ethanporcaro/eric-fulltext-meta huggingface dataset:
Preschool Children&apos;s Music Preferences for Classical Music and World Music
Author: Dobrota, Snježana
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Music Education,Singing,Teaching Methods,Foreign Countries,Learning Activities,Child Development,Preschool Education,Preferences,Preschool Children,Age Differences,Gender Differences,Cultural Awareness,Classical Music,Music

Musical activities in early and preschool age significantly contribute to the overall development of the child. The paper has explored music preferences of preschool children for classical music and &quot;world music.&quot; As a part of the research, a general data questionnaire and music preferences questionnaire were used. The research was conducted in Split, Croatia, on a sample of 126 children of early and preschool age children -- three to six years old. The results show that there was no difference in children's music preferences with regard to age. Furthermore, no difference was found in children's music preferences with regard to gender. The obtained results have significant musical-pedagogical implications for the organization and conception of musical activities during early and preschool education. Musical contents for listening to music and singing can include various examples of &quot;world music.&quot; In this way, children will develop intercultural competencies from the earliest days. [For the complete Volume 20 proceedings, see ED622631.]
Technology as an Actor in Communication between Teachers and Parents: The Case of Electronic Diaries
Author: Mihaylova, Raya
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Diaries,Teacher Student Relationship,Computer Mediated Communication,Influence of Technology,Principals,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Student Attitudes,Parent Participation,Educational Change,Learning Processes,Teaching Methods,Parent School Relationship,Foreign Countries,Secondary School Students,Pandemics,COVID-19

The paper focuses on the influence of technology on communication between teachers and parents through electronic diaries. Theoretically, the paper is based on action-network theory and its understanding that non-human and human actors build a network of relationships. By using a qualitative research approach, including interviews with principals, teachers, and creators of the e-diaries, as well as focus groups with parents and students in several Bulgarian schools, opinions of the different stakeholders are explored in depth. The results show that communication is lacking or is really rare through electronic diaries or it can be one-sided, without the parents' possibility to reply to teachers. It is argued that the level of participation of parents in the educational process is low. Most parents and teachers do not really see the need to be more involved or to communicate through the diaries. If educational reforms and especially measures to increase parents' level of involvement are to be undertaken, they should take into consideration parents' understanding of the educational process and their views on how they could be more actively involved and how they could contribute to the overall change in the educational system and a more effective teaching and learning process. [For the complete Volume 20 proceedings, see ED622631.]
The American Journal of Education. Volume XXV
Author: Barnard, Henry, Ed.
Date: 1876-00-00
Type: Historical Materials
Subjects: Education,Schools,Instruction,Educational Legislation,Teachers,Professional Development,Educational History,Educational Change,Foreign Countries,Geographic Location

This document contains Volume XXV of the &quot;American Journal of Education.&quot; Articles typically cover specific educational institutions, teaching and learning across education sectors, state education issues and activities, education legislation, foreign education, notable educators, professional development, and education history and progressive developments. [This content was published by Henry Barnard.]
Institutional Autonomy and Academic Freedom in the Light of National Regulatory Frameworks: Glance at Hungary and South Africa
Author: Rónay, Zoltán
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Academic Freedom,Institutional Autonomy,Comparative Education,Foreign Countries,Policy Analysis,Definitions,Barriers,Educational History,Social Change,Educational Legislation,Government Role,Higher Education,Educational Policy

Having reviewed several pieces of strategy documents, policy papers, and literature, we concluded that there is no uniform definition of either institutional autonomy or academic freedom (AF). Many different points of view determine the interpretation of these terms. Furthermore, the policymakers (e.g., governments, legislators) can ignore the theories connecting to autonomy and AF and separate from them the legislation-level realization. This paper aims to overview different interpretations of autonomy and AF, highlighting the most important standpoints and presenting how autonomy and AF are realized in the national legislation. Considering the limited length of this paper, we focus on our respective countries, namely Hungary and South Africa. Our previous findings show that in many aspects, our countries face similar challenges despite the different historical antecedents. In previous research we compared the factors, which can influence research activities, however, we did not investigate the legislative framework. To that end, in this paper, we go further and look specifically at legal frameworks within our respective countries. Our results illustrate that without a homogenous content, the State may use the concepts of autonomy and AF in its legislation as it sees fit. This in turn may lead to autonomy and AF or some of their components, while being formally safeguarded, they may lose the guarantee character that corresponds to their actual content. [For the complete Volume 20 proceedings, see ED622631.]
Ubuntu: The Pursuit of an Indigenous Curriculum Reform Policy in Post-Colonial Lesotho, Zimbabwe and South Africa
Author: Chimbi, Godsend T.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Indigenous Knowledge,Indigenous Populations,African Culture,Curriculum Development,Educational Change,Educational Policy,Foreign Countries,Values

