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2006 - American Sociological Association Pages: 22 pages || Words: 6883 words || 
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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>. 2018-10-19 <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Publication Type: Conference Paper/Unpublished Manuscript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 || 
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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>. 2018-10-19 <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Publication Type: Conference Paper/Unpublished Manuscript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.

2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
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3. Price, Elsa. "Re-Imagining Educator Preparation In a Democracy: The Teacher Educator as Public Intellectual--Changes in a College of Education" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <PDF>. 2018-10-19 <http://citation.allacademic.com/meta/p1293957_index.html>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The democratic, collaborative decision making process used during the reorganization of the College of Education’s undergraduate and graduate programs in a small private liberal arts university in Alabama will be presented.

2018 - Comparative and International Education Society Conference Words: 1444 words || 
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4. Gomez-Gajardo, Francisca. "Educational qualification framework: Articulation in the Americas for technical vocational education and training education improvement" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, Mar 25, 2018 <Not Available>. 2018-10-19 <http://citation.allacademic.com/meta/p1353953_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Despite the different elements in which globalization impacts on societies and its development, there are still co existing educational barriers that generates limitation to individual mobility and development. Skill development, professional competences have become strategic elements to improve professional capacity to respond to work effective and efficiently, to achieve the expected results, despite de geographic location (Mulder, 2007; Vargas, 2000; Lawler, 1994).

Technical and Vocational Educational Training (TVET), has two main roles within local, national and regional sustainable development. On one hand to train labour force aligned with the productive sectors demands, specifically towards the technical and operational level, as well as to build training opportunities and career paths to allow all individuals. Understood as training for work in its different levels of qualification vocational training allows people to increase the creation of value in society - from the perspective of the challenges posed when facing contexts that evolve permanently, and that have a direct impact on the set of knowledge and skills that individuals must have in order to have better development opportunities (Larrañaga et al, 2013; OCDE, 2008).

From the perspective of competence development, professional certification has become an authentication tool for the actual professional capacity to respond to a job or a set of tasks verifying the level of capacity in terms of knowledge and skills of a worker (Delemare, F., & Winterton, J. ,2001). Mobility and professional experience are more valued every day, and defines a challenge to national educational systems as well as to regional governments, having to analyze the strategies and polices that could promote this experience exchange as well as qualifications recognition within a global community.

Considering this scenario, and based on national and international experience, this paper aims to analyze the experience of European Higher Education Area, considering its design and implementation results until 2016, as well as review the national initiatives that have been developing within countries from the Americas (North, Central and South) in order to analyze elements that could lead to build a framework that could allow to promote a regional qualification framework within the Americas to improve not only mobility, but also the quality standards of this specific educational system.

This paper will develop four specific objectives: 1) describe and analyze European experience of European Higher Education Area; 2) identify the main elements of its design and implementation process; 3) review the experiences of qualification framework in the America; 4) propose a strategy to European experience of European Higher Education Area.
Its main contribution is to learn from the European Experience of educational qualification frameworks, from its design and implementation in order to promote similar or adapted strategies in the Americas, as an opportunity to increase the quality of education as well as to improve development opportunities within the individual that access TVET education.

Methodology Approach

Using information from secondary data from countries in North, Central and Latin America, as well as the European experience of European Higher Education Area and qualification frameworks will describe and analyze the current scenario on TVET Education.
The information will be organized on a comparative basis trying to identify the main elements and experience. Although it is hard to generalize there is an intention to attempt to draw policy conclusions on a regional basis.
To develop the systematization of qualification strategies related to TVET within the Americas, will consider relevance and usefulness in the implemented strategies, combining analytical and participatory techniques which will be conducted through three research phases: identification, characterization and contrast with a panel of experts.

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