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2015 - 59th Annual Conference of the Comparative and International Education Society Words: 713 words || 
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1. Iyengar, Radhika. "How much do teacher networks and collaborative work improve teachers’ self-efficacy, self-esteem, self-perception? A Case study from India’s STIR’s program." Paper presented at the annual meeting of the 59th Annual Conference of the Comparative and International Education Society, Washington Hilton Hotel, Washington D.C., Mar 08, 2015 <Not Available>. 2018-11-18 <http://citation.allacademic.com/meta/p975794_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The objective of the study:
The study is situated in Delhi, India. All teachers are part of the STIR network (http://www.stireducation.org), which is a non-profit organization aiming to support teachers and to catalyze surrounding ecosystem of partners to support and sustain this movement. STIR brings teachers together and creates network of support to exchange innovative ideas. The program believes in “teacher led change” that empowers the teachers to start believing in themselves enabling them to suggest low-cost classroom based solutions to improve education quality. The specific research questions are –what is the impact of teacher networks on individual efficacy, self-esteem and self-perception. Second, what is the impact of “mindset training” on the above given teacher attributes.

Research Question:
• What program, teacher or school related factors that have the potential to influence teacher self-efficacy, self-esteem, self-perception?

Outcomes of interest:
The main outcomes that the study will be tracking are 1. Teacher Self-Efficacy 2. Self-esteem, 3. Self-perception.

Analytical Methods:
This is a mixed methods study. It uses both qualitative and quantitative data to conduct the analysis. The study design is that of a Randomized Control Trial. The treatment group will be network participants and the control group will consists of those who attended the initial search conference but did not participate in the network.

Data Sources:
The qualitative data is in the form of interviews, video and photo transcriptions. The quantitative data is in the form of surveys, the tools of which will be designed specifically to address the research question pertaining to this study. The qualitative data will be thematically coded using NVIVO software. The quantitative data is be analyzed using Ordinary Least Square Method using STATA as the software package. Both qualitative and quantitative data will be collected at baseline, midline and endline.

Results:
Preliminary analysis of baseline and midline survey data shows that Teachers feel high levels of efficacy with means between 1.5 and 1.6 at baseline and midline in response to the following five questions (scale is 1 to 5 with 1 meaning strong agreement and 5 meaning strong disagreement). This implies that teachers who participate in STIR feel efficacious. At the same time, teachers also believe that other factors are important as shown by means between 2.2 and 2.1 at baseline and midline in response to the following four questions (scale is 1 to 5 with 1 meaning strong agreement and 5 meaning strong disagreement). One surprising result is that self-perception about how good one is as a teacher goes down significantly from baseline to midline 4.17 to 3.97 (with 1 being low and 5 being high self perception after taking care of reverse coding). Teachers are also intrinsically motivated at baseline and midline with means of 1.4 at both points of time on the average of the following items asking why they are teaching (1=strongly agree and 5=strongly disagree).
The baseline qualitative interview data suggests that the respondents feel that the most important aspects of STIR are suggesting and implementing micro-innovations (24% references). Building networks (16%) and collaboration among teachers (19%) also come up multiple times. According to the respondents, the major gaps that STIR could address include improvement in quality education (57%), quality of teaching (19%) and improvement in teacher motivation (19%).


Significance of the study in the field of comparative or international education:
The study is useful in many ways. Firstly, this study tests the growth mind-set theory in a developing country context. Although, multiple studies have been done in the US and other countries on the impact on educational outcomes using growth-mind set approach. This study helps to test the same hypothesis in India. Secondly, one of the unique aspects of STIR is to build teacher networks to facilitate sharing ideas. This study will be able to assess the various ways in which networks of teachers could make a difference in their classroom teaching practices. Thirdly, developing an Indian contextualized measure of teacher self-perception, self-efficacy and self-esteem is an achievement in its own kind. Fourth, the study attempts to understand the types of non-monetary support structures that teachers might need to become better educators in a developing country context. Therefore this study will be able to develop measures, tests theories for the first time in a developing country set-up. This will help to share the lesson learnt with other developing countries as well.

