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2010 - 54th Annual Conference of the Comparative and International Education Society Words: 225 words || 
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1. Lao, Rattana. "Quality and Competitiveness: the political economy of quality assurance in Thailand higher education reform" Paper presented at the annual meeting of the 54th Annual Conference of the Comparative and International Education Society, Palmer House Hotel, Chicago, Illinois, <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p400419_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Thailand’s quality assurance mechanism was established after the promulgation of the National Education Act (1999). This has led to an establishment of an autonomous agency, the Office of the National Education Standards and Quality Assessment (ONESQ), which aimed to increase the quality of higher education institutions and ultimately improve national competitiveness. Ten years on, this aspect of the education reform has been referred as “the golden child” of the National Education Act. From qualitative interviews, the secretary general of the Office of National Education Council argued quality assurance mechanism provides “a mirror” for Thailand to reflect our educational reality in order to improve our quality. Despite overwhelming public support for this new reform, there remains limited research studying and analyzing this new global policy in Thailand. Hence, this paper attempts to analyze the emergence of quality assurance policy in Thailand higher education under the glocalization and policy borrowing frameworks (Ball 1998, 2008, Robertson 1992, Steiner-Khamsi 2000, 2004). The research questions are: what are the factors influencing the emergence of quality assurance in Thailand? Who are pushing for this reform? What local problem does this policy attempt to solve? Not only does this research aim to discuss how international policy trend is introduced and implemented in national context, but it also aims to investigate the changing role of the government in the era of globalization.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 243 words || 
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2. Zafeirakou, Aglaia. "The quest for quality and fairness: A conceptual framework for measuring and monitoring the quality of early childhood education services" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p486585_index.html>
Publication Type: Panel Paper
Abstract: n Central and Eastern Europe and the Commonwealth of Independent States, (CEE/CIS region) access to Early Childhood Education (ECE) services, although generally still limited and unequal, has begun to improve in the last decade, but the quality of ECE services is a source of concern in several countries. There is a need for conceptual and measurement tools to gather and analyze data in order to assess and monitor the quality of early education services in the region.
The objective of this work is to develop a comprehensive framework to monitor the quality of early education in the CEE/CIS region. The framework is intended as a tool to help ECE stakeholders prioritize quality and equity in the provision of early education services and operationalize the monitoring and improvement of ECE services based on quality factors that can be easily monitored.

This work is based on a review of the added value of ECE services especially for young children from disadvantaged environments. Two main approaches to measure, monitor and improve ECE services are considered (a) the market/regulation approach and the (b) cultural/anthropological approach. The methodology used is (a) a data analysis on young children and ECE services in the region (b) secondary analysis of selected quality frameworks especially in the EU context.

A quality framework for ECE services that synthesizes the above two approaches is being proposed, linking quality and equity dimensions and setting indicators and targets, and operationalizing the quality framework by countries themselves.

2014 - Comparative and International Education Society Annual Conference Words: 596 words || 
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3. El Muhammady, Fauzanah. "The Condition of Educational Quality Of Indonesia’s Compulsory Schooling: The Analysis of Inputs Quality Condition Of Primary And Secondary Schools" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, Mar 10, 2014 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p718211_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study examined the condition of educational quality of Indonesia’s compulsory schooling through the analysis of inputs quality condition of primary and secondary schools. This study analyzed the quality of input indicators (e.g. the availability of relevant textbooks, teacher’s quality and distribution, and school facilities), the change of the indicators before and after 1990s, and the influence of input indicators to the quality of primary and secondary schools. Indonesian government has been working for years on how to improve the quality of the education in order to produce better outputs. However, until recent years, the output indicators -such as students’ academic achievement and the level of school achievement in the primary and secondary schools- have presented insignificant improvement in score of some particular subjects.
This study used methodology of qualitative that based on literature reviews that referred to the data and information concerning with the input and output indicators that was collected from National Plan of Action: Indonesia’s of Education for All 2003-2015, Ministry of National Education, Indonesia education and human resources sector review Volume I and II (USAID) and UNESCO.
The results showed that the condition of educational quality in Indonesia in the level of primary and secondary education has presented production function mechanism that was very effective and useful to measure the relationship between resources inputs and students’ performance.
However, the study found that the condition of input indicators quality in the level of primary and secondary school in Indonesia before and after 1990s has shown a small improvement. Even though the quality was focused on the inputs indicators, the indicator outputs have shown a small improvement in particular subjects. Furthermore, there is still no patent standard to determine educational quality in Indonesia in terms of inputs, outputs, and outcomes in education itself. This circumstance becomes a puzzle whether the input indicators strongly influence the quality of education itself. The exploration and analysis of input indicators in the primary and secondary schools before and after 1990s above has presented how inputs indicators have still unclear interconnection and correlation to determine the achievement of better outcomes in education.
Also, it is found that there is still lack of completed data and information, particularly concerning with the quality of input and output indicators, students’ achievement, and school level achievement that provided by government to explain the real condition of the quality of compulsory schooling. These findings indicate that there is still weakness of data and information management to provide determinant aspects of educational quality in compulsory schooling. Data and information are the two most important aspects that should be taken into account, particularly the specific data that informs the real condition of input and output indicators development in compulsory education. A completed data can assist policy makers to measure the specific standards that should be achieved in improving the educational quality compulsory education. Particularly in the aspect of input indicators, it can assist government to achieve the good standards of textbooks availability, teachers’ quality and distribution, and school facilities in the future.
The implication of this study to the field of education is the mechanism of input and output is very effective and useful to assist government to make policy that is related to educational quality improvement in the level of primary and secondary education. This study is also giving implication to the sector of educational research in exploring whether there is a strong correlation and cohesion of the quality of inputs indicators that determine the process and final products of compulsory education.

