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Weapons of mass instruction: a schoolteacher's journey through the dark world of compulsory schooling Educational Research for Policy and Practice Pub Date : 2021-04-13 Orhun Kaptan
This study is a book review of John Taylor Gatto's work titled "Weapons of Mass Instruction: A Schoolteacher's Journey through the Dark World of Compulsory Schooling". The purpose of this study is to evaluate strengths and weaknesses of the book, while providing an insight about how the book was organized and what the main theme is. Although the book was published in 2010, its translations to other
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Surviving a re-entry: second-career academics in business schools in Malaysia Educational Research for Policy and Practice Pub Date : 2021-02-16 Liap-Teck Ong
Recently, the re-entry of business executives into academia as second-career academics has become increasingly common. However, very few studies have been carried out to investigate how these second-career academics survive in their new working environment. The current study set out to explore the survival of second-career academics upon their re-entry into academia. A total of 31 s-career academics
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Integrating technology in English language teaching through a community of practice in the Sultanate of Oman: implications for policy implementation Educational Research for Policy and Practice Pub Date : 2021-01-21 Tahani Al-Habsi, Saleh Al-Busaidi, Ali Al-Issa
Much has been written, published, and presented about the important role and uses of technology in English language teaching (ELT) today and the effect it can have on students’ learning. The present qualitative study is an intervention, which attempted to explore the integration of technology among 11 public school English language teachers in the Sultanate of Oman through the use of community of practice
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Causes and consequences of academics’ emotions in private higher education institutions: implications for policy and practice through the lens of affective events theory Educational Research for Policy and Practice Pub Date : 2021-01-21 Majid Ghasemy, Morshidi Sirat, Isabel María Rosa-Díaz, David Martín-Ruiz
This study aims at testing a few tenets of affective events theory (AET) from a predictive perspective in the context of Malaysian private higher education sector. Specifically, we examined the impact of workload and autonomy on academics’ job satisfaction through interpersonal conflict and affective states. Additionally, the impact of affective states on job satisfaction via job performance was considered
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Italian students’ performance and regional decomposition Educational Research for Policy and Practice Pub Date : 2021-01-20 Marilena Furno
We relate students’ math scores in the OECD-PISA test to school characteristics. The average math score for Italian students has been increasing in 2009. The determinants of this growth are analyzed by the Oaxaca–Blinder decomposition, that is particularly useful in comparing groups. The progress in educational attainments shows a different composition between northern and southern schools. In the
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Balancing trust and control through dialogue meetings in Norwegian school district governance Educational Research for Policy and Practice Pub Date : 2021-01-18 Øyvind H. Henriksen, Jan Merok Paulsen
Increased attention has been paid to school superintendents and their role in school reforms. Still, there are few studies on dialogue meetings between actors at different levels in the school hierarchy. The current paper investigates how a superintendent balances between trust and control while supporting school development through dialogue meetings. Drawing on interviews, reflection notes, and longitudinal
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Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers Educational Research for Policy and Practice Pub Date : 2021-01-13 Omid Mazandarani, Salah Troudi
Reporting on the results of a sequential mixed-methods study conducted in the Iranian higher education context, this paper addressed measures and features of teacher effectiveness evaluation from EFL lecturers’ perspectives. In so doing, two groups of lecturers were recruited to participate in quantitative (n = 43) and qualitative (n = 14) phases of the research. The findings obtained from a researcher-developed
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Austerity and inequality; or prosperity for all? Educational policy directions beyond the pandemic Educational Research for Policy and Practice Pub Date : 2020-12-03 Andy Hargreaves
This paper draws on current international analysis of pandemic issues in education, and on recent arguments by critical economists and political scientists, to examine two scenarios for educational policy beyond the coronavirus pandemic. One looming possibility is an onrush of austerity, deep cuts to public education, financial hardship for the working and middle classes, and a range of private sector
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Timely change and timeless constants: COVID-19 and educational change in Singapore Educational Research for Policy and Practice Pub Date : 2020-11-04 Pak Tee Ng
