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Programs that provide lower-skill employment are a popular anti-poverty strategy in developing countries, with India's employment guarantee program (MGNREGA) employing adults in 23 percent of Indian households. MGNREGA has reduced rural poverty, but some have raised concerns that guaranteeing lower-skill (or uncredentialed) employment opportunities may discourage investment in human capital and long-run income growth. Using large-scale administrative data and household survey data, I estimate precise spillover impacts on education that reject substantive declines in children's education from the government's rollout of MGNREGA. Further, I estimate these small negative impacts are inexpensive to counteract, particularly compared with MGNREGA expenditures on rural employment and poverty alleviation.
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- 2022
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235. Lessons Learned from the Implementation of Extended Reality in Education and Training
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Bradfield, Michael K.
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Education and training activities have utilized many technologies including extended reality. This generic qualitative inquiry study looks at the lessons learned from implementing extended reality in education and training with the intent of identifying what areas should be looked at that will assist in implementing this advanced technology that benefits learning and the learner. Extended reality includes augmented reality, virtual reality, mixed reality, and simulation. Occupations using extended reality for education and training need a way to identify the factors that influence and optimize the effective use and employment of this technology. The research question is to determine what lessons were learned from implementing extended reality in education and training. An understanding of these lessons may provide some clarity on reasons implementations stand a better chance to succeed or fail. Twelve professionals with experience in both education and technology were interviewed using Zoom and asked a series or 11 questions in three categories that focused on pre-planning, implementation, and post implementation designed to elicit the participants experiences, ideas, and lessons learned during this activity. The findings provide a list of areas that should be considered such as time management, focusing on the learners through all stages of implementation, and identifying different ways that extended reality can be used for education and training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
236. Technologizing Institutions: The Role of Tech Savvy Leaders to Combat Content Area Literacy Challenges
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Ferguson, Keshia Felicia
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Technology pedagogical knowledge from educators can help transform and combat literacy challenges. In rise to the current educational challenges ignite a passion in the researcher to assist using technology. The involved data from 20 educational leaders. The problem is the low scores in Entrepreneurial Literacy programs and reading tests. Entrepreneurial Literacy is a subject that teaches students how to develop critical understanding about operating a business and discover new ways of combining resources. As a result of this study, the researcher suggests effective technology strategies and effective teaching methods to assist students in improving their assessment scores in the Entrepreneurial Literacy program. The researcher understands the literature, strategies, and findings can convince other teachers or schools to adopt incorporating both parents and learners to improve literacy in areas other than English. The researcher will also instill knowledge and skills that all stakeholders can use later in life. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
237. The Influence of Classmates on Gains Following Relationship Education
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Sandra Upchurch Morrison
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Using data from a statewide couple relationship education (CRE) program efficacy study, this implementation science study considered whether and how classmates influence gains from CRE exposure. We pursued a theoretically and empirically supported model to explore whether class climate, indicated by classmate characteristics, influenced change in individual and relational outcomes. CRE research had not explored the potential impact of the classmate characteristics as has been explored in school-based education studies. Previous CRE researchers have given limited attention to the unique shared experiences during CRE, combining data from different classes and sites, and have been unable to parse out the relative variation at the individual, couple, and class levels. Expanding upon a recently published efficacy study that demonstrated program impact across several domains for the average CRE participant, we used multilevel modeling to explore whether classmate group characteristics (i.e., class average income, perceived stress, and couple relationship quality) influenced residual change for each separate gain (i.e., immediate changes in self-care or conflict management skills, and long-term changes in mental health, relationship quality, or family harmony experienced one year later) above and beyond participant baselines. Findings indicated that (a) class economic disadvantage resulted in more short-term skill gains, but had no influence on long-term functioning gains, (b) the influence of class stress on short-term gains depended on personal stress (lower stressed participants had less self-care gains in highly stressed classes, yet higher stressed participants had less conflict management gains in highly stressed classes), and less class stress resulted in more long-term mental health benefits; and (c) higher class relationship quality was associated with more gains for all short-term skills and long-term functioning. Therefore, class average relationship quality appears to be a critical class-level risk or protective factor for individual class benefit. We improved the ability to predict individual variation and identified some classmate characteristics that can be assessed at program start and considered in program design and delivery. Moving beyond evaluation studies centered on the "average" experience, this study serves to expand the growing body of CRE implementation science studies providing implications for developing best practices for diverse populations of CRE participants. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
