ethanporcaro/eric-fulltext-meta huggingface dataset:
The Implementation of Total Quality Management in Greek Higher Education: The Case of Electronic Administrative Services
Author: Papanthymou, Anastasia
Date: 2018-00-00
Type: Journal Articles
Subjects: Total Quality Management,Foreign Countries,Higher Education,Questionnaires,Undergraduate Students,Student Surveys,Technology Uses in Education,Educational Administration,Interviews

The basic aim of this paper is to investigate the contribution of Total Quality Management (TQM) approach to improve the quality of electronic administrative services of the Department of Primary Education of the University of the Aegean. This research conducted during the second semester of the academic year 2016-17 and aims to implement specific TQM tools. A questionnaire responded by 128 undergraduate students were used to select the processes in which the TQM tools were implemented and an interview was conducted with two persons from the staff of the academic administration. The results of the survey show that the causes of failures were the human factor (students, academic staff and administrative staff) and weaknesses in the electronic services. Corrective actions are also proposed to correct to some extent the identified failures. Finally, the triptych-man, Information and Communication Technologies (ICT) and TQM contribute to the quality of electronic administrative services.
The Changing Field of Development and Global Education Resource Provision in New Zealand
Author: Tallon, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Global Education,Educational Resources,Educational Policy,Educational Change,Educational Media,Educational Development,Nongovernmental Organizations,Knowledge Management

This article examines the nature of resource provision for development and global education in New Zealand through three lenses: (1) the wider educational policy context; (2) the knowledge production processes and practices that have shaped development and global education; and (3) the content of selected educational resources. This threefold analysis reveals an increasingly diffuse environment of educational resource production and consumption, with little evaluation or coordination. Despite this, there are opportunities for development and global education to reposition itself more centrally within the space of educational resource provision, through supporting learners' critical, active and informed participation in local and global communities. The broader approach provides a new arena that can, if done well, enhance global and development education.
Implementing Global Citizenship Education in EU Primary Schools: The Role of Government Ministries
Author: Tarozzi, Massimiliano
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizenship Education,Educational Policy,Cross Cultural Studies,Foreign Countries,Educational Change,Longitudinal Studies,Comparative Education,Global Approach,Public Agencies,Discourse Analysis,Politics of Education,Foreign Policy,Educational Administration,Teaching Methods,Elementary School Students

According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies--specifically two main bodies in each country, the ministries of foreign affairs and education--and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools.
Why Words Matter: Deconstructing the Discourses of Development Education Practitioners in Development NGOs in Portugal
Author: Coelho, Dalila P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Qualitative Research,Nongovernmental Organizations,Semi Structured Interviews,Global Education,Citizenship Education,Educational Practices,Interviews,Social Change,Professional Identity,Educational Strategies

Considering discursive transitions in development education, we discuss the main findings of a qualitative study with practitioners in Portuguese development nongovernmental organizations, based on semi-structured in-depth interviews. Our goal was to understand practitioners' accounts of their field of action and the discursive transition between development and (global) citizenship. The research provides new information about the Portuguese situation and contributes to the reconceptualization debate. The analysis reinforces the complexity of the field, connected to its focus on processes, and its highly organic, personal and multidimensional nature. It also depicts a nuanced understanding of terms and an increasing identification with global citizenship education as an umbrella term for practitioners' action and an alternative to the North-South and development narratives attributed to development education.
What Do Young People Learn When Sponsoring a Child in the Global South? Empirical Findings from Germany
Author: Wagener, Marina
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Experience,School Activities,Qualitative Research,Global Education,Donors,Group Discussion,Focus Groups,Generalization,Participant Satisfaction

This paper describes and analyses the results of research into the learning experiences of young people in Germany who sponsor a child living in the Global South as part of their school activities. First, the research context and methodological approach is presented. A qualitative-reconstructive design was applied using the documentary method of analysis to identify implicit knowledge structures. Second, the central findings, particularly three reconstructed types of learning experiences--concretization, generalization, dissociation--are presented and illustrated by extracts from the empirical data. Third, the discussion of the results reveals the limits of global learning from child sponsoring.
Transformative Cosmopolitan Education and Gandhi&apos;s Relevance Today
Author: Lang-Wojtasik, Gregor
Date: 2018-00-00
Type: Journal Articles
Subjects: Transformative Learning,Foreign Countries,Global Education,Sustainability,Social Justice,Educational Change,Educational Principles,Educational Practices,European History,Literacy,Educational Philosophy,General Education,Global Approach,Western Civilization

