ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating the Use of Synoptic Assessment to Engage and Develop Lower Level Higher Education Students within a Further Education Setting
Author: Southall, Jane
Date: 2016-00-00
Type: Journal Articles
Subjects: Higher Education,Adult Education,Independent Study,Student Motivation,Student Evaluation,Evaluation Methods,Curriculum Design,Test Construction,Mixed Methods Research,Teacher Attitudes,Focus Groups,Transitional Programs,College Preparation,Student Attitudes,Motivation Techniques,Likert Scales,Questionnaires,Interviews

Engaging less academically qualified Higher Education students being taught within a Further Education setting, who have weaker study skills and little experience of independent learning, is challenging. Confidence and motivation levels are often low and they feel overwhelmed. Effective assessment design is crucial and needs to capitalise on synergies within taught content and reduce the assessment burden in the first semester whilst allowing for early feedback and feedforward. Synoptic assessment which, in this instance, addresses learning outcomes from two modules, has been piloted and evaluated using both quantitative and qualitative data. Results show a number of benefits; students find it engaging and have developed independent learning skills in the areas of research and self-management; staff have seen an improvement in collaborative working, the use of appropriate sources and writing in a focussed way and have benefitted from a reduced marking load.
Assessment Timing: Student Preferences and Its Impact on Performance
Author: McManus, Richard
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Student Evaluation,Scheduling,Time Factors (Learning),Preferences,Academic Achievement,Tests,Attendance,Cohort Analysis,Comparative Analysis,Required Courses,Learning Modules,Economics,Decision Making,Regression (Statistics),Grades (Scholastic),Test Results

Students on a first year undergraduate economics module were given the choice of when to sit their first assessment in the subject in order to determine both preferences over assessment timing, and the impact of timing on performance. Clear preferences of having this option were shown (only 2% of students stated to be indifferent) with those more comfortable and engaged in the module electing to take an earlier sitting of the assessment. Those who took the early test performed better on average compared to those who took it later, however, after controlling for attendance, there was no statistical link. There was, however, evidence that a later first assessment caused lower attendance and moreover, evidence of a legacy effect of this timing where the out-performance of the early cohort grew over later tests, which all students took at the same time.
The &quot;New Doctorate&quot; in Austria: Progress toward a Professional Model or Status Quo?
Author: Pechar, Hans
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Doctoral Programs,Educational Change,Case Studies,Models,Mixed Methods Research,Social Sciences,Economics,Semi Structured Interviews

Until recently, both policy direction and public awareness of the Bologna Process has been focused almost unilaterally on the introduction of the Bachelor's degree to European universities. This is understandable, as for most European countries, the Bachelor is a new academic degree. However, commencing with the Berlin Ministerial Conference (Realising the European Higher Education Area, 2003), reform of doctoral studies has been highlighted as a second equal pillar in the Bologna reform process. In this paper, we begin by providing an overview of the general policy background and the rationales that underlie the attempts to restructure doctoral studies in Europe. Next, we focus on the specific situation in Austria, where peculiarities of the status quo collide with uniquely Austrian approaches to reforming doctoral education. Finally, through two case studies, we examine initial attempts--and related challenges--to implement the &quot;New Doctorate&quot; in Austria.
The Relationship between Social Gender and the World of Values in Higher Education
Author: Bocsi, Veronika
Date: 2012-00-00
Type: Journal Articles
Subjects: Values,Gender Differences,College Students,Classification,Surveys,Factor Analysis,Statistical Analysis,Foreign Countries