Keywords: educational quality, input indicators, textbooks, teachers’ quality and distribution, school facilities, primary and secondary schools.

2013 - 57th Annual Conference of the Comparative and International Education Society Words: 713 words || 
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4. Arian, Feroz., Avildsen, Christina. and Neris Rodriguez, Mariely. "Strengthening Educational Quality through Improvements in Teaching Quality: CRS’ experience working with Community-Based-Education Teachers in Rural Afghanistan" Paper presented at the annual meeting of the 57th Annual Conference of the Comparative and International Education Society, Hilton Riverside Hotel, New Orleans, LA, Mar 10, 2013 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p635671_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Objectives:
Teachers in Afghanistan have few resources to educate themselves and to guide their lessons, other than the most basic school books provided by the Ministry of Education. Most of them have achieved less than a twelfth grade education and have never been properly trained as teachers, or been provided with professional development services. Although the Afghan government has established a strategic plan to support teachers’ professional development in the future, current curricula and access to programs are not well developed ; as a consequence, many teachers face low or non-existent prospects for educational advancement as well as a lack of knowledge about basic standards for teaching, effective teaching methodologies, or even how to track student attendance, participation, and educational outcomes.

Research shows that the community-based education approach (CBE), in which schools are established within rural communities, almost completely eliminates issues related to school access, especially for girls, whose enrollment rates increase from 17% in government schools to around 70% in CBEs. CRS has provided communities with access to education under the CBE model for seven years. A main focus of CBE is to provide teachers with sustainable, child-centered teaching approaches that will raise their capacity to teach effectively and increase their confidence as education providers. CRS measures teaching quality by monitoring the evolution of teachers’ capacity through established core trainings, while monitoring students passing rates and community involvement and support of the teacher and its classes.

This presentation will illustrate how providing access to education, strong community support , supplemental materials, and focusing on teaching quality through the use of intensive teacher training and child-centered teaching methods ensures that children have strong learning outcomes and a quality education.

Main perspective:
Although many CBE teachers in CRS classes have less than a twelfth grade education, , the CBE model works because it focuses on community involvement, teacher capacity building, and student retention in a culturally appropriate environment. CRS recognizes the important contribution that teaching quality makes to student and teacher success, and will share methods, lessons learned, and challenges of providing sustainable, culturally and context appropriate educational opportunities, by focusing on results achieved through these intensive, high quality trainings offered to CBE teachers.

Analytical methods:
This presentation will use the UNESCO Conceptual Framework for Understanding Education Quality . The framework presents quality education systems as a mixture of processes for teaching and learning that include the learner’s characteristics, the inputs available to support teachers and students, teaching and learning outcomes, and the context (social, cultural, and political) in which this develops. Through this framework, this presentation will focus on educational and teaching quality as a system that works when teachers and students have the necessary support from community, government, and other institutions (context), who can provide the material and professional support necessary (inputs) to increase teachers’ capacity (learner characteristics) to further student’s learning skills (outcomes).

Data sources:
The data collection tools used by CRS have been designed in conjunction with past and present consortium partners. Data collected includes teacher information, years of study, trainings attended, as well as student information and passing rates. These tools include project assessments and surveys, regular monitoring reports, direct observation and mentoring of teachers, school committee reports, and pre-/post- training tests for teachers.

