ethanporcaro/eric-fulltext-meta huggingface dataset:
Research Assessments and Rankings: Accounting for Accountability in "Higher Education Ltd"
Author: Singh, Geeta
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Accounting,Accountability,Performance,Classification,Rhetorical Criticism,Change Strategies,Educational Change,College Outcomes Assessment,Educational Indicators,Audits (Verification),Evaluation Methods,Standards,Benchmarking,Comparative Analysis

Over the past two decades, higher education in advanced capitalist societies has undergone a process of radical "reform". A key element of this reform has been the introduction of a number of accounting-based techniques in the pursuit of improved accountability and transparency. While the "old" accounting was to do with stewardship, the "new" accounting is to do with performance. In accordance with the performance principle, the publishing companies and the higher education funding bodies have engaged in ranking exercises. These exercises impact on all aspects of academic life as the entities that are ranked and rated include universities, disciplines, journals, and academics and their "outputs" in teaching and research. This paper explores the genesis and the consequences of the performance discourse. It argues for a philosophical separation of the notions of accountability and accounting. Furthermore, it raises the issue of academic accountability as something that exceeds the logic of accounting. (Contains 7 notes.)
Australia's Research Quality Framework and Gender Equity
Author: Austen, Siobhan
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sex Fairness,Gender Differences,College Faculty,Womens Education,Womens Studies,Publications,Incidence,Predictor Variables,Faculty Promotion,Evaluation Methods,Quality Control,Standard Setting

This article presents quantitative evidence that shows that the introduction of a research assessment scheme similar to the proposed Research Quality Framework (RQF) is likely to exacerbate gender inequity in the Australian university sector. It contributes new measures of gender differences in the publications records of Australian academics. It also identifies the significant impact that measured research performance already has on the promotion chances of Australian academics. Both pieces of evidence indicate that an RQF-style scheme would increase the importance of measured research success in determining career chances and, in doing so, would further reduce gender equity in the university sector. (Contains 2 footnotes and 6 tables.)
Research Assessment in Singaporean Higher Education: Changing Educational Accountabilities in a Context of Globalisation
Author: Vidovich, Lesley
Date: 2008-00-00
Type: Journal Articles
Subjects: Productivity,Community Development,Higher Education,Foreign Countries,Accountability,Research Universities,Educational Trends,Cultural Influences,Economic Factors,Educational History,Competition,Global Approach,Educational Change,Local Issues

In this article, research assessment in Singapore's higher education sector is viewed as part of the broader trend towards changing educational accountabilities in a context of globalisation. However, while on the one hand, recent Singaporean policies resonate with a neo-liberal market ideology where accountability policies are designed to enhance international competitiveness, on the other hand Singapore's policies also reflect its own unique context. That is, Singapore's policies and practices in relation to accountability in general, and research assessment in particular, are embedded in its own historical, economic, social and cultural traditions. There is a &quot;price to pay&quot;, however, for competing with the West, especially in terms of preserving relevant research for local community development. &quot;Global&quot;-&quot;local&quot; tensions are clearly manifest as Singapore increasingly turns towards America as a model in its drive to enhance research productivity.
The Research Assessment Exercise in Hong Kong: Positive and Negative Consequences
Author: Currie, Jan
Date: 2008-00-00
Type: Journal Articles
Subjects: Productivity,Periodicals,Journal Articles,Foreign Countries,Social Scientists,Scientists,Interviews,Research Universities,Criticism,Western Civilization,Faculty Publishing,Institutional Evaluation,Quality Control,Accountability,College Faculty,Comparative Analysis

This article reports findings from 39 interviews from two Hong Kong universities and offers a critique of the RAE system. Respondents stated that the main emphasis in counting research productivity was on articles in prestigious international journals. There were many negative comments about this as the main quality indicator. Some respondents mentioned that international journal articles benefited natural and physical scientists more than social scientists and devalued local research and local journals, resulting in a bias towards the West. The more positive comments accepted the RAE, feeling that there was an emphasis on quality not just quantity. In terms of the impact of the RAEs, many participants expressed that the exercises encouraged a great deal more publishing and that academics could fast track their careers by publishing more. However, the negative responses indicated that the RAEs encouraged a glut of publications that were more mediocre with little substance or originality. (Contains 6 footnotes and 1 table.)
Risky Custodians of Trust: Instruments of Quality in Higher Education
Author: Sidhu, Ravinder
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Trust (Psychology),Educational Quality,Educational History,Reputation,Competition,Ideology,Accountability,Academic Freedom,College Faculty,Professional Autonomy,Global Approach,Quality Control,Benchmarking,Academic Standards

