Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 22,432 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 4487 - Next  Jump:
2006 - American Sociological Association Pages: 22 pages || Words: 6883 words || 
Info
1. Beller, Emily. "Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 Online <APPLICATION/PDF>. 2018-12-15 <http://citation.allacademic.com/meta/p105261_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Quantitative models predicting children's educational attainment typically assume that both the intercepts (means) and slopes (strength of effects) of non-residential parent's education are eqivalent to those of residential parent education. I use data on non-residential parent educational attainment , coupled with measures of parent involvement, to explain the lower educational outcomes of children raised primarily in single parent families. I show that the lowered attainment is not an effect of family type per se, but rather due to children's reduced access to non-residential parent educational resources.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 488 words || 
Info
2. Morgan, Lucinda. and Fresse, Fabrice. "Professional development for educators by educators cultivating educational diplomacy across the Atlantic: the development of the Transatlantic Educators Dialogue" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-12-15 <http://citation.allacademic.com/meta/p1217687_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the context of national and international institutions questioning the roles, missions and performances of various educational systems, the Transatlantic Educators Dialogue (TED), supported by the European Union Center at the University of Illinois at Urbana-Champaign, creates an opportunity for educational experts from the countries of the European Union and the United States to identify educational challenges, compare good practices, and develop professional expertise. The paper explains the conception of TED, based on concepts of globalization and education described by the works of Fazal Rizvi. TED was conceived as an educational diplomatic think-tank, which unites educators from different professional backgrounds and utilizes different structural and geographical spaces in the educational world. In addition, online technology, including Blackboard Collaborate, Moodle, Facebook Groups, and Google Docs, are used to facilitate a collaborative and comparative analysis of educational systems through a meta-conceptual and transversal approach.

The paper also details the manner in which TED was designed and implemented as a thirteen week professional development opportunity, explores and analyzes the history of TED, and how it has transitioned into a program that connects approximately one hundred each year. In order to better explain the impact of TED on educators who have participated, qualitative methods have been utilized, and this paper includes data collected from the applicants of participants, as well as analysis of the end-of-program evaluations and follow-up interviews with former participants. There is a specific topic of focus for each weekly TED session that is co-led by three to four participants. Topics in previous TED sessions have included youth culture, comparing the various education structures in the United States and Europe, approaches to teaching, impressions of “the other’ and cultural awareness, immigration and its impact in the classroom, student and parent involvement, building safe spaces in the classroom, religious education and homeschooling, technology use in the classroom, opportunities for international collaboration, and the future of education.

The paper argues that TED has been highly successful of connecting educators who normally would not interact, and allows them opportunities to present about the educational situations in their local community while simultaneously learning about the educational cultures in other locations in the United States and in Europe. After seven years since implementation and with guided adjustments, this paper also explores additional outcomes of TED, as well as the future of this innovative, diplomatic program that serves as a form of professional development for educators. Though the expense and time needed to travel across the Atlantic Ocean, or even across state or national borders, might be inconceivable for many educators in their current situations, through the use of online technology, TED effectively connects educators, classrooms, and schools in an engaging and empowering platform. It encourages educators to consider how they perceive themselves as a leader in their own educational context, as well as an opportunity to better understand the challenges and similarities they have with fellow educators in various locations.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 747 words || 
Info
3. Makatiani, Caleb., Imbovah, Mercy., Wang'ombe, Esther. and Imbova, Navin. "Influence of Universal Primary Education and Education for all on quality primary education in Kenya." Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2018-12-15 <http://citation.allacademic.com/meta/p1215266_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper provides a critical appraisal of quantity primary education in kenya as motivated by universal primary education(UPE) Education for all (EFA) and millennium development goals (MDGs) and the influence quality primary education in Kenya. Globally, primary education is recognized as the cornerstone of any country with stable economy. Bearing in mind the role played by education in development, the United Nations(UN) general assembly in 1948 endorsed education as a fundamental human right. The main objective of the study is to analyze the influence of democratization of education on quality of primary education in Kenya. The paper examined the role played by United Nations in democratization of education globally in general and Africa in particular. The paper further assessed prospects that have arisen in Kenya because of universalizing education in the world. It will further examine the challenges of universalisation of education. It therefore focuses on the issue of quality education after the attainment of ducation For All (EFA) goal and the Jomtien conference of 1990.The study will survey the definition of quality education as advanced by united Nations Education scientific and cultural organization (UNESCO) and United Nations children education fund (UNICEF). It also analyzes challenges that arise due to upsurge of enrolment in primary schools in and how they affect quality education in Kenya. Particular attention is given to the crises in inputs and processes that affect the output of quality primary education. These crises are reflected in class size, teacher establishment and physical resources that influence quality education. The paper adopted document analysis method. This is drawn from international and local legal instruments on quantitative and qualitative education. Local analysis of the basic education policies and the legal framework in Kenya was conducted. Studies conducted in Kenya on quantity and quality primary education will also be examined. Findings of the study are significant to Kenya in particular and sub Saharan Africa in general as they will be assisted to redress challenges o quality education arising from universal primary education and education for all. The findings will help the policy formulators formulate education policies and the legal framework which are geared towards quantitative and qualitative primary education. The policy implementers would understand and appreciate education policies within which they are supposed to operate in providing effective leadership and management practices in the implementation of quality education at primary level. The entire education stakeholders will understand how to address quality issues arising due to upsurge of enrolment. This paper is significant to the field of comparative and International education, since it provides data on what the Kenyan government is doing in promoting the development of quantitative and qualitative primary education. This study has established that there is legislation to embrace free and qualitative primary education. The Fee Primary Education (FPE) policy is in place and benchmarks for quality education have set by the government. However implementation of education policy to ensure quality is crucial. It is therefore recommended that proper structures to be put in place to enable achievement of quality primary education. The study also established that the government of Kenya has set a bench mark of the ratio of pupils to teachers as 40:1. However, there is acute shortage of teachers which has led to negative impact of quality primary education. It is therefore recommended that the government should actualize her obligation on supply of adequate teachers in primary schools. The study also established that UPE and EFA policies have contributed significantly to quantitative primary education. However there is increasing deterioration of quality primary education ranging from the provision of physical facilities, teaching and learning materials to deployment of teachers. It is therefore recommended that a proper policy be put in place to address these measures in order to improve the quality of primary education. From the findings of the study there is evidence of internal inefficiency reflected enrolment of over-age children, high rates of repetition and dropout rates. The issue of inefficiency has not been seriously addressed by the government. It is there recommended that the government should come up with clear policy to redress inefficiency in primary schools.