The understanding of transformative education in this article is based on the principles and practice of global learning. Globalization is understood as a transformative process creating challenges for society, human beings and education. Global learning, framed within sustainability and justice, is understood as a way of handling the transformative challenges of a world society. It is embedded in processes of European history. In this way, it is possible to see global learning as world societal literacy that goes beyond reading and writing, and to understand it as another level of enlightenment. To do so, I refer to the social, philosophical and educational ideas of M. K. Gandhi, also known as Mahatma ('great soul') (1869-1948), which still create a basis for reform-oriented concepts of basic education, literacy and sociopolitical literacy in India today. These are historical concepts concerning transformation of the self and education as a means of handling transformative societies beyond an existing understanding of Western civilization in a systematic way. The concluding concept of transformative cosmopolitan education presents World Nai Talim as a basis for an enlightenment that is equally applicable to both the Global South and North.
The Significance of the Logo of NEOM in Plasticizing Contemporary Abstract Artworks
Author: Rayes, Elham Abdullah
Date: 2018-00-00
Type: Journal Articles
Subjects: Art,Art Products,Consumer Economics,Advertising,Visual Aids,Plastics,Art Materials,College Students,Females,Art Education,Quasiexperimental Design,Aesthetics,Foreign Countries,Urban Planning,Graphic Arts

The current study aimed at plasticizing contemporary artworks by activating the formal and denotative significances of the logo of NEOM through the concept of abstract art. To achieve the study objectives, participants were asked to plasticize contemporary artworks using multiple-sized canvas, several coloring materials, a computer and some software as a technological medium, and high-quality printer papers to activate the significances of the logo of NEOM. Abstract artworks were displayed and analyzed in the light of activating the formal and denotative significances of the logo of NEOM. The author follows the descriptive approach and the quasi-experimental approach. The experiment was applied to female students in the Arts Lab at Umm Al-Qura University in 2018/ 1439H. The experiment yielded the ability of activating the logo of NEOM in artworks (plastic works), combining the significances of the logo of NEOM and abstract art produces unusual artworks, plastically activating the logo of NEOM resulted in enriching the aesthetic value of artworks, and formal and denotative significances of the logo of NEOM enrich plastic arts especially abstract works. The author recommends keeping up with contemporary progress and events and inspiring plastic artworks from the reality around the artist.
Learning from Students: What, Why, and How Adolescent English Learners Want to Read and Write
Author: Stewart, Mary Amanda
Date: 2018-00-00
Type: Journal Articles
Subjects: Adolescents,English Language Learners,Student Surveys,High School Students,Culturally Relevant Education,Reading Assignments,Writing Assignments,Student Motivation,Literacy Education,Reading Material Selection,Pretests Posttests,Preferences,Student Attitudes

In various conversations regarding how to teach language and literacy to adolescent English Learners (ELs), students' voices are often lost. This article privileges those voices by surveying ELs in Texas high schools regarding what, why, and how they want to read and write in and out of school. The authors surveyed the students before and after an instructional intervention designed to increase students' literacy engagement by introducing culturally relevant reading and writing in their classrooms. The findings indicate that the participants want to read and write about relevant topics in order to affirm their identities, express themselves, or to learn about others. The authors encourage educators to maintain high literacy expectations for ELs while providing opportunities to select relevant literature and respond in authentic ways. Most importantly, this research suggests we should privilege student voices as we consider how to provide effective language and literacy instruction.
Perception and Positionality: Adult Refugee and Migrant Students&apos; Understandings of the Global Citizen Identity in British Society
Author: Casali, Rachel
Date: 2018-00-00
Type: Journal Articles
Subjects: Refugees,Migrants,Citizenship,Foreign Countries,Identification (Psychology),Adult Education,Self Concept,English (Second Language),Focus Groups,English for Special Purposes,Qualitative Research,Adult Students

