Educational Research

Some US researchers and practitioners are calling for the use of written codeswitching in mainstream college courses, despite a strong English-only sentiment among many teachers and the public. This paper describes the existing positions in this debate and presents findings from the author's research to shed light on the debate and make recommendations for the classroom. The research describes the functions of codeswitching found in 47 personal letters exchanged between two young adults. Findings indicate that there are many similarities between the functions of informal written and oral codeswitching. Also, not all bilinguals codeswitch or do so with the same frequency. In addition, bilinguals who codeswitch in writing are more likely to do so in informal situations among other codeswitching bilinguals than in formal school environments. Written codeswitching provides an unsurpassed opportunity for bilingual students to fully express themselves, but its use in the classroom runs counter to linguistic and cultural norms and must be guided by an informed and sensitive instructor in an appropriate context.

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

If high-stakes standardized testing were to be abolished, as the report authors might like, American society as a whole would be much worse off, and so would many individual students. Probably the most unfairly affected would be the high achievers among the poor.Wealthy families who value academics have the choice of moving to a school district where their high achieving children can excel, or sending their children to a private school. It is a waste of money and otherwise too bad that they feel they must move, but they can. Poor families are not so mobile.
  High achieving students who cannot leave a school district where academic achievement is undervalued face varied pressures that impede them: pressure to fit in and be popular; to excel at sports; to work at low-pay, dead-end jobs to earn money for cars and parties; and so on. If they study hard and excel at academics, they will be taunted; disliked; called “nerd,” “geek,” “dork”; or be accused of “acting White.”
  The report spends considerable effort worrying about the feelings of students who might fail high-stakes tests, but little if any effort worrying about the social fallout of abandoning high academic standards. High-achieving students among our poor should be considered our country’s most precious human resources.
  For a variety of reasons, our society very badly needs these students to prosper; so their gifts and ambitions should be nurtured, not discouraged. The report, however, in the effect of its recommendations, would have these students treated as pariahs and have them feel guilty for wanting to work hard and succeed. After all, if these students work hard and succeed, won’t that make other students who do not want to work hard look and feel bad?
  Abandoning the enforcement of high academic standards will not eliminate pressures and hurt feelings among our youth, however. Pressure and hurt feelings are facts of life. Abandoning academics just means the pressures will come from and the hurt feelings will be caused by nonacademic aspects of these students’ lives.
  Is that really what we want? In radical egalitarian bliss, there will be no high-stakes tests, no academic standards enforced in any meaningful way, and no academic tracking. Academic progress in every school and for every student will be slowed to the preferred pace of the least motivated student.

The psychometric properties of the Ages & Stages Questionnaires (ASQ) (Bricker & Squires, 1999) used in a French-Canadian preschool population were compared with psychometric data derived from US normative studies. The ASQ was translated into French (Bonin, Robaey, ...

... References. JOURNAL OF RESEARCH IN PERSONALITY 7, 197207 (1973) Necessary versus Sufficient Causal Schemata for Success and Failure' ANNA KUN AND ... That is, if one succeeds, then high ability, high effort expenditure, an easy task, or good luck are believed to be ...

To cite:
Wilkins, A. 2017. Rescaling the local: Multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49 (2), 171-185

For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery as well as secure conditions for greater school autonomy.  Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance.  In some cases, monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy.  In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.  On this account, it is argued, MATs are integral to statecraft and the invention and assemblage of particular apparatuses for intervening upon specific organisations, spaces and peoples.

Social justice leadership has become a popular topic and catchphrase in the field of educational leadership. However, most scholarly and empirical contributions have ignored the inherent tensions, challenges and dilemmas associated with the practice of school leadership and the realities principals confront on a daily basis. This is partly because researchers have tended to ignore multiple facets of justice in their empirical investigations as well as how larger forces outside the school associated with historical, political, social and economic injustices marginalize students and communities. This article explores three cases of challenging school–community contexts that confound and partially subdue the efforts of well-intentioned principals. Each case highlights a dedicated principal committed to their school and community, and documents the significant progress made in addressing particular social justice issues, but also how they confronted justice dilemmas that they believed required them to prioritize certain social justice issues over others. These findings have important implications for how principals view their communities and engage in critical reflection about the leadership decisions and actions they take on a daily basis. This article concludes with implications for future research and a discussion of how aspiring principals can be better prepared to lead for social justice and effectively address justice dilemmas without ignoring or putting off other injustices.