The COVID-19 pandemic has caused great disruption in schooling around the world. This has triggered me to reflect on educational change in Singapore and some related issues the pandemic has raised. Using “Timely Change, Timeless Constants” as an organizing framework, this paper examines the educational changes that are happening in Singapore and amidst such changes, the timeless constants that should
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Does the pandemic help us make education more equitable? Educational Research for Policy and Practice Pub Date : 2020-10-31 Pasi Sahlberg
Everybody agrees that the COVID-19 pandemic is a big disruption in education. It questions many traditional rules and structures that have organised the work of schools in the past. But not everyone agrees that the pandemic will eventually change schools. In this article, I narrow the scope of that question and ask whether the pandemic helps us fix some of the pre-existing inequalities that we were
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Learning environment and students’ classroom behavior differences between effective, average, and ineffective urban elementary schools for Hispanic students Educational Research for Policy and Practice Pub Date : 2020-10-08 Hersh C. Waxman, Yolanda N. Padrón, Jeffrey Keese
This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a) students’ classroom behavior and (b) students’ perceptions of their classroom learning environment. Students from four effective, average, and ineffective urban elementary schools that served predominantly Hispanic students were systematically observed during the
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Estimating unit cost of public university education in Vietnam Educational Research for Policy and Practice Pub Date : 2020-09-28 Vu Thang Pham, Binh Tran-Nam
This paper is motivated by the ongoing debate on university reform in Vietnam. In particular, there is a need to quantify the level of governmental support for public universities and examine whether or not such a support is adequate. To this end, the present paper estimates training costs per student in different disciplines within the Vietnamese public university education system in 2010. The various
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Pontificating the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis, Ghana Educational Research for Policy and Practice Pub Date : 2020-09-15 Simon Boateng, Eric Twum Ampofo, Elizabeth Adoma Sefah, Akosua Baah, Moses Azerimi Azewara
The study analysed the relationship between parenting styles and academic performance of senior high school students in the Kumasi Metropolis. Convenience and simple random sampling techniques were used to select the schools and 376 respondents, respectively. Pearson’s Correlation Coefficient Matrix and multiple ordinary least square were used to estimate the impact of parenting styles on academic
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What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model Educational Research for Policy and Practice Pub Date : 2020-09-14 Eun-Young Jeon
A good English teacher can be defined as a motivator in learning English. The present study investigated how often and in what ways the best English teachers utilized motivational strategies in their classrooms by using Keller’s attention, relevance, confidence, satisfaction (ARCS) model as a framework for the analysis. The teaching clips from “The Best English Teachers” produced by EBS (Educational
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Out-of-class communication: are students and faculty interested and engaged? (A study at a Russian university) Educational Research for Policy and Practice Pub Date : 2020-09-07 Maria Kuryan, Elena Voronina
The study looks into the problem of student–faculty communication. It addresses the issue of claimed scarcity of such interaction that exists despite the recognized benefits it can bring to students and instructors. It is suggested that examination and comparison of the participants’ interest and actual engagement in out-of-class communication (OCC) may shed light on this. Two populations from a university
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Determinants of student achievement at lower secondary schools in rural Cambodia Educational Research for Policy and Practice Pub Date : 2020-08-30 Sokunrith Pov, Norimune Kawai, Nagako Matsumiya
This study examines the effects of student-, family-, and school-related factors on student achievement at lower secondary schools in rural Cambodia. To investigate the determinants of student achievement, a survey study was conducted in four rural districts, including 20 lower secondary schools for investigation. A total of 517 seventh graders were randomly selected for the study. Questionnaires and
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Girls’ participation in formal education: a case of Maasai pastoralists in Tanzania Educational Research for Policy and Practice Pub Date : 2020-07-22 Adella Raymond
The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education facilitates the creation of the capabilities girls value. It specifically explores people’s views on girls’ education, the environments in which girls participate in education and the value girls attach to formal education in creating the capabilities they value
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Implementing a parental involvement policy to enhance Physical Sciences learner’s academic achievement in rural secondary schools Educational Research for Policy and Practice Pub Date : 2020-07-12 Rekai Zenda
