ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy. Report of the International Conference on the Changing Academic Profession Project, 2014. RIHE International Seminar Reports. No. 22
Author: Hiroshima University, Research Institute for Higher Education (Japan)
Date: 2015-02-00
Type: Collected Works - Proceedings
Subjects: Higher Education,International Cooperation,Global Approach,Foreign Countries,Educational Quality,College Faculty,Teacher Surveys,Conference Papers,Productivity,Teaching (Occupation),Educational Research,Career Development

The International Conference on the Changing Academic Profession Project convened in Hiroshima City, Japan, January 24-25, 2014. It was jointly hosted by the Research Institutes of Higher Education at Hiroshima and Kurashiki Sakuyo Universities. The theme of the conference was &quot;The Changing Academic Profession in Asia: The Formation, Work, Academic Productivity, and Internationalization of the Academy.&quot; Two keynote address and eight presentations were made by university professors from seven countries and regions. The present volume is a collection of the addresses and papers presented at the conference. Following a foreword by Fumihiro Maruyama, contents include: (1) Institutionalization of the R-T-S Nexus in the Academic Profession from an International, Comparative Perspective (Akira Arimoto); (2) Strong States, Strong Systems (William K. Cummings); (3) Quality of Education and Research at Higher Education Institutions in Cambodia: Results of the Survey on University Faculty Members (Yuto Kitamura, Naoki Umemiya, and Aki Osawa); (4) The Internationalization of the Academy in Asia: Major Findings from the International Survey (Futao Huang); (5) Effects of International Education Degree and Organizational Effectiveness Perception on Academic Research Productivity in China (Lu Li and Fengqiao Yan); (6) Career Prospects of the Malaysian Academic Profession (Aida Suraya Md. Yunus and Vincent Pang); (7) Academic Career Development in Vietnam (Pham Thanh Nghi); (8) The Self-Contained Academic Profession in Japan, a Matured Country (Akiyoshi Yonezawa); (9) The Impact of Research Productivity on Academics in Taiwan (Robin J. Chen and Ching-Shan Wu); (10) University Academic Staffs' Career and Research Productivity: Similarities and Differences in Six Asian Nations (Tsukasa Daizen); and (11) What Is a Mature University in This Competitive World? (Yumiko Hada). The conference program and list of participants are appended. Individual papers contain references. [Charles R. Barton edited the manuscripts in this report. For &quot;The Internationalization of Higher Education: Realities and Implications. Report of the International Workshop on University, 2013. RIHE International Seminar Reports. No. 21,&quot; see ED574175.]
Casting a Statewide Strategic Performance Net: Interlaced Data and Responsive Supports
Author: Layland, Allison
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Statewide Planning,Educational Change,Educational Planning,Educational Objectives,Program Implementation,School Effectiveness,Accountability,Data,School Statistics,Best Practices,Educational Innovation,Productivity,Benchmarking,Agency Role,Agency Cooperation,Compliance (Legal),Change Agents,Elementary Secondary Education,School Turnaround

The pivot point for educational change is now firmly placed with the district, rebalancing the position of the state and the school relative to the local education agency (LEA). The state education agency (SEA) has been shifting its emphasis for decades, from a compliance-focused authority to a change agent equipped with systems, processes, training, and support to heighten the progress of the local district and its schools. A strategic approach to performance management fits neatly in this new organizational environment. Ideal for organizing people and their work in one entity (SEA, LEA, or school), strategic performance management is equally suited to a multi-organization system where interlaced data and responsive supports are critical. A state system of support is such a system. The publication is presented in four parts: (1) Casting a Responsive Net; (2) Synopsis of the Modules and Steps for an SEA, LEA, or School to Implement SPM; (3) Interlaced Data and Responsive Supports; and (4) Best Practice, Productivity, and Innovation. With the SPM approach, each entity in the educational network claims its due share of autonomy, determining its organizational goals, strategies, performance measures, and actions. These core elements of SPM are structured in a way that implementation and performance data can flow between district and school and between both and the state, making possible responsive supports. In a multi-organizational application of SPM, the state agency itself adheres to the same principles of continuous improvement as districts and schools. The SPM processes generate useful, timely data to guide decision-making and course correction within each organization and across them. In this proposal, a networked application of SPM sharpens each organization's unique direction, enhancing that organization's productivity in pursuing its own goals. Two appendixes are included: (1) Ways to Identify Sound (Best) Practice; and (2) Summary of Recommended Study Criteria for Each Evidence Level.
Implementation of the Prevent Duty in the Higher Education Sector in England: 2015-16. Monitoring Outcomes. January 2017/01
Author: Higher Education Funding Council for England (HEFCE)
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Progress Monitoring,Terrorism,Prevention,Freedom of Speech,School Responsibility,Leadership,Partnerships in Education,Risk Assessment,Change Strategies,Strategic Planning,Staff Development,Welfare Services,Information Policy,Student Participation,Student Organizations,Best Practices,College Programs,Academic Freedom,Case Studies