In You Are the Universe, the contemplative endocrinologist Deepak Chopra and the MIT physicist Menas Kafatos offer a groundbreaking, lucid work on consciousness that is refreshingly accessible without relying upon mathematical language or overspecialized jargon. In summary, their book is a serious attempt to address the fundamental contemporary question, “Is the universe made of matter that learned to think, or is the universe made of mind that created matter?” (Chopra & Kafatos, 2017, p. 154). By the end of the book Chopra and Kafatos have gone so far as to argue that not only is the universe created and sustained by an underlying mind but that we are the universe, we are that mind. In a real sense, they declare, we as an organic species have co-created this universe.

As educational technology practitioners and researchers engage in research in the field, a wide array of research methodologies are available to them. One such methodology is the Delphi Technique. Use of the Delphi Technique offers many benefits, including the ability to obtain expert opinion, build consensus, determine the suitability of the application of instructional interventions, forecast trends, and interact with

This paper examines matched unit-record results of 217 students who took both the Collegiate Learning Assessment (CLA) and the National Survey of Student Engagement (NSSE) over a three-year period at a public Master’s-Larger Programs institution in the Northeast. Results indicate that seniors recruited to take CLA using incentives exhibited more engaged behaviors on a range of NSSE items compared to seniors who did not take CLA, suggesting a recruitment bias in the testing population. Further, results confirm previous research by Carini, Kuh, and Klein (2006) that indicates only small relationships between test scores and survey items.

There are many studies indicating the relation between innovation and competitiveness, and the importance of education for both. In addition, such issues are on the United Nations agenda for the millennium goals until 2030. There is little research seeking to establish relations between these three elements. The objective of this study was to investigate the education as a determining factor for a country's competitiveness and to understand its role in the context of the innovation generation. The research used structural equation modeling and data from 138 countries included in the Global Competitiveness Report of the World Economic Forum 2016/2017. The results showed that education is the predecessor of innovation and competitiveness and it comprehends basic education and technical training provided by companies. The study contributes mainly to develop and test education, innovation, and competitiveness through a unique integrated structural model.

This working paper considers the application of translational research concepts and methodology in the education sector. Translational research attempts to bridge the gap between basic research and the world of practice. For a range of reasons much valuable research is often not known to practitioners or is little used by them. The Australian Council for Education Research (ACER) Centre for Education Policy and Practice recognises the dissemination and implementation of research as a priority. The audience for ACER’s translational research activity includes teachers, and school and system-level leaders. It's aim is to translate research findings into evidence-based practice, and to foster engagement and conversation between researchers and practitioners.

The termination of parental rights of parents with mental disabilities is a growing and crucial issue.  In 2010, an estimated 45.9 million adults in the U.S. had experienced a mental illness in the past year. This represents 20% of the adult population.  More than five million children in the U.S. have a parent with a serious mental illness such as schizophrenia, bipolar disorder, or major depression.  Courts and child welfare systems too often assume that a parent is not amenable to treatment and is a danger to his or her child when strong symptoms of mental turmoil surface.  Some studies report that as many as 70 to 80% of mentally ill parents have lost custody.  Public systems are overwhelmed by this matter in an era of shrinking resources for such systems.  However, often parents with mental health needs are willing to accept treatment, are able to participate in programming, and are worthy of regaining custody. 
• There are gaps in federal and state law on this issue.  The federal Adoption and Safe Families Act (ASFA) requires that state child welfare agencies and courts make “reasonable efforts” towards family reunification before the termination of parental rights (TPR) can take place.  However, federal statutes and case law provide little guidance to states about what “reasonable efforts” means, and states have been left to interpret that concept individually.  Many state statutes even enable a “bypass” of the “reasonable efforts” standard when “clear and convincing” evidence allegedly shows that a parent's mental condition cannot be changed.  Many states likewise place unjust, statutory and common law time limits on family reunification efforts in TPR cases. 
• Gaps in legal scholarship are also evident here.  Legal scholars have begun to discuss the inadequacy of reunification services for mentally challenged parents, the tenuous link between mental health services and child welfare agency action, the need for enhanced attorney and child welfare worker preparation in this arena, and a need for cultural competence in reunification services.  Others have even suggested that there be a rebuttable presumption in favor of family reunification.  However, those discussions lack a sound theoretical basis and a practical application of solutions. 
• As is featured in previous work of this author, a new theoretical framework of Family Systems Theory-- which is utilized in clinical behavioral health and human rights arenas-- must first be applied.  Under this theoretical framework, the vague and outdated “best interests of the child” standard, which is a legal standard used exclusively in family law cases, must be replaced with a more sound standard of “holistic family wellbeing.”  Vulnerability Theory can add credence to this theoretical framework.
• The discussion of reunification services for families featuring parents with mental disabilities should then be conducted utilizing Family Systems Theory and a legal standard of “holistic family wellbeing.”  Under these circumstances, the “family integrity” defended by our highest courts through the “reasonable efforts” provision should be upheld through the delivery of highly effective family reunification services.  The application of Family Systems Theory ultimately requires reform in the law, service delivery, and professional practice.  State and federal legislators must revisit the “reasonable efforts” standard, to include specific statutory language about the types of reunification services required and the need for flexible timelines.  Courts, child welfare agencies, and service providers need to deliver proven reunification services and coordinated mental health treatment.  In specific court cases, attorneys for the parent(s), the child(ren), and the state should focus on “holistic family wellbeing” utilizing collaborative family law and alternative dispute resolution, while advancing the agency of their clients.  Child welfare workers and practitioners likewise require training in advanced methods of conflict resolution and clinical practice.  These recommendations can ensure more effective family law practice and more successful family - serving systems.

Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.

The purpose of this study was to investigate primary and secondary mathematics teachers' candidates' effect of the success in geometry education. The sample of the study consists of students first and last class preservice primary mathematics teachers which are enrolled program education at department of mathematics and students first and last class in preservice secondary mathematics teachers enrolled to Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education. As data collection tool, the 2016 Transition to Higher Education Examination questions asked in geometry was used. Data obtained were analyzed using Mann Whitney U test. Based on the findings, investigated that in first and last class of primary classroom teacher candidates and in first and last class of secondary mathematics teacher candidates were revealed in that whether there were statistically significant differences in terms of their success.

Education in Aleppo has been as divided as the city. Divisions in education are likely to exacerbate tensions if the conflict comes to an end as children have spent some time growing up under different systems.

Consideration needs to be given to how to bring the educational systems together and how to avoid some of the post-conflict tensions experienced in other war-torn countries over education.

Reflective practice has become one of the most popular catch-phrases in the educational milieu during the last few years. In this paper, I chose to focus on the impact of reflective practice on education in general, and early childhood education in particular.  Through reflecting on teaching practices, everyday situations that occur in our classrooms and problems and obstacles encountered by teachers and other professionals in the education system, we can seek to improve not only our own personal theory of practice, but also to implement positive changes and growth in the education system as a whole.  By seeking to understand how we can improve outcomes for students of all ages, we can broaden the scope of the learning experience of our students, as well as developing the professional competency of our educators.

Over the last decade and a half, classrooms have become swamped with a range of electronic devices. Technology will continue to be more efficient, more versatile and indeed more abundant in schools and in classrooms. This study explores the views of students and teachers on the effectiveness of ICT in science teaching in terms of (i) levels of enjoyment derived by students, and (ii) usefulness of ICTs to teachers for their teaching. A questionnaire was used to elicit the views of students and teachers in respect of a range of ICT-based classroom activities. Qualitative and quantitative data collected through the questionnaires from 12 teachers and 100 students involved in science teaching and learning at a selected secondary school in Trinidad were analyzed. The results show that students enjoy ICT interventions in their lessons and teachers rank it high in many respects but, both students and teachers agree that ICT loses its appeal when its use is arbitrary and ill-planned.

In an increasingly fast-changing, complex and diverse world, social and emotional skills are becoming ever more important. In this paper we present an overview of literature on social and emotional skills, describing the nature and structure of these skills, their development, malleability and factors that influence them, their cross-cultural comparability and their relevance for a wide range of educational, economic and life outcomes. The paper also represents a conceptual framework for the OECD’s new Study on Social and Emotional Skills, an international survey that assesses 10- and 15-year-old students in a number of cities and countries around the world.
We focus on the underlying skills within and outside of the widely researched Big Five model that are found to be more predictive and policy relevant. We examine the relationships of these skills with a variety of indicators of individual and societal wellbeing such as education, employment and income, health, and personal well-being. The paper discusses the structure of child’s social and emotional skills and the developmental trajectories of these skills across a lifetime. It presents the evidence of malleability of these skills as well as their relevance across a wide range of cultural contexts.