In many countries, including South Africa, the underperformance of Physical Sciences learner’s is a great concern. The purpose of this study was to find out how the academic achievement of science learners can be addressed through implementing a parental involvement policy. The policy on parental involvement can only be successful if there is an effort to ensure effective participation of parents in
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Review of “Empowering teachers to build a better world: how six nations support teachers for 21st century education” Educational Research for Policy and Practice Pub Date : 2020-07-04 Pak Tee Ng
This is the final draft, after peer-review, of a manuscript published in Educational Research for Policy and Practice. The published version is available online at https://doi.org/10.1007/s10671-020-09268-4
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Teachers’ views on effective classroom management: a mixed-methods investigation in Western Australian high schools Educational Research for Policy and Practice Pub Date : 2020-06-30 Helen Egeberg, Andrew McConney, Anne Price
Teachers’ views about teaching, learning and school experiences are important considerations in education. As the central participants in classroom interactions, students and teachers naturally have strong views about what it takes to manage learning and surrounding behaviours effectively. With this in mind and because we believe that ignoring the thinking of either of these stakeholders would be to
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Country effects on teacher turnover intention: a multilevel, cross-national analysis Educational Research for Policy and Practice Pub Date : 2020-06-23 Lixia Qin
This study provides in-depth analyses of how country contexts along with working conditions might relate to teachers’ turnover intentions. Using a large sample of teachers and schools from 32 OECD countries, the study estimates a set of three-level HLM models of turnover intention. The findings reveal that teacher turnover intentions vary significantly across countries and across schools within countries
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A motivational perspective on teacher retention in special education: a critical case from Turkey Educational Research for Policy and Practice Pub Date : 2020-05-31 Şöheyda Göktürk, Tijen Tülübaş, Oğuzhan Bozoğlu
This qualitative study interrogates fourteen cases of general education homeroom teachers who were first transferred to special education teaching by the Ministry of Education in Turkey without their own volition and later preferred to stay in special education even after they were redeemed their rights to return to general education. Studying these teachers is critical in discovering what factors
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Higher education uses community engagement-partnership as a research space to build knowledge Educational Research for Policy and Practice Pub Date : 2020-05-23 Eugene Gabriel Machimana, Maximus Monaheng Sefotho, Liesel Ebersöhn, Lynette Shultz
The purpose of the current article was to compare the retrospective experiences of community partners with higher education (HE) qualifications, in community engagement (CE) in order to inform global citizenship as a HE agenda. Qualitative methodology was appropriate in this study as we were interested in gaining in-depth insight into the understanding of partners of HE-rural school CE-partnership
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Teachers’ perceptions of school failure and dropout from a gender perspective: (re)production of stereotypes in school Educational Research for Policy and Practice Pub Date : 2020-05-16 Carmen Cavaco, Natália Alves, Paula Guimarães, Paulo Feliciano, Catarina Paulos
This article aims to analyse teachers’ perceptions of school failure and dropout through a gender perspective in the Portuguese context. The statistical data show that, in most OECD countries, the rates of school failure and dropout are higher for boys than for girls. In Portugal, the difference in the school failure and dropout rates for boys and girls is quite significant, and there is a considerable
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Enhancing intercultural effectiveness in international virtual student teams: an exploratory study Educational Research for Policy and Practice Pub Date : 2020-04-10 Irina Petrovskaya, Sergei Shaposhnikov
Internationalisation of higher education implies the need to prepare students to work in a globalized and culturally diverse environment by developing adequate intercultural competences. The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team
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Understandings and attitudes regarding skill-based and competency-based cultures for learning: a comparative study of Norwegian and New Zealand teacher educators Educational Research for Policy and Practice Pub Date : 2020-01-24 Siri Sollied Madsen
This is a study of Norwegian and New Zealand teacher educators’ attitudes and understandings of what constitutes learning in schools. Excerpts of curriculum differences between the countries were used as catalysts to gain insight into teacher educators’ espoused theories regarding their understanding of learning, using examples of skill-based and competency-based perspectives on learning. This article
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Assessing early writing: a six-factor model to inform assessment and teaching Educational Research for Policy and Practice Pub Date : 2020-01-22 Janet Scull, Noella M. Mackenzie, Terence Bowles