238. It Takes More than a Village: How Self-Identified Minority Professionals Describe Their Paths to Leadership
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Lisa M. Bickert
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This case study focuses on the leadership preparation of self-identified minority professionals in the metro area. Findings of the study indicate a difference between leadership development, which is the experience of an individual's leadership style and leadership preparation, which is the process of accomplishing benchmarks in an individual's growth. The qualitative study reveals that participants identify these two concepts differently. It unveils that leadership preparation is a necessary pipeline for professional minorities to enter the leadership arena, which provides an avenue for a network, a foundation for next generations, and platform to engage others in the minority experience. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
239. Investigating Alternative Methods to Recover Level-2 Covariates in Multilevel Models
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Ismail Dilek
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Hierarchical data is often observed in education data. Analyzing such data with Multilevel Modeling becomes crucial to understanding the relationship at the individual and group levels. However, one of the most significant problems with this kind of data is small sample sizes and very low Intraclass Correlations. The multivariate Latent Covariate Model is often accepted as the gold standard for analyzing hierarchically structured data. However, previous studies showed that this model did not work very well under the abovementioned conditions. This dissertation aimed to address two research questions around this situation. The first research question intended to show how the Multilevel Latent Covariate Model worked under these conditions via a simulation study and a real data application. The second research question suggested six new candidate models as an alternative to the Multilevel Latent Covariate Model. The performances of all candidate models were assessed using the same simulation study and the real data application. Raw bias, Root Mean Squared Error, Standard Error Ratio, Type 1 error rate, and Power were used to compare the feasibility of the candidate models while analyzing the multilevel data with low intraclass correlation and very small level-1 sample sizes. The results showed that the alternative candidate models outperformed the gold standard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
240. Examining Career Decisions: Exploring the Interest of Gifted Graduates on Working in Education
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Alexandria K. Ryan
- Abstract
Students who are gifted are often pulled in a variety of career directions because of their tendency to have many interests and passions. This study was designed to better understand the experience of adults who are gifted and their career choice. The purpose of this qualitative study was to explore what career paths adults who are gifted follow, specifically whether they choose to work in the education field or not. This phenomenological study explored four main themes in an individual who is graduated from a gifted education program's life: Gifted Program Experience, Career and Interests, Family Influence, and Social Emotional. The themes were derived from reoccurring ideas and categories from the interviews of 20 adults, over the age of 18, who graduated from a gifted education program. This study was based on Gardner's theory of multiple intelligences. Results from the study revealed participant interest or participation in nontraditional teaching or education in their chosen professional field. The results of this study could illuminate the interests and intent of individuals who are gifted and their career choices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
241. School Leadership That Impacts Student Achievement in Blue Ribbon Schools in the Rio Grande Valley of Texas
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Sonya Y. Rodriguez
- Abstract
The purpose of this qualitative multiple case study was to determine the leadership actions, behaviors, and practices of effective school leaders in Blue Ribbon Schools in South Texas who resulted in the schools receiving the distinction by the U.S. Department of Education of being a Blue Ribbon School. Data were collected through a series of interviews with principals and teachers from the selected sample of Blue Ribbon Schools in the Rio Grande Valley in South Texas. The interviews were audio recorded, transcribed, and analyzed using inductive coding to determine themes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
242. Correlation of Turnaround Strategies Implemented and Financial Expenditures in Low-Performing Schools in Florida
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Melissa Douberly Campbell
- Abstract
Improving student achievement is a continual focus of educational and political leaders. The strategies used to impact student achievement are varied as are the results. The United States Department of Education provides grant funding to states and local educational agencies with the goal of impacting student achievement through the use of research-based strategies. In 2010, the state of Florida applied for and won a large federal School Improvement Grant which was then passed through to local education agencies who applied and met the qualifications for the funding. The purpose of this study was to determine if the addition of School Improvement Grant funding had an impact on student achievement in schools in Florida as compared to similar schools which did not receive funding. The study used a t-chart comparison of average school grades as a means to compare outcomes and determine if the outcomes are statistically significant. The study reviewed the available research-based strategies in addition to the outcome of a national study designed to evaluate the implementation and effectiveness of School Improvement Grants. The study discussed the similarities between the national study and the outcomes of this study based on Florida schools. After careful review of the national study and the outcome of the data presented here, School Improvement Grants distributed from 2010-2013 did not have a significant impact on student achievement in Florida. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