Results and/or conclusions:
Some of the results obtained to date through the CBE strategy include:
1.Opened over 500 classes, in more than 300 communities of four Afghan provinces
2.Over 15,000 children have received primary education classes
3.Supported over 500 teachers (35% female) with quality core trainings in math, reading, and other supplemental trainings
4.Over 1,600 School Shura members trained on school management and support techniques

Significance of the study:
The CBE model is a time-tested and sustainable way to provide education to children who would not otherwise have access to schools. By involving communities in their children’s education and ensuring that teachers have the personal and professional support and tools necessary to effectively perform their jobs, quality of education increases, and students’ educational outcomes improve. By focusing on teacher training and development, the CBE program ensures that teachers remain excited about their jobs, parents and other community members remain actively involved in sending their children to school, and that children have the opportunity to learn in an environment that is culturally appropriate, inclusive, and effective.

2015 - SRCD Biennial Meeting Pages: unavailable || Words: unavailable || 
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5. Ovalle, Michael., Ellison, Jenna., Sargent, Kelli., Cox, Courtney., Kouros, Chrystyna. and Garber, Judy. "Children’s Perceptions of their Family Environment: Marital Quality and Parent-child Relationship Quality as Unique Predictors" Paper presented at the annual meeting of the SRCD Biennial Meeting, Pennsylvania Convention Center and the Philadelphia Marriott Downtown Hotel, Philadelphia, PA, Mar 19, 2015 <Not Available>. 2019-06-20 <http://citation.allacademic.com/meta/p958449_index.html>
Publication Type: Individual Poster
Review Method: Peer Reviewed
Abstract: The quality of the family environment during childhood is a robust predictor of increased emotional and behavioral problems, both concurrently and longitudinally (Sheeber, Hops, Alpert, Davis, & Andrews, 1997; Repetti, Taylor, & Seeman, 2002). Less research exists, however,on the development of children’s perceptions of their family environment (Asarnow, Carlson, & Guthrie, 1987; Collins & Russell, 1991). The current study extends previous work by examining which specific family relationships uniquely contribute to children’s overall perceptions of the family environment over time, including the quality of the marital, mother-child, and father-child relationships.

The first two waves from a longitudinal study on maternal depression and children’s development were used. Participants were 240 mothers and children (M age=11.86 years, SD=0.56; 54% female; 81.5% European American). Mothers were interviewed regarding their history of psychiatric disorders; 185 mothers had a history of a mood disorder (high-risk) and 55 mothers were lifetime-free of psychopathology (low-risk). At each annual assessment, children reported on family relationship quality on the Family Environment Scale (FES). At Time 1, children and mothers separately reported on mother-child conflict (Interaction Behavior Questionnaire [IBQ-mother]), children reported on maternal acceptance (Children’s Report of Parental Behavior Inventory) and father-child conflict (IBQ-father), and mothers reported on the quality of the marital relationship (Dyadic Adjustment Scale).

Descriptive statistics and inter-correlations among the study variables are presented in Table 1. A latent variable for children’s perceptions of the family environment at T1 and T2 were created using the following three subscales from the FES as indicators: cohesion, expressiveness, conflict. Higher scores reflect a more negative perception of the family environment. A latent variable representing the quality of the mother-child relationship was created using the following three indicators: child-reported maternal acceptance, and mother’s and children’s reports on the IBQ-mother scale; higher scores reflect a more positive mother-child relationship quality. Next, we tested a model in which marital relationship quality, mother-child relationship quality, and father-child conflict at T1 predicted children’s perceptions of the family environment at T2, controlling for the autoregressive effect of children’s perceptions of the family environment at T2 and maternal history of depression (risk). This model provided a good fit to the data, χ2(42)=68.248, p=.006, χ2/df=1.63, CFI=.97, RMSEA=.05 (Figure 1). The results indicated that lower quality in the mother-child relationship, but not father-child conflict, predicted children’s perceptions of a negative family environment, b=-1.97, B=-.34, p=.005. The quality of the marital relationship at T1 uniquely predicted children’s perceptions of the quality of the family environment at T2, over and above the mother-child relationship, b=.34, B=.15, p=.047; however, this relation was not in the expected direction. After testing for measurement invariance, a multi-group model did not find any significant differences in relations for boys versus girls, based on the critical ratios test of the path coefficients.

Given previous research that underscores the importance of the family environment for children’s development and adjustment, identifying specific familial relationships that predict children’s perceptions of their family environment has implications for family-based interventions aimed at improving children’s mental health outcomes.

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