Studies of early writing recognize that learning to write is a complex process requiring students to attend to the composition of the text and the transcription of the ideas. The research discussed here examined six dimensions of early writing—text structure, sentence structure, vocabulary, spelling, punctuation, and handwriting—and how each dimension relates to message construction. Specifically,
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A capabilities approach to female graduates’ post-secondary academic and career-related goal pursuit in Siem Reap Cambodia Educational Research for Policy and Practice Pub Date : 2020-01-22 Kelly Grace, Sothy Eng
This research uses Sen’s capabilities approach to examine two central questions: “how do female graduates, in Siem Reap, Cambodia, achieve their academic and career-related post-secondary goals?” and “how do personal, social and environmental factors contribute to or inhibit their post-secondary goal achievement?” Individual interviews with fifteen female secondary school graduates around Siem Reap
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The contribution of reading emotions to reading comprehension: the mediating effect of reading engagement using a structural equation modeling approach Educational Research for Policy and Practice Pub Date : 2019-12-20 Seyyedeh Mina Hamedi, Reza Pishghadam, Javad Salehi Fadardi
Given the fact that reading is considered as a crucial language skill through which the reader can interact with the author to obtain the required information for the higher communication and participation in the current literary society (Walker in Diagnostic teaching of reading: techniques for instruction and assessment, Merril, Columbus, 2000), the present study contributes to the important, yet
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Millennium development goals in Papua New Guinea: towards universal education Educational Research for Policy and Practice Pub Date : 2019-11-15 Nguyen Bang Pham, Anthony D. Okely, Maxine Whittaker, Peter Siba, William Pomat
Globally, about 175 million children have no access to universal education in 2017. Nearly, 16 million young children in East Asia and Pacific Region are not enrolled into school, accounting for 19% of children in pre- and primary school age. This paper analyses surveillance data, extracted from the integrated Health and Demographic Surveillance System (iHDSS) database, developed by Papua New Guinea
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The technical efficiency performance of the higher education systems based on data envelopment analysis with an illustration for the Spanish case Educational Research for Policy and Practice Pub Date : 2019-11-02 Manuel Salas-Velasco
It is important for policymakers and managers of higher education institutions knowing how well their universities are operating. This article aimed to show that data envelopment analysis (DEA) can be an excellent benchmarking instrument in higher education. First, by using several inputs and outputs at the institutional level, DEA can identify technically efficient institutions that may work as a
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Developing a persuasive writing model for secondary school Educational Research for Policy and Practice Pub Date : 2019-10-09 Farous Izwan Bin Abdul Aziz, Seriaznita Bte Mat Said
Persuasive writing is one of the main writing genres secondary students are required to master. However, while the students can naturally argue verbally and in an informal setting, they lack the skill to compose a persuasive argument for academic purposes. The main problem is that students can barely construct an argument while composing a persuasive essay. The objectives of this study are to verify
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Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives Educational Research for Policy and Practice Pub Date : 2019-10-09 Musarat Yasmin, Farhat Naseem, Naeem Abas
The role of teachers in promoting learner autonomy has been the focus of second language acquisition researchers for more than a decade. This paper aimed at exploring perceived constraints in promoting learner autonomy, from the perspective of teachers. A sample of 16 university lecturers teaching communication skills in four public universities of Punjab was selected through purposive sampling. Following
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Structured mentoring: Principles for effective mentoring Educational Research for Policy and Practice Pub Date : 2019-06-27 Salleh Hairon, Soon How Loh, Soh Peng Lim, Simmi Naresh Govindani, Jessie Kwee Tin Tan, Edna Chee Joo Tay
The mentoring of beginning to teachers to work effectively is intuitively important. Yet, there is a lack of research on the effectiveness or impact of structured mentoring, as well as the principles that support effective mentoring. This paper reports on an empirical research using a mixed-method approach to first, quantitatively by means of a survey, measure beginning teachers’ perceptions of a structured
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Nexus between participating in cross-national learning assessments and educational policy reforms: case study of Kenya, Tanzania and South Africa Educational Research for Policy and Practice Pub Date : 2019-06-07 Godfrey Mulongo, Zaytoon Amod