243. Hidden Hands and Invisible Arms: Regional Accreditor's Agency in Student Success Outcomes in Small, Private, Non-Selective Colleges
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Paula M. Kinney
- Abstract
Poor retention and completion outcomes cast doubts about the ability of higher education to provide a return on the money, time, and resource investment. Accountability for the quality of higher education has been an increasingly significant national issue in higher education over the past decade. As pressures for accountability increase, so does the call for greater oversight. In the United States, the oversight for assuring the performance quality of higher education is accreditation. This study addressed the research problem of how and if a quality assurance process can also be a quality improvement process. Using a phenomenological approach, the study explored how a focus on student success outcomes of retention and graduation has influenced organizational changes for improving student success outcomes in small, private, four-year non-selective colleges. The inclusion of multiple accreditation regions facilitated the exploration of the similarity of changes across one type of college. Through a two-phased approach centered on the accreditor-Department of Education and the accreditor-college relationship, a document analysis and semi-structured interviews examined how the Department of Education instructs accreditors to include certain content to be part of accreditation standards and how accreditors embed Department of Education directives into their own institutional documents to convey the importance student success outcomes to colleges. This phase also explored opportunities accreditors provide to help improve retention and completion. The second phase used semi-structured interviews with Accreditation Liaison Officers at four small, private, non-selective colleges located in four different regions of the United States. An interview with the Accreditation Liaison Officer at each college provided insight about perceptions of the processes and roles of accreditation as they pertained to improving retention and completion outcomes. Overall, the findings suggest that accreditation currently plays a minimal role in improving retention and completion in colleges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
244. Design Empathy and Accountability for Inclusivity and Diversity in Design Education and Design Practice
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Taraneh Darvish
- Abstract
Public space design cannot be a one-size-fits-all project. It has often failed to reflect diversity and inclusion usually by overlooking women and minority groups in current design thinking and practice (Chuko & Chen, 2016; Geddes 2019; Sokolowsk, 2019). Due to cultural and religious diversity, designing inclusive spaces with women's preferences in mind requires a novel mindset reflecting a tailored sensitive approach to the respective group (Huang & Napawan, 2021). This study explores how an empathic approach can be important in receiving designed public spaces by Muslim women in the United States and seeks conditions that make fitness centers inviting to their religious-cultural preferences and inhibitions. This study examines the following research questions: (1) How can incorporating empathy help with the lack of diversity and inclusivity in design? (2) How do we teach and practice empathic design? During the pandemic, with COVID-19 limitations, these questions were divided and answered through three research settings: a design studio class, fitness centers for Muslim women, and design professionals. Each of these settings was discussed in a separate study chapter answering the following sub-questions: (a) How does design empathy within the design process shape students' understanding of an inclusive and diverse design? (b) How does fitness centers design align with empathy design principles? How do Muslim women perceive and experience inclusivity and diversity shortcomings in fitness centers? How can this knowledge inform empathic design? c) What are the challenges design professionals face in implementing empathic design in practice? What are the ways to overcome these challenges? Mixed methods research and empirical case study approach, including surveys, semi-structured interviews, and field notes, was employed to answer these questions. The findings include the effectiveness of integration of empathy in design education, the discovery of insufficient diversity and inclusion within observed fitness centers and the affirmative likelihood of designers to incorporate empathy rigorously in their design process. These findings are crucial for designers who want to practice effective, competent empathy-driven design with accountability. The conclusion of this study confirms that integrating an empathic approach empowers minority women by promoting the awareness of equitable public spaces. This in turn increases the usage and implementation of public women-friendly locations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
245. Gaps in Persistence under Open-Access and Tuition-Free Public Higher Education Policies
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Adrogué, Cecilia and García de Fanelli, Ana
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The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population's demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that being a first-generation student, even after controlling for the socioeconomic status of the student's household, gender, the type of institution (tertiary non-university or university) and having a scholarship, implies a higher probability of dropout. We conclude that these results are most germane to public policy design and possible replications of this methodology in other Latin American countries.