Since September 2016, &quot;relevant higher education bodies&quot; have been subject under the Counter Terrorism and Security Act 2015 to a statutory duty to have due regard to the need to prevent people from being drawn into terrorism. In doing so, they must have particular regard to their existing duties to ensure freedom of speech and consider academic freedom. Further information on how higher education providers should implement the duty is set out in two sets of statutory guidance published by the Government. The Government appointed the Higher Education Funding Council for England (HEFCE) to monitor implementation of the duty across the higher education sector in England, covering 321 higher education providers. Alternative arrangements apply in Wales and Scotland. This report sets out HEFCE's findings from monitoring the first year of implementation of the Prevent duty in the higher education sector in England. The following Annexes are included: (1) List of providers monitored by HEFCE; (2) Self-assessment outcomes; and (3) Voluntary data returns.
Financial Health of the Higher Education Sector: Financial Results and TRAC Outcomes 2014-15. Issues Paper. March 2016/04
Author: Higher Education Funding Council for England (HEFCE)
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Higher Education,Fiscal Capacity,Educational Finance,Funding Formulas,Annual Reports,Investment,Income,Grants,Expenditures,Debt (Financial),Accountability,Costs,Fees,Foreign Countries

This report provides an overview of the current financial health of the Higher Education Funding Council for England (HEFCE) funded higher education sector in England. This does not include directly funded further education or other colleges, or alternative providers of higher education. The analysis covers financial results for the academic year 2014-15, as submitted to HEFCE in December 2015, as well as the outcomes from the sector's Transparent Approach to Costing (TRAC) reporting for 2014-15, as submitted to HEFCE in January 2016. The report is being published to provide universities and higher education colleges with feedback on their financial performance in 2014-15. It also provides other stakeholders with information about the current financial health of the HEFCE-funded sector. This report focuses on the financial results for 2014-15.
Economics and Comparative and International Education: Past, Present, Future
Author: Wolhuter, Charl
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: International Education,Comparative Education,Economics Education,Human Capital,Knowledge Economy,Neoliberalism,Educational Change,Educational Development,Global Approach,Educational Trends

The aim of this paper is to map this place of economics in the field of study of Comparative and International Education. Interrelationship between economy and education is concerned, two broad lines of enquiry lie within the scope of Comparative and International Education: economy as shaping force of education systems and the effect of education on the economy. In the interwar &quot;factors and forces&quot; stage of Comparative Education, the economy as a shaping force of national education systems came to the fore. In the social science phase of the 1960s the focus shifted to a study of the effect of education on the economy. This was reversed again in the 1970s, when socio-economic reproduction theories assigned a deterministic place to socio-economic stratification of society. In recent years neo-liberal economics dictated the research agenda of Comparative Education. In conclusion recommendations for a future research agenda in the field are made. [For the complete Volume 15 proceedings, see ED574185.]
The Internationalization of Teacher Education: Different Contexts, Similar Challenges
Author: Leutwyler, Bruno
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Teacher Education,Teacher Education Programs,Context Effect,Global Approach,Comparative Education,Correlation,Barriers,Educational Practices,Higher Education,International Cooperation,International Schools,Curriculum Development,Student Mobility,Faculty Mobility,Foreign Countries

This is a comparative study focused on the internationalization of teacher education in three countries--Bulgaria, Switzerland, and South Africa. The authors stress on the fact that on the one hand, teacher education is exposed to the increasing imperative to internationalize but on the other hand, teacher education is traditionally to a very large extent nationally shaped. The classical fields of internationalization of teacher education--individual mobility of students and staff, program and provider mobility, internationalization of the curriculum, internationalization of the campus, international cooperation--are used as a basis for constructing the chapter. The authors present these fields in teacher education in Bulgaria, Switzerland, and South Africa. Then, comparing the three different national contexts, some common features, similarities and differences between the countries are analyzed. Finally, the study ends with synthesizing two main challenges that illustrate how an appropriate internationalization of teacher education is still to be developed. [For the complete Volume 15 proceedings, see ED574185.]
Early Support Development of Children with Disorders of the Biopsychosocial Functioning in Poland
Author: Czyz, Anna
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Child Development,Developmental Disabilities,Young Children,Access to Health Care,Barriers,Models,Early Intervention,Clinical Diagnosis,Therapy,Teamwork,Parent Role,Family Environment,Surveys,Interviews,Human Capital,Allied Health Personnel