Utilizing the theory of change, this study analyzes the extent to which the participation in cross-national learning assessments by Kenya, Tanzania and South Africa has contributed to educational policy and curriculum reforms. Data collection involved in-depth interviews with key informants and summative content analysis of policy/strategic documents. The findings reflect that overall, at least 11
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Understanding parents’ view on US higher education marketing communication Educational Research for Policy and Practice Pub Date : 2019-06-01 YoungAh Lee
In this study, we conducted in-depth interviews with 29 parents of prospective college students, a target public of university marketing efforts. We explored how university communication influenced parents’ attitudes, and reputation perception. The research findings are significant in understanding parents’ views on responding to prevalent university marketing communication campaigns. It was noted
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Indonesia Mengajar: An investment in hope Educational Research for Policy and Practice Pub Date : 2019-05-10 Charlina Gozali, Thomas F. Luschei, Diki Diki, Hanni Yukamana
Indonesia Mengajar (IM), or Indonesia Teaches, is a movement that began in 2009 with the aim of addressing teacher shortage in schools across Indonesia and developing future leaders by sending them to live in remote parts of the country (Indonesia Mengajar in Indonesia Mengajar: Sejarah, 2015a. https://indonesiamengajar.org/tentang-indonesia-mengajar/sejarah/; Indonesia Mengajar: Tentang pengajar muda
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Lost in adaptation? Issues of adapting Japanese lesson study in non-Japanese contexts Educational Research for Policy and Practice Pub Date : 2019-05-10 Christina Tong-Li Lim-Ratnam, Christine Kim-Eng Lee, Heng Jiang, Akhila Sudarshan
The phenomenal spread of Japanese lesson study (LS) beyond Japan is indicative of the perception that the seemingly obvious routines of LS are transferable into foreign contexts. It is, however, to be expected, that various aspects of LS would be adapted to suit the culture of the adopting context. The diverse ways in which LS is adapted across different contexts provides the opportunity for researchers
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Exploring early childhood teacher education: implications for policy and practice Educational Research for Policy and Practice Pub Date : 2019-02-25 Omayya M. Al-Hassan
This paper introduces a study that examined the difficulties faced in an early childhood teacher education program at one of the universities in Jordan. A qualitative research approach has been opted utilizing the in-depth interviewing and grounded theory methodology. The study revealed that the students faced different types of difficulties in academic and financial matters, status of early childhood
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Teacher learning, accountability and policy enactment in Ontario: the centrality of trust Educational Research for Policy and Practice Pub Date : 2018-12-08 Wayne Melville, Ian Hardy
This article considers the role of trust in teacher professional learning as a form of policy enactment. Drawing upon an experienced teacher’s understandings of an assessment policy, Growing Success, in Ontario, Canada, we foreground the sociality of trust and how trust is an essential ingredient for teacher learning as policy enactment. Using a narrative methodology, we investigate how this teacher
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Keeping the learning going: using mobile technology to enhance learning transfer Educational Research for Policy and Practice Pub Date : 2018-12-03 Corinne Brion
Every year billions of dollars are spent on development aid and training around the world. Little attention is paid, however, to the sustainability of the various interventions. Some studies suggest that technology usage can serve as an effective post-learning intervention to enhance the transfer of learning. Currently, there is a limited body of research examining how best to follow up after an educational
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The role of education in the livelihood of households in the Northwest region, Vietnam Educational Research for Policy and Practice Pub Date : 2018-11-15 Tai Anh Tran, Tuyen Quang Tran, Nu The Tran, Hai Thi Nguyen
Using the updated data from the 2016 Vietnam Household Living Standard Survey, this study examines the role of education in the livelihood of households in the Northwest region, the poorest region in Vietnam. Our micro-econometric analysis shows that education has a positive effect on choosing better livelihoods, household income and poverty reduction, even after controlling for all other factors in
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Preparation of Zimbabwean special education administrators for inclusion in mainstream primary schools Educational Research for Policy and Practice Pub Date : 2018-10-29 Tawanda Majoko
The current study explored the preparation of special education administrators for inclusion in mainstream primary schools in Zimbabwe. Entrenched within international research findings on preparation of special education administrators for inclusion, the present descriptive study drew on a purposive sample of 28 special education administrators. Throughout analysis, a comparative approach of organisation
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Learning Logs and the efficacy of autonomous reflecting Educational Research for Policy and Practice Pub Date : 2018-10-04 C. Slezak, J. Underwood, J. Moreno