2011 - 55th Annual Conference of the Comparative and International Education Society Words: 254 words || 
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2. Maximova, Anastasia. "Self-evaluation or self-reporting? A self-study in Russia’s higher education accreditation" 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, Apr 30, 2011 <Not Available>. 2018-11-18 <http://citation.allacademic.com/meta/p492830_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Quality assurance is at the forefront of higher education policy in Russia. The advancement of internal quality assessment in its accreditation system intensified in the 2000s (Кашлачева [Kashlacheva], 2006). Educational institutions started being evaluated on the development of the internal quality assurance systems. A self-study as a mandatory part of accreditation is meant to contribute to the development of the internal quality assurance system at the educational institution. The fact that Russian quality assurance system has a strong legacy of external control (Smolentseva, 2003) and the position of a self-study being internally oriented but externally mandated allows me to embed the research problem in the accountability versus improvement discourse.

External accountability and internal improvement are often discussed as two contrary agendas in a quality assurance establishment (Danø & Stensaker, 2007). The improvement rationales of a self-study are usually favored, but it is acknowledged that in real life accountability takes over in many countries. (Kells, 1995; Van Kemenade & Hardjono, 2010). The question driving this research is whether the self- study as a part of higher education accreditation in Russia is a critical self-evaluation tool internally oriented at the improvement of the education process, or a formal self-reporting practice to account for the education process to the external agency. I will present the results of the qualitative research that utilized document content analysis to explore the macro-level policies of the quality assurance in Russian higher education and the case study method to examine the self-study processes at two higher education institutions in Saint Petersburg, Russia.

2017 - National Women's Studies Association Words: 93 words || 
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3. Yan, Lu. "Struggles Between the Two Self’s: Third World/South self and First World/North Self" Paper presented at the annual meeting of the National Women's Studies Association, Hilton Baltimore, Baltimore, MD, Nov 16, 2017 <Not Available>. 2018-11-18 <http://citation.allacademic.com/meta/p1270058_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This qualitative study illustrates how international female students (IFs)—who are originally from the Third World/South but currently located in the First World/North—feel and understand feminist solidarities and local collaborations as a social minority (Mohanty, 2003). Data is collected from IFs using interviews and storytelling. The participants discuss and share their experiences and understandings about the battles within them for social justice, between the Third World/South self and First World/North self. The results include a description of the participants’ discussion of this issue and reveal a more visible and critical viewing power and inequity.

2015 - ASEEES Convention Words: 179 words || 
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4. Mayofis, Maria. "Self-Government, Self-Service and Self-Discipline: Implementing the System of Boarding Schools in the Late 1950s -- Early 1960s USSR" Paper presented at the annual meeting of the ASEEES Convention, Philadelphia Marriott Downtown, Philadelphia, Pennsylvania, <Not Available>. 2018-11-18 <http://citation.allacademic.com/meta/p1019416_index.html>
Publication Type: Panel Paper
Abstract: Although boarding schools were not a completely new institution for the Soviet educational system of the 1950s, we can presume that the authorities, especially the general secretary of the CPSU N. Khrushchev, considered them as essential tools in the new social and political conditions created by the 20th Congress. Just during the Congress Khrushchev launched a new project of educating a new Soviet citizen who would be loyal to the state and enthusiastic towards its initiatives not because of his/her fear of repressions, but voluntarily and sincerely. Boarding schools were seen as laboratories and, at the same time, as a vanguard of the necessary educational reforms. Unlike the children's homes (detskiye doma), boarding schools were to admit not orphans, but children whose parents would be too busy creating communism. In this conditions the state took the responsibility and, moreover, the major part of expenses on bringing-up and educating schoolchildren within this system of close "socialist schools" whose basic principles were self-government, self-service and self-discipline. The presenter will try to demonstrate to what extent this project proved to be effective.

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