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2017 - Comparative and International Education Society CIES Annual Meeting Words: 488 words || 
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1. 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>. 2018-08-15 <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Publication Type: Conference Paper/Unpublished Manuscript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.

2006 - American Sociological Association Pages: 22 pages || Words: 6883 words || 
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2. 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>. 2018-08-15 <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.

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>. 2018-08-15 <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.

2009 - 53rd Annual Conference of the Comparative and International Education Society Words: 199 words || 
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4. Bbaale, Pedison. "Teachers unions and education coalitions research the quality of education using REFLECT (adult education) methodology" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, <Not Available>. 2018-08-15 <http://citation.allacademic.com/meta/p302885_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Uganda will feature the use of adult literacy method (REFLECT) to engage parents, community leaders and students in both diagnosing the reasons for the current low achievement rates in Kalangala and Masindi districts and finding locally dervied strategies and clear roles for engaging each of these stakeholder groups in improving learning outcomes. Despite the declaration of free seconday education, our research showed a crisis in education, where the poor quality of schooling is leading many parents to question the relevancy and value of education, especially in the poor, highly mobile fishing communities of Kalangala which has the highest rate of HIV in the country. Miscommunication (understanding) of the education law is confusing roles and responsabilities for education and school feeding. Solutions to improving and making thematic curricula more accessible in local languages and strengthening of teacher training will be highlighted. Finally, the presentation will also share how UNATU, the Teachers Union has lead historic discussions between trained and para teachers in an effort to “professionalise” teachers and ensure proper training and resources. This has included a unique advocacy component challenging the Government to increase funding for teachers by defying public sector caps placed by the International Monetary Fund (IMF).

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