This paper examines the educational impact of a prepilot study on the “Learning Logs” literacy strategy as it was used in Louisiana. The study examined how students’ conceptual understanding of kinematics and Newton’s laws were impacted in a ninth-grade physical science course. The findings address a gap within the current research literature concerning the efficacy of the strategy in the high-school
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Managing the perceived impact of K to 12 implementation on academic staff tenure and financial stability: evidence from five higher education institutions in the Philippines Educational Research for Policy and Practice Pub Date : 2018-10-03 Rex P. Bringula, Alexander C. Balcoba, Laurie E. Alfaro, Jennifer Merritt
This descriptive survey research utilized a content-validated questionnaire to determine the perceived impact of the implementations of a K to 12 education system in the Philippines. It also determined how teachers plan to manage the possible threats of the new K to 12 education system to their tenure and financial stability. For this study, 77 computing teachers from 5 private higher education institutions
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Relationships between informative school outreach and parental involvement for elementary and middle school children Educational Research for Policy and Practice Pub Date : 2018-08-20 Midori Otani
Parental involvement is essential for children’s education. Several studies have examined relationships between parental involvement and parents’ socioeconomic status. However, less attention has been placed on school influences on parental involvement, even though schools play an important role in children’s education and can affect the parents as well. This study addressed the following question:
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Teacher ownership versus scaling up system-wide educational change: the case of Activity Based Learning in South India Educational Research for Policy and Practice Pub Date : 2018-08-10 Tricia Niesz, Kelli Ryan
A significant challenge for large-scale system-wide educational change is reconciling the importance of teacher ownership with the work of scaling up successful innovations. This article explores this dilemma in the context of a remarkable statewide transition to Activity Based Learning (ABL) in the government schools of Tamil Nadu, India. ABL, a pedagogical approach grounded in child-centered philosophies
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How does the context of research influence the use of educational research in policy-making and practice? Educational Research for Policy and Practice Pub Date : 2018-08-06 Georgeta Ion, Elena Marin, Carmen Proteasa
This paper presents results from a survey of Romanian education researchers on their experience of research uptake and transfer to policy makers and practitioners. A range of variables are analysed in order to understand the factors they perceived to influence the use of educational research. The researchers’ context was analysed, including factors such as conceptions of the academic role, funding
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Transforming an education system through professional learning: developing educational change at scale in Ontario Educational Research for Policy and Practice Pub Date : 2018-07-30 Pamela Osmond-Johnson, Carol Campbell
There has been increased attention to the importance of teachers and teacher quality in developing and sustaining successful education systems for some time now (Barber and Mourshed in How the world’s best performing school systems come out on top, McKinsey & Company, New York, 2007; Darling-Hammond et al. in Empowered educators: how high-performing systems shape teaching quality around the world,
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Another textbook project? The implementation of Escuela Nueva in Vietnam Educational Research for Policy and Practice Pub Date : 2018-07-26 Hang M. Le
This qualitative case study examines the implementation of Escuela Nueva, a rural multigrade schooling model, in Vietnam from the perspectives and experiences of local teachers and school administrators. Escuela Nueva first emerged in Colombia in the 1970s as a scalable low-cost educational innovation model that can be disseminated to other under-resourced regions around the world. Indeed, to date
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Aboriginal people’s aspirations and the Australian Curriculum: a critical analysis Educational Research for Policy and Practice Pub Date : 2018-05-10 Chloe Parkinson, Tiffany Jones
Abstract A culturally inclusive curriculum has increasingly been considered beneficial to all students. The national Australian Curriculum set out to be inclusive, containing the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority. Some education discourses can assume however that inclusion is an unproblematic good, and a true representation of the ‘reality’ of Aboriginal
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An investigation into school inspection policies in Western Australian state education performed by the Expert Review Group Educational Research for Policy and Practice Pub Date : 2018-03-19 Christine Cunningham
AbstractThe aim of this work is to learn more about the Expert Review Group (ERG), a small but powerful team of bureaucrats in Western Australia’s Department of Education whose role is to inspect the quality and standards of pre-K to year 12 government schools. Critical education policy analysis is utilised. Iterative understandings were developed through historical and contemporary document analysis