School reform policy in post-colonial societies is often guided by Euro-American theory from the North. Theory generated in the South is marginalised as backward and unscientific. The present study, couched within the Southern Theory framework, disrupts the hegemony of Northern Theory by examining the implementation of the indigenous philosophy of Ubuntu in post-colonial Southern Africa. Ubuntu advocates for collective responsibility, sharing, humility and love for humanity -- over selfish individualism. Employing critical discourse analysis, this qualitative desktop study reviews the implementation of Ubuntu as a reform policy to decolonise the school curriculum in Lesotho, Zimbabwe and South Africa. Findings indicate that curriculum reform policy is unequivocal in championing Ubuntu as the overarching philosophy for school reform. Although some aspects of Ubuntu are reflected in subject content and classroom pedagogy, a disturbing policy-practice gap was observed in existing literature. Some teachers in Lesotho, Zimbabwe and South Africa lack knowledge and values of Ubuntu. They are ill-prepared to promote this indigenous culture in their practice and do not show compassion and respect for learners. Some male teachers engage in illicit sexual relations with learners. To foster a decolonised Ubuntu-centred curriculum, teachers need knowledge on the selfless values of Ubuntu and how to nurture participatory democracy, respect, and love for humanity in their classrooms. [For the complete Volume 20 proceedings, see ED622631.]
Managing Racial Integration in BRICS Higher Education Institutions
Author: Naidoo, Shantha
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: School Desegregation,Foreign Countries,Sustainable Development,Higher Education,Racial Discrimination,Acculturation,Multicultural Education,Blacks,Critical Race Theory

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to &quot;By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university&quot;. This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]
Thoughts on the Impending Third Epoch of School Education Policy in South Africa
Author: Beckmann, Johan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Policy,COVID-19,Pandemics,Educational Quality,Economic Development,Human Resources,Educational History,Racial Segregation,Social Change,Democracy,Educational Opportunities,Barriers,Curriculum Development,Educational Change,Educational Development,Vocational Education,Unemployment,Educational Finance,Equal Education,Policy Analysis

South Africa must embark upon the third epoch of education policy after the failures of the first two epochs: the 1953-1994 (&quot;apartheid&quot;) era and the 1994-2021 era (the dawn of democracy and the dismantling of apartheid structures). There were not enough education opportunities to guide all the children of the country to maturity and acceptance of their civilian responsibilities. This paper examines the reasons why the education policies of the first two epochs failed and contributed to a poor, unequal and ineffective school education system. The paper also explores the challenges that the education system needs to confront to create a new education system that will support the attainment of the hitherto unfulfilled expectations and dreams that its citizens carried into the democratic era. The education policy of the third epoch must address critical issues to chart the way to an effective education system. There is a need to reorganize (reset) the education system in the wake of the COVID-19 pandemic. A streamlined curriculum needs to focus on the essential skills and knowledge the country needs. The system can no longer ignore the need for the adequate provision of vocational and technical education to alleviate the sharply rising unemployment rate of young people and support the growth of the economy. Quality education policy must function despite the lack of funds for the provision of appropriate and functional infrastructure and competent human resources. [For the complete Volume 20 proceedings, see ED622631.]
Virtual Monitoring and Evaluation of Capacity Development in Higher Education Projects: Lessons for the Future
Author: George, Varkey
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Capacity Building,Higher Education,Pandemics,COVID-19,Online Courses,Distance Education,Program Evaluation,Guidelines,International Cooperation,Educational Cooperation,Educational Change,International Education,Cooperative Learning,Inclusion,Futures (of Society),Foreign Countries