In an increasingly globalized world there is continued debate within educational research about the existence and identity of the global citizen. This article contributes to this exploration by locating the debate within the further education (FE) and skills sector. It is based on the author's MA dissertation and examines the understandings of the global citizen identity as held by adult students from refugee and migrant backgrounds at a large FE college in London. It also investigates the extent to which these students perceive themselves as global citizens in British society. A qualitative study is used to explore these perspectives through student focus groups and the theme of positionality. This article argues that the global citizen identity is largely understood as an aspirational identity that is implicated with orientations of power and that there is an overall absence of a critical approach in relation to understandings of the global citizen identity. Increased criticality is therefore essential in enabling an exploration of this identity as necessarily multifaceted and complex.
Assessing Global Competence in PISA 2018: Challenges and Approaches to Capturing a Complex Construct
Author: Sälzer, Christine
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Comparative Education,Academic Achievement,Educational Quality,Standards,Guidelines,Stereotypes,Questionnaires,Vignettes,Global Approach

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met. [First published as Sälzer, C. and Roczen, N. (2018) 'Die Messung von Global Competence im Rahmen von PISA 2018'. &quot;Zeitschrift für Erziehungswissenschaft&quot; 21 (2): 299-316. Translated from the German by Christine Sälzer, with assistance from Dr. Gwen Schulte, DIPF, Frankfurt.]
International Programmes and Research on Effective Activity-Based Learning (ABL): What Can Ghana Learn from International Best Practices?
Author: Nudzor, Hope Pius
Date: 2018-00-00
Type: Journal Articles
Subjects: Best Practices,Educational Change,Foreign Countries,Outcomes of Education,Educational Quality,International Education,Teaching Methods,Learning Activities,Access to Education,Active Learning,General Education,Educational Policy,Intervention,Program Descriptions,Case Studies,Academic Achievement,Elementary Education

Despite tremendous success in improving access and enrolment of pupils in the Ghanaian basic education system in recent times, learning outcomes still remain below expected levels. Through a systematic review of literature on international programmes and research on activity-based learning (ABL), this article highlights exemplary practices which could help improve the quality of teaching, raise student learning and close achievement gaps for Ghanaian pupils. The article finds that Ghana has been the testing ground for many initiatives aimed at improving the quality of teaching and learning. However, owing to the litany of problems associated with these initiatives, the article forcefully contends that Ghana now needs to focus on drawing lessons from international best practices on ABL pedagogies to enable the country to see what is working and not working and to set the foundation for developing a new national approach to ABL, which should have the potential to transform the education landscape in Ghana.
Stories Matter: Sharing Our Voices with Digital Storytelling
Author: Yearta, Lindsay
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Educational Technology,Technology Uses in Education,Electronic Publishing,Preservice Teacher Education,Preservice Teachers,Technology Integration

Our students' voices matter; their stories are important. Digital tools can help students craft and publish their stories for wide, varied, authentic audiences. As little as a decade ago, it was difficult and expensive to publish digital stories. Given the myriad of apps and tools now available, teachers in elementary, middle, and high school settings can select the tools that will work best for their students. Digital storytelling can empower students and teachers to share their voices, participate in the ongoing, collective conversation, and learn from one another as they listen to and engage with others.
Intercultural Story Sharing in Guam
Author: Moore, Sarah Jane
Date: 2018-00-00
Type: Journal Articles
Subjects: Story Telling,Case Studies,College Students,Teaching Methods,Preservice Teacher Education,Multicultural Education,Creative Teaching,Transformative Learning,Art Activities,Preservice Teachers