The differences between male and female students in the field of education can be studied from several points of view. The aim of the present study is to approach the issues of mobility closely connected to the educational institution, institutional existence and school, using the filter of value sociology, thus bringing us closer to the different school attitudes and behaviours of the two genders, focusing on higher education. In our analysis, we used the &quot;Campus-lét&quot; Research database (2010) of more that 2,000 students (N = 2,384). In the course of completing questionnaires, students responded to the Rokeach Value Survey, which includes 18 terminal and 18 instrumental values evaluated on a five-grade scale. The techniques used were value averages and ranking, factor analysis and analysis of variance. We identified three factors with the use of terminal values (humanist-integrated, seeking happiness in individuals, hedonistic-egoistic) and four &quot;with the use of instrumental&quot; values (philanthropic, rational, open minded-creative, bureaucratic), with the factor scores indicating a &quot;significant relation&quot; to gender in five cases.
Using a Multicomponent Function-Based Intervention to Support Students with Attention Deficit Hyperactivity Disorder
Author: Cho, Su-Je
Date: 2017-02-00
Type: Journal Articles
Subjects: Intervention,Attention Deficit Hyperactivity Disorder,Special Schools,Behavior Problems,Behavior Modification,Skill Development,Class Activities,Learner Engagement,Grade 6,Observation,Functional Behavioral Assessment

The current study evaluated the effects of a multicomponent function-based intervention on students with other health impairment (OHI) for attention deficit hyperactivity disorder (ADHD) in a private special education school. The focus of the intervention was to prevent problem behaviors and to increase academic engagement by modifying classroom activities, teaching replacement skills, and changing behavior consequences. Data using a multiple-baseline design across academic subjects revealed that target problem behaviors decreased and academic engagement increased in reading, writing, and mathematical activities for students. Social validity with the classroom staff indicated that the intervention process and outcomes were highly acceptable and effective. In conclusion, this study provides strong evidence that a multicomponent function-based intervention can be successfully applied to students with both ADHD and problem behaviors.
Teacher Education Reforms between Higher Education and General Education Transformations in South-Eastern Europe: Reviewing the Evidence and Scoping the Issues
Author: Pantic, Nataša
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Preservice Teacher Education,Higher Education,General Education,Teacher Education Curriculum,Educational Cooperation,Quality Assurance,Curriculum Development

The present paper considers reforms and developments in teacher education in South-Eastern European countries as part of overall reforms in higher education, and in light of changes in general education that impact teachers and their preparation. The paper reviews the literature and reports from the region that offer some evidence of and insights into the issues surrounding teacher education reforms in the contexts of postsocialist education transformations in South-Eastern Europe. It scopes the issues relating to: structural and curricular changes in teacher preparation; coordination of reforms across different levels; development of a common vision of good teaching in cooperation between teacher education institutions, schools and communities; and quality assurance of teacher preparation. The identified issues include: the superficial nature of structural reforms and the neglect of substantial curricular changes; the dearth of opportunities for reflection linking theory and practice; insufficiently developed cross-curricular approaches to teacher education reforms; the fragmentation of teacher education along a number of lines; the absence of a common vision of quality teaching, and of formative links between quality assurance systems for teachers, schools and teacher education providers. Finally, the paper outlines potential avenues for future developments and implications for teacher education policies and practices.
Policy and Prediction: The Case of Institutional Diversity in Romanian Higher Education
Author: Vlasceanu, Lazar
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Institutional Characteristics,Diversity (Institutional),Educational History,Educational Development,Educational Policy,Educational Change

Presenting key elements of post-1990 historical developments in the Romanian higher education system, the emphasis is put on recent (2011) policies of increasing higher education institutional differentiation. The view is that, in policy design, due attention should be paid to both historical roots and predicted developments. Building on an institutional analysis approach, we put forward a theoretical model that aims to explore the predictive implications of some recently promoted higher education policies. These policies are expected to increase institutional differentiation at the systemic level and enhance quality in teaching and research at university level. The predictive capacity of a model of reference is tested against a concurrent model. The key assumption of the latter is that of considering higher education institutions (HEIs) as &quot;cooperative systems&quot; that are unable to generate those outputs and outcomes that, by aggregation, would contribute to the construction of an institutionally diverse and heterogeneous higher education landscape.
The Complexity of Policy Mirroring: The Connection between International and Slovenian Higher Education Policy Discourse
Author: Komljenovic, Janja
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Higher Education,Knowledge Economy,Educational Change,Discourse Analysis