This article inquires into the &quot;calculative practices&quot; that are used to regulate quality in higher education. After providing a historical snapshot of the antecedents of quality regimes, I discuss university ranking systems (league tables) and the UK's Research Assessment Exercise. I ask two questions: first, what do the visibilities of quality conceal, and second, what possible effects are quality regimes having on notions of &quot;proper&quot; academic identity? That the quality agenda in higher education is tied to a collective national and institutional aspiration to be internationally competitive is generally recognised as an outcome of neoliberalisation. I argue that there is a need to go beyond considering neoliberalism as an ideology imposed from above. Rather, the techniques aimed at building a competitive, dynamic and accountable higher education system in countries like Australia and the  UK are premised on creating flexible identities for academic professionals, using their powers of freedom to further their individual desires, self-interest and self-advancement. This has consequences for the knowledge cultures fostered by higher education institutions.
More Effective Aid Policy? AusAID and the Global Development Agenda
Author: Cassity, Elizabeth A.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Analysis,Sustainable Development,Educational Policy,Alignment (Education),Poverty Programs,Rhetorical Criticism,Agency Cooperation,Agency Role,Technical Assistance,Program Effectiveness,Foreign Policy,International Education,Educational Development

A first glance at almost any policy document generated by a bilateral or multilateral donor agency reveals a familiar rhetoric of participation, partnership, community, good governance, growth and strong democracy as key ingredients for a successful development program. While some critics of this rhetoric argue that this is merely a recasting of old aid agendas, others confirm that recent rethinking of aid policies and agendas are sincere efforts to address poverty reduction and ensure aid effectiveness. Education has been proposed as an indispensable element to achieving the aforementioned goals of development policy rhetoric, not least in the Eight UN Millennium Development Goals. This paper examines the role of the Australian Agency for International Development (AusAID) in the current global development environment, with particular focus on education policy in the Asia Pacific region. How does AusAID's education policy align with international goals for poverty reduction and sustainable development? How does AusAID coordinate its education policy priorities with other development agencies and recipient governments? To enable an exploration of these questions, this paper provides a comparative analysis of AusAID's approach to its educational development programs in Papua New Guinea and Cambodia.
The Rise of Basic Education: A Local Issue or a Construct of the Global Agenda? A Review of Education Priorities of Key Donors in the Pacific Region
Author: Tolley, Hilary C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Donors,Adult Basic Education,Trend Analysis,Global Approach,Educational Development,Technical Assistance,International Programs,Needs Assessment,Regional Cooperation,Regional Programs

With &quot;basic education&quot; now firmly a part of the current development discourse, this paper discusses how a selection of donors in Pacific education relate to this notion in terms of shifts in their development policy, their financial commitment and their underlying political agenda. With Levesque's (2001) notion of &quot;perception gaps&quot; in mind, discussion about the direction in which these priorities, objectives and obligations are pushing education development are considered and attention is drawn to the need for a loud local voice with increasing donor convergence. (Contains 13 footnotes.)
Globalisation of English Language Programs for Young Children in Viet Nam
Author: Hall, Beverley
Date: 2008-00-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Design,Vietnamese People,Early Childhood Education,Participant Observation,Young Children,Information Technology,Comparative Analysis,Cultural Context,Foreign Countries,English (Second Language),Second Language Learning,Second Language Programs,Teaching Methods,Language Teachers,Second Language Instruction

The specific purpose of education is to &quot;prepare&quot; children so that they are able to maximise their potential and participate in the society or community around them. In order for many Third World nations to access information technology, the provision of language programs, particularly English, has become necessary. However, in the implementation of these programs, the influence of the globalisation of English in a different cultural context becomes a crucial concern particularly in relation to curriculum design. In preparing children from a young age to be in a position to gain access to the information technology, perceived as necessary for the country's development, an awareness of the possible but unintended social and cultural outcomes is important. Research in second foreign language (referred to in this paper as &quot;second&quot; language) teaching methodology and curriculum development has been limited in the area of early childhood education. As a result, this paper is an account of an investigation into two second language teaching methodologies (&quot;direct&quot; and &quot;indirect&quot;) applicable for young children in Viet Nam. The development of these programs is discussed from two perspectives. One involved a comparative study into English language programs at the pre-school level, using the target language (&quot;direct&quot;) as a means of instruction and the vernacular (&quot;indirect&quot;) to teach the target language. The other perspective incorporated a brief comparative analysis of native versus non-native target language teachers. This involved four bilingual Vietnamese teachers and four groups of Vietnamese children in two economically diverse early childhood centres, while the second study involved a native English speaker in each of the same centres but with a different group of children. This research was carried out in the context of a descriptive analysis using a hybrid research methodology involving predominantly participant observation--a research process recommended for studies involving young children. The results that emerged led to the development of a basic structure for age-appropriate programs for use in Vietnamese cultural contexts.
Mobilising the Ethiopian Knowledge Diasporas: Framing the Issues
Author: Amazan, Rose C.
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Brain Drain,Human Capital,Developing Nations,Migration Patterns,Occupational Mobility,Educational Trends,Trend Analysis,Employment Opportunities,Compensation (Remuneration),Comparative Education,International Education,College Graduates,Study Abroad,Educational Policy,Social Networks,Internet,Information Technology,Economic Development,Economics,Social Action,Professional Occupations