Generally, project monitoring and evaluation (M&amp;E) are mandatory actions throughout the project planning, implementation and conclusion phases. Although the terms &quot;monitoring&quot; and &quot;evaluation&quot; go together, evaluation is usually conducted after the project is completed and is typically included as part of the project report, while monitoring is a continuous process of ongoing data collection and feedback. This aspect is often neglected. Although M&amp;E guidelines for practitioners are in abundance, and advocacy for the use of specific models of M&amp;E are aplenty, there is a deficit of scholarly publications on M&amp;E of capacity development projects in higher education in particular. Furthermore, research guiding future M&amp;E endeavours based on lessons learnt before and during the pandemic, is found wanting. The three authors, in different roles, are part of an Erasmus+ co-funded project that aims to build capacity for curriculum transformation through internationalisation and development of Collaborative Online International Learning (COIL). COIL is an inclusive approach to provide all students with virtual internationalised learning experiences without having to travel. Taking an insiders' perspective and sharing our experiences in this project, this paper should inform future M&amp;E of capacity building projects. [For the complete Volume 20 proceedings, see ED622631.]
Chasing a Balance between Equity and Quality: The New High-Quality Schools Project in Shanghai, China
Author: Pang, Nicholas Sun-Keung
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Educational Quality,Equal Education,Educational Resources,Educational Improvement,Government Role,Elementary Secondary Education,Elementary Schools,Middle Schools,Principals,Cultural Differences,Administrator Attitudes,Teacher Attitudes

After PISA 2009, Shanghai education has received unprecedented attention from home and aboard. The government in Shanghai summed up the successful experience and launched the New High-Quality Schools (NHQS) project as a response. Under the policy background of promoting high-quality and equitable compulsory education in China, the NHQS project undertook the unique task of creating high-quality educational resources. The project is not only an honorary certification for the project schools, but also an organized small-scale school improvement plan. Compared with the National Blue-Ribbon Schools (NBRS) program in the United States, both projects encourage schools to create high-quality education from a bottom-up approach and provide a platform for excellent schools to share experiences. The distinctive features in the NHQS project are that it emphasizes the indispensable importance of quality with equity, and is more guided by the government. The &quot;Green Indicators&quot; used in the NHQS project go beyond a single criterion of student achievement in the past. However, as the overall assessment system in China has not changed, such small-scale attempts are still facing many difficulties. [For the complete Volume 20 proceedings, see ED622631.]
Collaborative Governance and Civil Society: A Comparison between Japan and Bangladesh Educational Policies
Author: Mustary, Mashraky
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Governance,Educational Policy,Comparative Education,Foreign Countries,Policy Formation,Cooperation,Policy Analysis,Administrative Organization

This study is aimed at addressing the concept of collaborative governance and civil society on matters pertaining to educational policies, from a comparative perspective between Japan and Bangladesh. The research addresses collaborative governance efforts that are in place to enhance education in both Bangladesh and Japan, which include the private sector, government, and the community coming together to contribute to the formulation and implementation of educational policies. Similarly, the study addresses the role of civil society in both Bangladesh and Japan in terms of contributing to the formulating and implementation process of educational policies. A thorough literature review, which constitutes theoretical and empirical work, provides an excellent source of additional information for answering the research questions. An analysis and discussion of the results is pivotal to providing insights into the differences between Japan and Bangladesh in terms of the collaborative governance and civil society on matters regarding educational policies. The recommendations, which include ideas to be adopted by both nations and those to be adopted by future researchers, accompanied by the conclusion, complete the research. [For the complete Volume 20 proceedings, see ED622631.]
Education Students&apos; and Lecturers&apos; Experiences of the Effectiveness of Physical Education Teacher Training in Distance Education Mode
Author: Kruger, Annerie
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Preservice Teachers,Student Experience,Teacher Educators,Teaching Experience,Instructional Effectiveness,Physical Education,Distance Education,Foreign Countries,Teacher Student Relationship