The contemporary economic imaginary of the &quot;knowledge-based economy&quot; is changing the perception of higher education in Europe. The goals of higher education are changing and reform of institutions is predicted. The present article examines these reforms and conceptualisations of higher education by presenting the results of discourse analysis of 47 international policy documents at the European level and two comprehensive national strategies of the Republic of Slovenia for higher education, research and innovation. Based on the analysis of the European documents, the article suggests that two main discourses are constructed: (a) &quot;the research-based society and economy&quot;, and (b) &quot;reforming the university&quot;. These present the emergence of a new idea of higher education at the international and national levels. The article investigates the extent to which these discourses are present in Slovenian higher education policy. The findings show that Slovenian discourse hesitates to embrace them fully. In particular, the idea of the managerial university is marginal in Slovenian discourse.
Failure of the Croatian Higher Education Reform
Author: Kurelic, Zoran
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Change,Failure,Educational Practices,Program Implementation,Program Evaluation,Federal Regulation,Politics of Education,Qualifications,Educational Assessment,Educational Quality,International Cooperation,Laws,Educational Policy,Academic Degrees,Academic Standards,Government Role

The authors analyse the reasons for Croatian higher education reform since 2003, as well as its consequences. The main proposition of the paper is that the implementation of the Bologna Process in Croatia has failed due to a fundamental misunderstanding of the goals of the process, a lack of correspondence between the cycles of higher education and the European Qualifications Framework, and a lack of international pressure, resulting from the nature of the open method of coordination. The authors present the internal market rules of the European Union and how they affect the national regulation of higher education. The paper deals with the main characteristics of the higher education reform and how it has affected the structure of higher education programmes, the comparability of degrees and qualifications, and student mobility. The authors propose an agenda for a &quot;reform of the reform&quot; that could bring the Croatian system of higher education back onto the European track.
Policy Reform Efforts and Equal Opportunity--An Evidence-Based Link? An Analysis of Current Sector Reforms in the Austrian School System
Author: Geppert, Corinna
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Educational Change,Equal Education,Educational Opportunities,Evidence Based Practice,Politics of Education,Educational Improvement,School Schedules,Institutional Autonomy,Academic Standards,Academic Achievement,Program Evaluation,Educational Research,Justice,Educational Objectives

The main focus of the present paper is to answer two different questions: From the perspective of Austrian education policy, which core areas of schooling are linked to the demand for equal opportunity? Can these reform efforts sustain the current state of research, and what are the consequences for schooling? The paper draws on an analysis by Hopmann, Geppert &amp; Bauer (2010). Fifteen official self-presentations (political programmes) of Austrian political parties were analysed for statements concerning the improvement of the education system. This resulted in about seventy different statements, which were aggregated into eight core areas. We conducted a systematic analysis of four of these core areas, dealing with the topics of equal opportunity: comprehensive school, all-day schooling, school autonomy and standardisation of students' achievements. The aim was not to judge the legitimacy or the political content of the claims made. In line with evaluative discourse, we asked whether the combination of political demands and their associated expectations met the current state of research. In many policy programmes, it is assumed that comprehensive schooling, all-day schooling, education standards, standardised general certification for university attendance, school autonomy or language surveys go hand in hand with more equality of opportunity, justice and quality in education, but an analysis of the current state of research could not confirm this. The analysis showed that, with regard to education policy demands, statements having empirically little or nothing to do with each other are often linked.
Education System Reforms in an Unstable Political Situation: The Case of Serbia in the First Decade of the 21st Century
Author: Ivic, Ivan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Educational Policy,Educational Development,Politics,Social Change,Educational Legislation,Educational Finance,Financial Support,Administrative Organization,Curriculum Development,Textbooks,Professional Development,Information Systems,Vocational Education,Adult Education,Disabilities,Elementary Secondary Education,Instructional Program Divisions