The number of highly skilled Africans leaving their country of origin, many with PhDs, has reached disturbing proportions. Meanwhile, Africa spends billions per year to fill the capacity gaps that are created by the exodus of the highly skilled. In Africa, Ethiopia ranked first in terms of rate of loss of human capital. Many African governments are unable to match salaries or offer incentives to draw the highly skilled to return home in this context. The article focuses on the knowledge Diaspora, and the possibilities that exist to offset the potential impact of brain drain on their country of origin. The paper examines pathways for the mobilisation of the African Intellectual Diasporas, in particular the Ethiopian knowledge Diaspora, by addressing the main factors that played a role in shaping the new direction of the brain drain phenomenon. (Contains 2 figures.)
Deconstructing Neo-Colonialism and Liberalism: Kenya and the NGOs--A Discourse Analysis
Author: Lang'at, Kiprono
Date: 2008-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Rural Areas,Nongovernmental Organizations,Foreign Countries,Foreign Policy,Rural Education,Poverty,Advocacy,Accountability,Governance,Political Attitudes

Neo-colonialism theories bring back to life memories of colonial imperialism especially to the locals in countries such as Kenya where, 43 years after the proclamation of self-governance, most rural communities appear to be still awaiting the &quot;true&quot; independence. The locals may have seen the political &quot;peace&quot; and sovereign recognition of their state, but many are yet to realise the education and development systems that will set them free from being constructed by both their own government and non-government aid agencies as impoverished subjects. Perceived from the Kenyan experience, Spivak's questions on &quot;representability&quot; become not only relevant but, more importantly, identify a need for studies that will attempt to give voice or deconstruct the notions of the &quot;wamaskini&quot; (impoverished subjects) or in Spivak's words &quot;the subaltern&quot;. The question made by Spivak (1985 cited in Gandhi, 1998, p.1) was, Can the subaltern speak? Indeed this was and still is a contested question. And even though such studies as this current one attempt in some way to let the selected impoverished subjects in Kenya speak in relation to the NGO-aided projects, the best it can offer is to add to the debates.
Mar Elias, Arab Christians of Israel, and the Sign of the White Dove
Author: Denman, Brian D.
Date: 2008-00-00
Type: Journal Articles
Subjects: Higher Education,Arabs,Foreign Countries,Christianity,Peace,Institutional Mission,Academic Standards,Educational Opportunities,Futures (of Society),Universities

The intent of this paper is to relate the formation of a tertiary institution as part of Mar Elias Educational Institutions and to identify the spheres of influence and relevant factors that may lead to its success or demise. It considers the relevance of its founding president, Abuna Elias Chacour, whose installation as Archbishop of the Galilee in early 2006 has brought a sense of cautious optimism. It identifies some arguments for and against the Mar Elias project's possible identity as a Christian-oriented and peace-building institution and the goal of increasing educational standards and opportunities for the community-at-large. It also maps the current climate of tertiary education in Israel with emphasis placed on those institutions serving the Arab population and considers possible scenarios for a future Mar Elias university. (Contains 14 footnotes, 1 table, and 4 figures.)
ARISE to the Challenge: Partnering with Urban Youth to Improve Educational Research and Learning
Author: Brown, Tara M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Research,Elementary Secondary Education,Action Research,Educational Practices,Urban Youth,Partnerships in Education,Preservice Teachers,Participatory Research,Educational Experience,Special Education,Functional Behavioral Assessment,At Risk Students,Student Research,College Faculty,Interviews