Conducting educational research involves various stages, with an interdependence and inter-relationship which can be both iterative and progressive in nature. One of these stages is the review of literature sources related to the focus of the research. Reviewing related literature involves tracing, examining, critiquing, evaluating and eventually recommending various forms of contents to the intents of the research based on the content’s typicality, relevance, correctness and appropriateness to what the research intends to achieve.  The main variables as stated in the title of the research, the research questions, the research objectives and the hypotheses, dictates the literature sources to review.
Reviewing literature focuses on the existing related topics that bear relevance to the title of the research and through which reviewing, appropriate theories can be picked up as the review of related topics and phrases goes on. As soon as the related topics are reviewed and main points noted, the reviewing process proceeds to review the theories underpinning the study. Some of these theories would have been established while reviewing the related topics and can now gain momentum, while other theories can now be generated considering the title, research questions, research objectives and findings of the topics reviewed and discussed earlier.
Reviewing related topics generates main points of arguments, solutions, gaps and propositions. Similarly, reviewing theories does produce the same set of corresponding or contrasting agreements, gaps and propositions. Despite reviewing different sources of literature, it is the same research at hand, with same objectives and same methodological layout. Hence, a need to shape a strategic, literature direction for the research by consolidating the key findings of the different sources reviewed, in view of the intents of the research.
The process of consolidating the multiplicity of key literature findings relevant to the research into a whole single unit, with one standpoint revealing the strategic literature direction for the research, is called constructing a conceptual framework. The end product of this construction is the conceptual framework, which is the informed and consolidated results presented narratively or schematically, revealing the strategic position of the study in relation to what exists in literature.

As used lubrication oil is one of the hazardous wastes generated at different development sectors, it should not be utilized and/or disposed in ways which are unsafe to the environment hence calling for its proper management. This study primarily focuses on the recycling of used oil by applying acid-clay treatment process. Used engine oil properties gave expected undesired characteristics caused by oil deterioration. The characterization was indicative to the sources of contaminations from conditions during the oils application period. Recycling experiments utilized 5, 10, 15 and 20% acid and adsorbent (Bentonite clay) ratios with different combinations (0, 10, and 20%). The selected optimum operational parameters were 15% acid and 10% adsorbent. This optimum combination gave a 58% yield; density of 0.89 g/ml and the average kinematic viscosity at 100 °C of 16.230 mm²/s, approximately 2% of valuable light components were recuperated from the dewatering step of the process.
Using this yield as a basis for material balance evaluation and by using current market prices, the primary cost analysis shows that a maximum amount of TSh 5123/= is expected to recover a litre of the sample from 1.59 litres of waste oil as summarized in Table  4-4. However, a barrel of base engine oil is imported for US $65 – $68, which is equals to TSh 878 – TSh 920 per litre while the current market price of the engine oil in Tanzania is TS 7000/= per litre in which the profit of Tsh 1877 will be obtained per litre.

En el presente ensayo se recuperan aportes provenientes del campo de la neurociencia acerca del aprendizaje y cómo este tiene lugar, que permitirían explicar ciertos principios propuestos desde los planteos del constructivismo sociocultural. Se enfatiza en la influencia que los entornos configuradores de las situaciones de aprendizaje ejercen sobre la persona que aprende, reconociendo a la plasticidad neuronal como un principio rector de nuestro hacer. La era de Internet y lo que en ella sucede, se constituye en un entorno particular que como educadores nos obliga a repensar nuestras prácticas de manera permanente.

How do we socially negotiate what is seen or not seen in an institution? This dissertation posits the idea that educational institutions reproduce social exclusions and inequalities both through verbal exchanges and through practices of looking; it aims to apply some theoretical frameworks from the field of visual studies to the study of discourse and subjectivity in the context of higher education. The first part of this dissertation summarizes some of the general currents within the field of sociology of education on the study of the “hidden curriculum,” and, drawing on Foucault’s understanding of disciplinary power, proposes a theoretical approach based in three axes of analysis – i.e., the technical capacities, the systems of communication, and the relationships of power. Following this approach, the second part of this dissertation presents a case study at the University of Guelph. Autoethnographic methods, visual methodologies and qualitative interviews are combined to collect data that are examined according to the defined axes of analysis. Different pedagogical approaches that draw from art education and critical theory are offered to address the non-verbal processes identified within each axis of analysis: “invisible pedagogies” deal with the discursive aspects of the pedagogical settings; “pedagogies of touch” address the role of affect and the body in the reproduction of discourse; and “performative pedagogies” are used to address power relations and to allow for multiple subject-positions in the student-teacher relationship. All of these approaches draw on concepts currently being used in curriculum studies, the aim of this dissertation being to contribute to the development of critical perspectives in relation to the role of the visual in educational research.

Dissertation writing in employment economic research is a challenging task for the candidates. The field of economics exhibits that different factors such as economic growth, human development, well-being and happiness are dealing with conflict because of scarcity of resources and the natural practices such as the ability to multiply and increase in the human needs.

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"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk.

What sort of educational vision and practice may be fostered to underpin a new world where people matter?

This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision?
"

www.egitim.com web sitelerini eğitsel bir model yardımıyla indexler ve kullanıcıların tercih ettiği sınıf seviyelerinde özelleştirilmiş arama sonuçları sunar. İleri teknoloji ve gelişmiş algoritmaları ile yeni bir çığır açan dikey arama motorudur.

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