Key Words: Access, Quality education, Primary education, Legal Framework
Objectives of the study
The objectives of this study are to ;
i) Determine the legal framework on quantitative primary education in Kenya.
ii) Investigate implementation of education policies in Kenyan primary schools.
iii) Assess the role played by resources in implementation of quality primary education in Kenya.
iv) Determine effect of UPE on quality primary education.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 601 words || 
Info
4. Byun, Soo-Yong. and Ahn, Jeebin. "When students know their educational expectations: Institutional features of educational systems and students’ educational expectations (Poster 12)" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 04, 2017 <Not Available>. 2018-12-15 <http://citation.allacademic.com/meta/p1216514_index.html>
Publication Type: Poster
Review Method: Peer Reviewed
Abstract: Objectives
The purpose of this study is to investigate how institutional features of educational systems such as differentiation shape young students’ educational expectations beyond and above individual-level characteristics. Specifically, we address the following three questions. First, to what extent young students are clear (or not clear) about their educational expectations around the world? Second, how does the extent to which young students are clear (or not clear) about their educational expectations differ across countries? Third, if so, what may explain such cross-national differences in educational expectations?

Review of literature
Educational researchers around the world have been long interested in educational expectations as a key predictor of educational attainment and examined determinants of educational expectations. Yet, much prior literature focuses on individual-level determinants of educational expectations, such as family background, gender, and academic abilities, to name a few. Little is known about the role of institutional features of educational systems in shaping educational expectations among young students. Further, prior literature focuses exclusively on the level of educational expectations among students who are clear about their educational expectations, ignoring students who are not clear about their educational expectations. In other words, many prior studies treated students who do not know about how far in education they would go as missing cases in their analytic models.

Data and Methods
To answer these questions, we use data for eight-grade students from the 2011 Trends in International Mathematics and Science Study (TIMSS) for 45 countries, combined with the country-level variables. Our dependent variable is educational expectations and measured by a dichotomous variable indicating whether or not students know about how far in education they would go (0 = no, 1 = yes). Our independent variable of interest is differentiation of educational systems and measured by the combination of a number of tracks available at the secondary level and the age at which tracking occur (0 = comprehensive school [no track/mandatory selection]; 1 = more than one track, late selection [age 15 and older]; 2 = more than one track, early selection [age 14 and younger]). We also include Gross Domestic Product (GDP) per capita and gross postsecondary education enrollment rate as country-level variables. We control for several individual-level characteristics, including family socioeconomic status (SES), parental educational expectations, gender, age, and academic achievement.

Results
Our preliminary results from two-level Hierarchical Generalized Linear Models (HGLM) suggest that the degree to which extent young students know their educational expectations differ across countries. For example, in Morocco, only about 70% of eight-grade students are clear about how far in education they want to go. By contrast, in Chile, almost all of eight-grade students know how far in education they want to go. Results also reveal that the degree of differentiation of educational systems is significantly associated with the likelihood of students knowing their educational expectations, even after controlling for other variables. Specifically, in countries with highly differentiated systems of education, students are more likely to know their educational expectations, compared to their counterparts in countries with less differentiated systems. In other words, in countries where educational systems are less differentiated, students are more likely to be unclear about how far in education they want to go, compared to students in countries where educational systems are highly differentiated. Meanwhile, we find that students from high SES families are more likely than students from low SES families to be clear about their educational expectations. We also find that high achieving students are more likely than low achieving students to be clear about their educational expectations.

Scholarly significance
Our study offers important evidence on the role institutional features of educational systems in forming educational expectations.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 4487 - Next  Jump:

©2018 All Academic, Inc.   |   All Academic Privacy Policy