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Educational experiences of ELL educators: searching for instructional insights to promote ELL students’ learning Educational Research for Policy and Practice Pub Date : 2017-11-08 Ricardo Lumbrears, William H. Rupley
Sustained academic growth of the Mexican population in the public schools of the Rio Grande Valley of Texas has precipitated a need for new and innovative ways to effectively educate English-language learners (ELLs). In place of common external factors typically used such as attendance, socioeconomic status, and test scores to address ELL’s learning, this study uses the lived educational descriptions
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The ‘Universal Access to early childhood education’ agenda in Australia: rationales and instruments Educational Research for Policy and Practice Pub Date : 2017-10-03 Tebeje Molla, Andrea Nolan
This paper explores the Australian Government’s ‘Universal Access’ policy in the early childhood education sector. Using data from selected policy texts, and drawing on interpretive policy analysis, the paper specifically examines rationales underlying the Universal Access agenda and instruments put in place to operationalize it and problematizes the framing of the equity agenda. The findings show
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Effectiveness of the policy of English as a medium of instruction: perspectives and outcomes from the instructors and students of university science courses at a university in the UAE Educational Research for Policy and Practice Pub Date : 2017-08-19 Phalangchok Wanphet, Nesrin Tantawy
This study aims to explore the perceptions of university students and instructors regarding English as the medium of instruction for teaching science courses in the United Arab Emirates (UAE). One hundred English as a Foreign Language students from several science courses participated in the current study. They completed a self-assessment questionnaire about the impact of EMI course-taking experiences
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A rhizotextual analysis of Philippine secondary textbooks in history Educational Research for Policy and Practice Pub Date : 2017-08-18 Ma. Lourdes S. Nery-Cura, Allan B. de Guzman
Textbooks, as a curriculum document text, are subject to nonlinear entry and points of interpretation and implementation. The interpretation of its content is dependent on the reader or the writer, thus making it open to multimodal ways of meaning-making that underscore rhizomatic tendencies. Delueze and Guattari (A thousand plateaus: capitalism and schizophrenia, University of Minnesota Press, Minneapolis
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An investigation of K-6 pre-service teachers’ ways of experiencing the teaching of diverse learners using phenomenography Educational Research for Policy and Practice Pub Date : 2017-06-02 Tanya Hathaway, Peter Fletcher
The aim of this study was to identify pre-service teachers’ ways of experiencing the teaching of diverse learners and to determine the aspects that are educationally critical in gaining a deeper understanding of teaching. We approached the question of teachers’ experiences in the context of the training of K-6 primary teachers, which takes place at university level. From survey data gathered, three
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The effects of preschool participation on mathematics achievement of Grade 6 pupils in Uganda Educational Research for Policy and Practice Pub Date : 2017-05-17 Njora Hungi, Moses Ngware
The objective of this article is to investigate the effects of preschool participation on learning achievement and to estimate the optimal duration of preschool participation needed for pupils to perform their best in mathematics at the Grade 6 level in Uganda. The sample consisted of 2649 Grade 6 pupils, attending 82 schools across two rural districts of Iganga and Mayuge in Uganda. Understanding
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Characteristics and differences of lifelong learning policy implementation for the elderly in Thailand Educational Research for Policy and Practice Pub Date : 2017-05-16 Nopraenue S. Dhirathiti, Pojjana Pichitpatja
The study examined the process of policy implementation of lifelong learning for the elderly in Thailand, covering four main regions within the country. The study empirically compared inputs, processes, outputs, and outcomes of policy implementation in the north, south, northeast, and central regions of Thailand and captured the rigor of policy implementation. Using qualitative research methodology
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The role of Aboriginal literacy in improving English literacy in remote Aboriginal communities: an empirical systems analysis with the Interplay Wellbeing Framework Educational Research for Policy and Practice Pub Date : 2017-05-12 Byron Wilson, Stephen J. Quinn, Tammy Abbott, Sheree Cairney
Indigenous language endangerment is critical in Australia, with only 120 of 250 known languages remaining, and only 13 considered strong. A related issue is the gap in formal education outcomes for Aboriginal and Torres Strait Islander people compared with other Australians, with the gap wider in remote regions. Little empirical research exists in Australia to explore the role of developing Aboriginal
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