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- 2018
246. Analysis of a Project Conducted on Unaccompanied Refugees Children (MERNAs)
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Aguaded-Ramírez, Eva, Bartolomei-Torres, Pierette, and Angelidou, Georgia
- Abstract
"An Unaccompanied Refugee children is a person under the age of 18, who is afraid of being persecuted, whose rights are threatened and is forced to leave his / her habitual residence and / or country of origin and is outside it, without the accompaniment of parents, relatives or other adult person, who, by law or custom, is responsible." (Angelidou & Aguaded, 2016). According to the Human Rights Watch researches (2016), serious crimes against refugees and immigrants children are being committed. The Government of Spain announced that they expect to relocate a total of 586 people before the end of 2017. At present, the number of refugees in Spain is more than 470. Specifically, Andalusia became, in September 2016, the first Spanish community that manages to relocate unaccompanied refugees children. The objective of this research is to analyze the socio-educational intervention, which is being carried out with these children. For this, the method used was in-depth interviews, y cuestionarios, which results offer very diverse information, from which we can conclude that there is a way forward, which is leading to improvements for children.
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- 2018
247. Participants in Subbaccalaureate Occupational Education: 2012. Stats in Brief. NCES 2018-149
- Author
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National Center for Education Statistics (ED), American Institutes for Research (AIR), Zhang, Jizhi, and Oymak, Ceylan
- Abstract
Subbaccalaureate credentials, including associate's degrees and postsecondary certificates below the bachelor's level, are a large and growing part of the postsecondary education enterprise. For example, in 2015, fully 51 percent of all undergraduate credentials were awarded at the subbaccalaureate level, up from 48 percent in 2003. Horn and Li (2009) found a 25 percent growth in subbaccalaureate credentials from 2002 to 2007, compared to an 18 percent growth rate for bachelor's degrees. Finally, Hussar and Bailey (2018) examined trends in associate's and bachelor's degrees, and found that the number of associate's degrees awarded increased 70 percent from 2001-02 to 2014-15, and was projected to increase 34 percent from 2014-15 to 2026-27, while the corresponding increases for bachelor's degrees were 47 percent and 10 percent. Most of these subbaccalaureate credentials (74 percent in 2015) are awarded in occupational, rather than in academic, fields of study, which corresponds to 38 percent of undergraduate education (Hudson 2018). Key findings of the report are: (1) In 2011-12, some 38 percent of all credential-seeking undergraduates were pursuing an associate's degree or certificate in an occupational field of study-- that is, 38 percent were subbaccalaureate occupational students as defined in this Brief; (2) Health sciences was the most common field of study pursued by subbaccalaureate occupational students (36 percent), followed by business and marketing (17 percent); (3) The majority of subbaccalaureate occupational students were White (54 percent), while Black and Hispanic students each made up 19 percent of subbaccalaureate occupational students. The percentage of Black students was larger in subbaccalaureate occupational programs than in subbaccalaureate academic programs (16 percent) or bachelor's degree programs (14 percent), and the percentage of Hispanic students was larger in subbaccalaureate occupational programs than in bachelor's degree programs (13 percent); (4) The majority of subbaccalaureate occupational students were female (60 percent), and they constituted a larger percentage of the students in these programs than in either subbaccalaureate academic programs (56 percent) or bachelor's degree programs (55 percent). However, the percentage of females in subbaccalaureate occupational programs varied by field of study, with larger percentages in service-related fields, such as education, than in more technical fields, such as computer and information sciences; (5) Subbaccalaureate occupational students were older (age 28), on average, than both subbaccalaureate academic students (age 26) and bachelor's degree students (age 25); (6) Subbaccalaureate occupational students were more often first-generation college students (48 percent) than were subbaccalaureate academic students (43 percent) or bachelor's degree students (31 percent); and (7) Subbaccalaureate occupational students most often enrolled in public 2-year institutions (65 percent), followed by for-profit institutions (20 percent).