Distance education is a mode of teaching that enables students who are not able to enrol fulltime at a university due to a shortage of time, physical access or financial abilities, to study in their own environment and at their own pace. Only one university in South Africa offers Physical Education as a comprehensive module in the distance education mode. The aim of this study was thus to investigate education students' and lecturers' positive and negative experiences of the effectiveness of Physical Education teacher training in distance education mode at a university in South Africa. Underpinned by Moore's Theory of Transactional Distance (TTD) (1983), data were collected by means of semi-structured, individual interviews with four lecturers and open-ended questionnaires with 17 students in a Physical Education distance education module. The five themes that emanated from the data analysis, were: interaction between students and lecturers; competence, passion and enthusiasm to teach Physical Education; obstacles with regard to Physical Education in distance learning; experiences with regard to practical training in Physical Education; and the content of the Physical Education program and students' perceptions of Physical Education. From the findings of positive and negative experiences of Physical Education in distance education mode, recommendations are made for Physical Education teacher training in distance education mode, for example, additional face-to-face contact opportunities, additional technological training, the enhanced use of student-interaction functions in learning management systems and sufficient management and administration systems at universities. [For the complete Volume 20 proceedings, see ED622631.]
The American Journal of Education. National Series. Volume Five. Entire Series--Volume XXI
Author: Barnard, Henry, Ed.
Date: 1870-00-00
Type: Historical Materials
Subjects: Industrial Education,Science Education,Educational Practices,Schools,Instruction,Peace,War,Foreign Countries

This document contains Volume Five in the &quot;National Series&quot; of the &quot;American Journal of Education.&quot; It focuses on scientific and industrial education while providing an account of systems, institutions, and courses of instruction in the principles of science applied to the arts of peace and war in 24 different countries and nations. [This volume was published by the Office American Journal of Education. Publication date varies: 1871.]
Disruptive Forces towards Innovation in Higher Education Institutions in 2022 and Beyond
Author: Rossouw, J. P.
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Innovation,Higher Education,COVID-19,Pandemics,Educational Improvement,Student Mobility,Foreign Students,Credentials

A new epoch for humankind has started in most, if not all sectors of life, including the education sector. The question that seeks to be answered is whether the new period that started with the commencement of the COVID-19 pandemic, often referred to as the &quot;new normal&quot;, is and will be characterised by less favourable education conditions or not. This paper explores a number of external disruptions, some associated with the pandemic, as possible catalysts towards an improved higher education system. Simultaneously, the function and necessity of internal disruption towards student mobility sustained innovation is considered. Despite the often-hostile nature of disruption, it can lead to much-needed or long-awaited innovation. The disruptive forces discussed are firstly alternative modes of delivery of university programmes, and secondly the mobility of foreign students. Thirdly, the value of microcredentialing as significant disruptive force for traditional universities necessitates a paradigm shift for policymakers. Within the context of a higher education institution, it can be predicted that all three of these possible innovations will be met with some level of resistance, despite the magnitude of the external force. These organisations will therefore need change drivers from within their ranks to create some kind of internal disruption towards the improvement of institution and the higher education sector as a whole. [For the complete Volume 20 proceedings, see ED622631.]
Education, Human Capital Formation and Economic Growth in Sub-Saharan African Countries: A Conceptual Analysis
Author: Matashu, Martha
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Human Capital,Economic Development,Foreign Countries,Role of Education,Educational Philosophy,Developing Nations

According to the human capital theory variations in economic growth are explained by differences in the influence of education on human capital formation within countries. Despite huge government investment in education aimed at building human capital countries within the Sub-Saharan African (SSA) region continues to face low economic growth. This conceptual paper thus investigates the relationship between education, human capital formation and economic growth in SSA. Findings from the theoretical and empirical analysis reveal that education in SSA countries seems to make an insignificant contribution to human capital formation and economic growth jointly. In conclusion, the economic development variations observed across countries might be an indication of the need for a context-based human capital-based education approaches to strengthen economic growth within SSA countries. The study recommends that educational approaches that strengthen human capital creation should be adopted to promote economic growth in SSA countries. [For the complete Volume 20 proceedings, see ED622631.]