This paper examines Action Research into School Exclusion (Project ARISE), a two-year research partnership between K-12 students and university researchers. Based on the principles of participatory action research (PAR), the project intentionally brought together university researchers, K-12 students, and pre-service teachers to bridge research and practice for the purpose of improving learning across these three constituencies. This project sought to better understand and improve the schooling experiences of youth at risk for exclusion from school through disciplinary action. Using several sources of qualitative data, this paper demonstrates the application and value of the partnership at multiple levels of educational practice.
School-Community Partnerships and Community-Based Education: A Case Study of a Novice Program
Author: Cole, Anna Gahl
Date: 2010-00-00
Type: Journal Articles
Subjects: Focus Groups,School Community Relationship,Community Organizations,Case Studies,School Community Programs,Interviews,Participant Observation,Community Surveys,Urban Schools,Student Experience,Teaching Experience,Barriers,Community Education,Community Study

This case study examines the struggles and successes of teachers and students collaborating with community organizations on the Second Tuesday Project, a community-based research and service program at an urban high school. Using qualitative methods, the study includes data from interviews, participant-observations, and focus groups to describe the experiences and perspectives of students and teachers participating in the Second Tuesday Project. Findings from the study highlight challenges with communication and curricular planning as well as successes with logistics and program flexibility. Implications for educators include the importance of clearly articulated goals, purposes, and guiding theories shared with all participants and a creative approach to removing logistical barriers between schools and communities. (Contains 1 endnote.)
Patterns of Exclusionary Discipline by School Typology, Ethnicity, and Their Interaction
Author: Noltemeyer, Amity
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,Ethnicity,Discipline,Poverty,Disproportionate Representation,Classification,Racial Differences,Interaction,Urban Schools,Rural Schools,Suburban Schools,Student Characteristics,Socioeconomic Status,Socioeconomic Influences,Suspension,Expulsion,Academic Failure,Gender Differences,Institutional Characteristics,White Students

Although exclusionary discipline has been linked to a variety of negative student outcomes, it continues to be utilized by schools. This study investigates two critical variables as they relate to exclusionary discipline: School typology (i.e., urban, rural, suburban) and student ethnicity. Using data from 326 Ohio school districts, a MANCOVA followed by univariate ANCOVAS was used to examine the main effects of ethnicity and school typology on exclusionary discipline rates as well as their interactive effects. Results indicate that when controlling for student poverty level: (a) African American students are disproportionally represented as recipients of exclusionary discipline; (b) major urban very-high-poverty schools utilize these practices most frequently; and (c) disciplinary disproportionality was most evident in major urban districts with very-high-poverty and was least evident in rural districts with a small student population and low poverty. Implications for research and practice are discussed. (Contains 5 tables, 3 figures and 1 endnote.)
Forged in the Crucibles of Difference: Building Discordant Communities
Author: Cann, Colette
Date: 2010-00-00
Type: Journal Articles
Subjects: Social Justice,College School Cooperation,Ethnography,Teacher Educators,High School Students,College Students,Conflict,Self Concept,Critical Theory,Race,Urban Schools

In this article, the authors present a narrative that illuminates alternative visions for connecting K12/college collaborations, exploring the potential for social justice work at the intersection of K12 teaching and academia. Told as a collective autoethnography in narrative form, they recount their decisions to teach in K12 spaces, while simultaneously pursuing their careers as professors. Their narrative serves as a reflexive analysis of the challenges faced as their K12 and college worlds collide. The authors find that teaching at the K12 level, alongside their college students, fosters powerful pedagogies. This autoethnography explores the possibilities and complexities at the intersections of personal, K12 teacher and academic identities. (Contains 2 endnotes.)
Authoring New Narratives with Youth at the Intersection of the Arts and Justice
Author: Vasudevan, Lalitha
Date: 2010-00-00
Type: Journal Articles
Subjects: Theater Arts,Story Telling,Juvenile Justice,Youth Programs,Art Education,Creative Activities,Playwriting,Dramatics,Urban Youth

A theater project situated within an Alternative to Incarceration Program (ATIP), the Insight Project provided a venue for youth to engage in storytelling and dramatic performance, and allowed for those stories to find diverse and interested audiences. For the young men and women involved, authoring occurred at multiple instances and in multiple ways, and through the engagement of multiple cultural artifacts. Traditional scripts about youth, justice, and education were rewritten, not only through the writing of two plays, but also within the various types of authoring that were ongoing, performed, and embodied throughout the Insight Project. In this article, we discuss the various types of authoring that occurred within the theater project and we embed multimedia performance excerpts in order to elucidate six sites of authoring enacted by the participants at critical moments of the process: improvisation; focused storytelling sessions; composing scripts; rehearsals; performances; and talk-backs. (Contains 3 figures and 2 endnotes.)