This paper evolved from an artistic residency entitled The Stories Within that took place at the University of Guam in February 2017. The Stories Within intercultural research was led by independent creative artist Sarah Jane Moore and represented a collaboration between Moore and Assistant Professor of Education at the University of Guam, Dr Dean Olah. Oceanic Comparative International Education Society (OCIES) Fellowships and Networks Program small grant, the University of Guam and Adjunct Professor Joseph Franquez, Professor of Education, Dr Una Nabobo-Baba, and Fine Arts and Education colleagues at the University of Guam supported it.
CFS Policy and Cambodian Teacher Education and Training: Beeby Revisited
Author: King, Elizabeth F.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Teacher Education Programs,Program Implementation,Case Studies,Elementary School Teachers,Teacher Surveys,Preservice Teacher Education,Educational Quality,Teacher Qualifications,Pedagogical Content Knowledge,Educational Needs,Age Differences,Educational Attainment,Faculty Development

This paper explores educational policy implementation in Cambodia through the lens of teacher education and training. Acknowledging the centrality of teachers in the implementation of pedagogical reforms globally, this study investigates the extent to which the education and training of teachers in this study equipped them to implement the Cambodian Ministry of Education's Child Friendly Schools Policy. Using Beeby's 1966 Stages of Development as a framework, this paper considers how teachers' education and training affect their ability to enact pedagogical initiatives in the classroom. Using a case study methodology, data was collected, primarily, through a survey and interviews with educators in three government primary schools in distinct locations. Findings identified the following factors that inhibited teachers implementing CFS: weak content knowledge; inadequate pre-service preparation; and a lack of professional development. The findings underscore the importance of developing the requisite content knowledge and pedagogical skills of teachers on an ongoing basis.
Comparing Turkish and Pakistani Teachers&apos; Professionalism
Author: Ilgan, Abdurrahman
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Statistical Analysis,Teacher Surveys,Professional Identity,Professionalism,Cross Cultural Studies,Cultural Differences,Elementary Secondary Education,Professional Autonomy,Gender Differences,Institutional Characteristics,Likert Scales

The purpose of this study was to compare perceptions of teaching professionalism by Turkish and Pakistani teachers. The study used a quantitative, non-intervention, descriptive survey design. The research sample was 315 teachers from Turkey and 202 from Pakistan. The teacher professionalism (TP) scale used to collect data included 46 items, two of which were negative, which examine nine dimension of teaching professionalism (alpha reliability coefficient = 0.93 abd TP scale showing a total variance of 58.96%). Results of the composite professionalism scale revealed that the teachers in Pakistan had more significant positive/higher perception of professionalism than the teachers in Turkey. Comparisons of the sub-dimensions of the TP scale revealed that Pakistani teachers had more positive/higher perceptions in five of the nine sub-dimensions, whereas only one sub-dimension was positive/higher for teachers in Turkey. In Pakistan, male teachers had more positive/higher perceptions of professionalism than female teachers. Other findings showed that there was no significant difference between the Turkish and Pakistani teachers according to school type.
Fostering a Greater Understanding of Science in the Classroom through Children&apos;s Literature
Author: Mahzoon-Hagheghi, Masomeh
Date: 2018-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Childrens Literature,Literacy,Standards,Science Teachers,Course Content,STEM Education,Educational Benefits,Science Curriculum,Preservice Teachers,Beginning Teachers,Books,Elementary Secondary Education

The purpose of this article is to provide preservice and new STEM teachers with an understanding of the benefits of using science trade books to foster comprehension of the science content in the classroom and explain how to supplement science instruction with children's literature. By using children's literature in the science classroom, students have an opportunity to make connections between science content and reading and writing. In this article, tools for selecting children's literature to use in the science classroom are discussed and ways to incorporate literacy skills and strategies alongside science standards are provided.
High-Frequency Words: Some Ways to Teach and Help Students Practice and Learn Them
Author: Johns, Jerry L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Word Frequency,Word Study Skills,Reading Consultants,Elementary Education,Teaching Methods,Educational Strategies,Repetition,Drills (Practice)

This is a practical article for teachers in the primary grades and for other teachers and reading specialists whose students experience difficulty responding automatically to high-frequency words. In this article, we will begin by providing some helpful information about vocabulary and high-frequency words in particular. You will learn why high-frequency words are critical if students are to become efficient and effective readers. Then we will turn our attention to the heart of the article: providing numerous ways to teach and help students practice and learn high-frequency words. Finally, we will provide you with two word lists, some phrases, and sentences that you can use to help teach, practice, and reinforce the words.