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000-2003 and 2004-2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005-2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010-2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020+ (2012). The basic innovations in approach and conception in the new &quot;epoch&quot; is outlined.
Providing Access to Academic Content for High-School Students with Significant Intellectual Disability through Interactive Videos
Author: Evmenova, Anya S.
Date: 2017-03-00
Type: Journal Articles
Subjects: Severe Intellectual Disability,Intervention,Video Technology,Comprehension,High School Students,Interviews,Student Attitudes,Teaching Methods,Special Schools,Multiple Disabilities,Observation,Pictorial Stimuli,Interactive Video

There has been a slight increase in the number of studies focused on the strategies used to introduce content-based instruction to students with moderate/severe disability. However, interventions for students with significant intellectual disability (ID) are lacking adapted materials to make instruction available in all major academic areas including social studies. This multiple baseline study examined the effects of adapted videos for improving factual comprehension of non-fiction clips by four high school students with significant ID. Video adaptations included picture/word-based closed captions and interactive video searching for answers. According to the visual analyses, students performed better with adapted and interactive video clips. Furthermore, social validity interviews revealed that all students enjoyed the adapted and interactive videos and found them beneficial. Limitations and directions for future research in the area of adapted and interactive video instruction are discussed.
A Forgotten Moment in Education Policy: A Hungarian-Swedish Case Study from the Early 1970s
Author: Kozma, Tamás
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Case Studies,Educational History,Educational Change,Summer Schools,Seminars,Educational Research

After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements), an organisation that had been established in the late 1950s by the well-known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation of a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were the only delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well-known Hungarian educator and a follower of Husén, the late Zoltán Bathory.
The Curricular Reform of Art Education in Primary School in Slovenia in Terms of Certain Components of the European Competence of Cultural Awareness and Expression
Author: Bracun Sova, Rajka
Date: 2012-00-00
Type: Journal Articles
Subjects: Art Education,Elementary School Students,Educational Change,Teaching Methods,Creativity,Foreign Countries,Cultural Awareness,Qualitative Research,Music Education,Comparative Analysis,Teacher Competencies

One of the important positions of the last curricular reform in Slovenia, which included systemic issues of education (White Paper on Education, 2011) and curricula for compulsory subjects in primary school, is the fact that Slovenia has been integrated into Europe, and thus education should also include the development of core European competences. One such competence is cultural awareness and expression, which until now has been an issue more in the context of cultural policies than school policies in Slovenia. The purpose of the present article is to critically analyse the curricular reform of art education (i.e., visual art education), through which, in terms of certain components of the competence of cultural awareness and expression, it is foreseen that the student will gain a knowledge of art, develop an ability to experience works of art and develop a creative attitude towards art and heritage. Because the starting point and goal of curricular change is the curriculum, our analysis is derived from curriculum theories, and not from the art theories and pedagogical theories that have predominantly framed previous attempts at curriculum analysis. Critical consideration of the curricular reform of art education in primary school in terms of certain components of the competence of cultural awareness and expression was undertaken by comparing curricula in the field of aesthetic education. We compared art education with music education and literature within the Slovenian language curriculum. Qualitative analysis showed that, despite the reform, the curriculum for arts education does not realise selected components of the competence of cultural awareness and expression, largely due to the curriculum's conceptual structure. Art education is centred principally on art-making activities, with an obvious neglect of appreciation. The integration of arts subjects at school, as proposed by the White Paper, is therefore not possible, due to the existing model of art education. From a practical point of view, the analysis also raised the question of the knowledge and competences of teachers.
Positions, Dispositions and Practices in Education Policy in Central and South East Europe (Research in Progress)
Author: Kos Kecojevic, Živa
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Decision Making,Public Officials,Interviews,Educational Change,Cultural Capital,Employment,Personality,Educational Background,Family Characteristics

In the article, we present the conceptualisation and selected results of ongoing research dealing with the particular area of top decision making in education in Central and South East Europe. Aiming at a Bourdieuian type of objectification of key agents of decision making in education--ministers--a group of researchers from the region is in the process of interviewing former ministers of education. The interviews should serve as a (frequently omitted) part of the material for a structured analysis of education policy in the region in the times of transition, transformation and metamorphoses in education.