This article presents the results of a research study on the system of early child development support with developmental disabilities and their families in Poland. The analysis covered areas such as proximity and accessibility of services, infrastructural conditions, preparation of personnel, and occurrence of systemic barriers. The article provides a verification of the model of early intervention teams working in the field of diagnosis, design and implementation of impact, the responsibility for the course of therapeutic work and team development. In addition, the role of parents in therapy as well as the strengths and weaknesses of the system are discussed. [For the complete Volume 15 proceedings, see ED574185.]
Disappearing Teachers: An Exploration of a Variety of Views as to the Causes of the Problems Affecting Teacher Recruitment and Retention in England
Author: Hilton, Gillian L. S.
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Teacher Recruitment,Teacher Persistence,Educational Policy,Educational Change,Leadership Responsibility,Barriers,Faculty Workload,Labor Turnover,Teacher Shortage,Teacher Salaries,Public Agencies,Costs,Governance

This paper discusses the causes of the difficulties experienced in recruiting and retaining teachers to work in schools in England. The analysis begins with a report by the National Audit Office which blamed the Department of Education's actions as the main reason for the difficulties, then using other documented sources, reports, press articles, parliamentary committee information and news channels the paper explores the problem from a wider perspective. Despite the criticism of the Department for Education it appears that though its actions have exacerbated the problem and it has been slow to acknowledge that we are facing a crisis, the main concern it appears is the tremendous work load faced by teachers in England. This, combined with other concerns is not only making teachers think seriously about leaving the profession, but also preventing potential recruits applying to train. [For the complete Volume 15 proceedings, see ED574185.]
Integrating Art and Creative Practices into a Programme of Support for Nigerian Students Studying in UK Higher Education Institutions
Author: Achinewhu-Nworgu, Elizabeth
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Creative Activities,Integrated Activities,Art Activities,Art Education,Migrant Education,Study Abroad,Foreign Students,Transitional Programs,Barriers,Student Experience,Developmental Studies Programs,Case Studies,Qualitative Research,Vignettes,Interviews

This scoping paper explores the experiences of overseas students from Nigeria studying in Higher Education Institutions (HEIs) in the United Kingdom. It considers the context for these students and some of the particular pressures and challenges they experience in making the transition from education in Nigeria to achieving academic success and adapting to life as a student in the UK. With reference to the work of Professor Claudio-Rafael Vásquez-Martínez, at the outset of a collaborative project to explore these issues further, this paper considers whether the use of painting and other creative practices could assist these students in managing the transition more effectively and ultimately in succeeding in their academic studies. For the present study, qualitative data was gathered using interviews with Nigerian students who came to study in the UK with the assistance of a London-based organisation, Focus Learning Support Ltd, which assists Nigerian students in their applications to UK HEIs, and which supports them throughout their studies. [For the complete Volume 15 proceedings, see ED574185.]
Comparing Student Retention in a Public and a Private College: Implications for Tackling Inequality in Education
Author: Achinewhu-Nworgu, Elizabeth
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Analysis,Equal Education,School Holding Power,Private Colleges,Public Colleges,College Choice,Parent Attitudes,Qualitative Research,Change Strategies,Participant Observation,Teaching Experience,Educational Practices,Institutional Characteristics,Foreign Countries,Statistical Analysis

I became interested in inequality in education and academic achievement from my youth, after I attended the first year of my secondary school in a rural college. However, I was also privileged to attend an elite college from year 2 of my secondary schooling, having changed from the rural college to a city college in the 70s. I realized, from these experiences, the potentially huge impact of inequality in the education system in relation to quality and standards. It was from this experience that I came to fully appreciate why some parents choose to send their children to particular types of school to achieve good qualifications; and why others send their children to a public college. I also made a promise to myself that I must be a teacher with the hope of supporting student retention and achievement. The purpose of this paper was derived from my previous work on student retention, and to share my experience working in elite and public colleges in London; the inequality and difference observed in teaching on their higher education programmes. My main aim in carrying out this research was to compare the difference in retention strategies in relation to private and public colleges, for which I employed qualitative research methods, observing the difference in college practices. Interviews were also conducted with few parents to ascertain their reasons for choosing either public or private colleges for their children. The findings show that both the private college and the public college used for the study have good practices in education and in their retention strategies. However, the private college had higher retention and achievement rates compared to the public college. Bringing together my experiences of teaching in these colleges for a short period, and my previous research work on key retention strategies, I carried out this mini study to explore this particular aspect of inequality in education; and how can institutions work together to eliminate inequality in education. [For the complete Volume 15 proceedings, see ED574185.]
Some Aspects of Developing Background Knowledge in Second Language Acquisition Revisited
Author: Zashchitina, Galina
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Prior Learning,Second Language Learning,Second Language Instruction,Cultural Awareness,Correlation,Schemata (Cognition),Language Processing,Literature,Learning Processes,Interference (Learning),Reading Comprehension,Familiarity,Teaching Methods