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- 2018
248. Implementation of Social Protection Interventions in Africa. 'The Trend in the Outcomes of Free Basic Education in Ghana, Malawi, Kenya and Uganda'
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Brenyah, Joseph Kwasi
- Abstract
Social protection interventions have been used as a poverty reduction strategy in many countries. Free Basic Education is one of the social protection interventions implemented in most developing countries. This review assessed the outcome of the implementation of Free Basic Education in Africa, using Ghana, Uganda, Kenya, and Malawi as a test case. Thirty-Seven (37) published documents were used for the study. The study is underpinned by Bagozzi's Goal Theory and Conceptualized with Knowledge Gaps and Knowledge Management Strategies. The study noted that, the Free Basic Education Policy has increased primary school net enrolment rates in these countries holding all other confounders constant. The study also revealed that, the implementation of the Free Basic Education Policy did not reduce educational expenditure as expected as school authorities continue to levy pupils. The objective of removing financial barriers was therefore not met, and the quality of teaching and learning delivery in most schools has fallen due to high pupils-teacher ratio and other implementation challenges. Based upon these findings, the study concluded that, there is the need for constant stakeholder interaction, efficient financial practices, fiscal space creation, provision of more educational infrastructure, recruitment of additional teachers, measures to ensure quality of teaching and learning delivery and effective monitoring of social protection intervention programmes in Africa.
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- 2018
249. Truths, Wounded Innocence, and the Post-Truth Syndrome
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den Heyer, Kent
- Abstract
[W]hen I hear people denounce our political scene as "post-truth," I have to wonder when exactly they think it was that politics was determined by the truth? The same goes for those who decry today's "fake news." […]To claim that with Trump's election we've entered a post-truth era of fake news is to claim that the U.S. was built on truthful politics and media. Political struggle isn't really about an existing truth but rather concerns the formulation of new truths and, more importantly, the materialization of those truths […] The political project involves the power relations that compose truths, and the pedagogical project involves how we engage ourselves, each other, and the world in transformative processes. (Ford, 2018, paras. 1-4) This quotation captures my concern with an emergent liberal nostalgia narrative, a type of wounded innocence, fashionable in response to what many see as a contemporary affliction affecting democratic institutions. According to this story, Trump and his administration have moved us into post-truth times. As definitive nostalgia, this post-truth narrative constructs a never existing political consensus that has now been lost, from the functioning of formal politics to truth claims found in the academe.
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- 2018
250. Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences
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Förtsch, Christian, Sommerhoff, Daniel, Fischer, Frank, Fischer, Martin R., Girwidz, Raimund, Obersteiner, Andreas, Reiss, Kristina, Stürmer, Kathleen, Siebeck, Matthias, Schmidmaier, Ralf, Seidel, Tina, Ufer, Stefan, Wecker, Christof, and Neuhaus, Birgit J.
- Abstract
Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models' two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models' applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a "third dimension" that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.
- Published
- 2018
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