The article focuses on defining how background knowledge impacts on second-language acquisition by giving a brief overview of schema theory, the interaction of the basic modes of information processing. A challenge of dealing with culturally specific texts in second language acquisition is also touched upon. Different research-supported views on co-dependence of culture and meaning in learning a language as well as the significance of integrating authentic use of literature into the learning process are also briefly examined. The article stresses that a lack of prior and cultural knowledge may become a put-off factor for a second language student thus hindering the entire process of learning as failing to understand and master the target culture prevents a student from mastering a second language. The article also briefly considers cultural interference at the affective and denotative levels to show the connection between culture and language. [For the complete Volume 15 proceedings, see ED574185.]
Reading Partridge's &quot;The Goblet Club&quot; as an Integral Part of a Secondary School's Anti-Bullying Programme
Author: De Wet, Corene
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Secondary School Students,Bullying,Fiction,Didacticism,Bibliotherapy,Prevention,Coping,Stress Management,Foreign Countries

Notwithstanding legislation and individual schools' codes of conduct prohibiting bullying, bullying is an escalating problem in South African schools. It seems as if existing anti-bullying policies, programmes and intervention strategies are failing to address the scourge. Bibliotherapy has been identified as a way to strengthen schools' existing anti-bullying programmes. This paper reports on findings from an investigation into the suitability of reading Partridge's &quot;The Goblet Club&quot; during bibliotherapy sessions which form an integral part of a school's anti-bullying programme. The study found that &quot;The Goblet Club&quot; gives an authentic, well-researched portrayal of bullying among boys, as well as teacher-on-learner bullying. The book sheds light on the bullies, victims, bully-victims and bystanders, types of bullying, and coping strategies employed by the fictional victims of bullying. The reading of Partridge's &quot;The Goblet Club&quot; as part of a school's anti-bullying programme will give learners the opportunity to use the fictional characters' struggles and aggression to gain insight into their own nemeses, different types of bullying, and the effectiveness of coping strategies. [For the complete Volume 15 proceedings, see ED574185.]
Short Cycle Higher Education Development in Latvia
Author: Luce, Intra
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Higher Education,Vocational Education,Qualifications,Educational Practices,Educational Policy,Educational Change,Educational Development

Education plays an important role in the economy and everyday life since economic well-being largely depends on the knowledge, skills and proficiency of the labour force. Thanks to the Bologna reforms, students and graduates are able to move freely throughout the European Higher Education Area (EHEA) where qualifications are recognised as well as study stages and study programmes allow students to acquire knowledge, skills and competence. At the same time, it should be admitted that structural reforms are unevenly carried out within the EHEA, for example, provision of short-cycle education and practical implementation of standards and guidelines for higher education in Europe. Although the Bologna process is a voluntary one, it calls for urgent action to create a system of academic degrees in order to facilitate mobility of students, educators and researchers and ensure quality education and training, i.e., the degrees acquired at any higher education institution anywhere in the EHEA will be appropriately recognised elsewhere in this area both to continue studies and to participate in the labour market. [For the complete Volume 15 proceedings, see ED574185.]
Psychological Counseling Services in the Universities of Russia and the West
Author: Kirillova, Elena
Date: 2017-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Psychological Needs,Psychological Services,Counseling Services,Universities,Student Experience,Stress Variables,Educational Practices,Student Personnel Services

The article reveals the importance of psychological counseling service in Russian and foreign universities. During their educational activities students experience the pressure of various stressors associated with it. There is also the specific character of psychological age. The article describes features of the psychological counseling in Russian and foreign universities; it analyzes the existing experience, identifies problem points and indicates the goals of further development of the psychological support services for students. [For the complete Volume 15 proceedings, see ED574185.]