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Journal Cover   FIRE : Forum of International Research in Education
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  This is an Open Access Journal Open Access journal
   ISSN (Print) 2326-3873
   Published by Lehigh University Homepage  [1 journal]
  • BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014).
           Leadership for Social Justice in Higher Education: The Legacy of the Ford
           Foundation International Fellowships Program. Palgrave Macmillan. 250
           pages. ISBN: 9781137366498

    • Authors: Budi Waluyo
      Abstract: BOOK REVIEW: Bigalke, T. W., & Zurbuchen, M. S. (Eds.). (2014). Leadership for Social Justice in Higher Education: The Legacy of the Ford Foundation International Fellowships Program. Palgrave Macmillan. 250 pages. ISBN: 9781137366498
      PubDate: Mon, 27 Jul 2015 06:05:33 PDT
       
  • The Effectiveness of Using Technology in English Language Classrooms in
           Government Primary Schools in Bangladesh

    • Authors: Ruxana Hossain Parvin et al.
      Abstract: Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it.

      PubDate: Mon, 27 Jul 2015 06:00:42 PDT
       
  • Patterns of Indigenous Learning: An Ethnographic Study on How
           Kindergartners Learn in Mana, Fiji

    • Authors: Jeffrey Chih-Yih Lee et al.
      Abstract: Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data for a larger study examining the evolution of learning patterns after iPads were introduced to the Mana school. Data were examined through two frameworks: Multiple Intelligence and 21st Century Skills during the baseline study; the same two frameworks will be utilized in the next round of data analysis. A comparative analysis will finally be conducted after the summer of 2015. Approval and support from three Fijian ministries was acquired for this study.
      PubDate: Mon, 27 Jul 2015 06:00:39 PDT
       
  • Plans for Embedding ICTs into Teaching and Learning through a Large-Scale
           Secondary Education Reform in the Country of Georgia

    • Authors: Jayson W. Richardson et al.
      Abstract: Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team’s approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning. In this article, we describe the background of the project, detail the country and sector context, the project team composition, the technological approach used in the development plan, and offer an analysis of how the proposed technology interventions push teachers and leaders to use technology to improve tasks and improve the teaching and learning experience.
      PubDate: Mon, 27 Jul 2015 06:00:37 PDT
       
  • Kenya’s ICT Policy in Practice: The Effectiveness of Tablets and
           E-readers in Improving Student Outcomes

    • Authors: Benjamin Piper et al.
      Abstract: Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
      PubDate: Mon, 27 Jul 2015 06:00:33 PDT
       
  • Redefining Technology in Development Work: A Need for Learning Outcomes in
           ICT Projects

    • Authors: Jayson W. Richardson et al.
      Abstract: Redefining Technology in Development Work: A Need for Learning Outcomes in ICT Projects Jayson W. Richardson Gregory C. Sales Technology has redefined, and will likely continue to redefine, educational processes and procedures around the world. In many development efforts, however, the focus is on the hardware, software, or professional development. Rare is the international development project focused on teaching and learning. In this special issue of the Forum for International Research in Education (FIRE), we propose a reframing of ICT by shifting the paradigm to focus on Instructional quality, Curriculum development, and Teaching pedagogy. Thinking of ICTs in this I-C-T context moves the discussion away from the technology itself, and spotlights changing and improving teaching and learning. In this special issue the Information and Communication Technology for Development Special Interest Group (ICT4D SIG) of the Comparative and International Education Society (CIES), solicited articles that focus on improving and measuring teaching and learning outcomes in technology-focused development projects.
      PubDate: Mon, 27 Jul 2015 06:00:30 PDT
       
  • Day-By-Day: Higher Education in Afghanistan

    • Authors: David J. Roof
      Abstract: This paper examines higher education in Afghanistan. Based on qualitative research, including interviews with key policymakers and stakeholders, the paper examines the primary issues, challenges, progress, and future vision for higher education in the country. The research reveals that one of the most significant issues in the country in the post-Taliban era is female participation in higher education. It also shows the importance of alternative forms of higher education, such as two-year institutions, private education, and technical/vocational education. The paper also discusses the emergence of quality assurance mechanisms and international partnerships with other universities. Regarding the future direction and vision for higher education, the paper reveals two primary focuses: preparing students for the labor market, and the potential for education to influence democratic values and social cohesion in a divided country.
      PubDate: Fri, 29 May 2015 10:50:23 PDT
       
  • Effect of Transnational Standards on U.S. Teacher Education

    • Authors: Kevin G. Murry et al.
      Abstract: The Standards for Effective Pedagogy and Learning (CREDE, 2014) specify five transnational universals of teaching that are especially effective for the rapidly growing population of English language learners in North America. CLASSIC is an evidence-based, CREDE-aligned model of teacher education for classroom educators of English language learners. CLASSIC has utilized with more than 10,000 teachers in 100 school districts, located in eight states, in collaboration with eight different universities. This study examined the impact of the transnational standards of CLASSIC curricula on teachers’ observed practices with English language learners as measured by the recently developed Inventory of Situationally and Culturally Responsive Teaching (ISCRT). Despite some variability, over 110 participating teachers in 37 U.S. schools demonstrated statistically significant improvements in their delivery of effective pedagogy, across a wide range (18 of 22) ISCRT indicators; teachers exhibited highest levels of growth in instructional conversations, joint productive activity, and challenging activities.
      PubDate: Fri, 29 May 2015 10:45:27 PDT
       
  • Higher Education Regionalization in Asia Pacific: Implications for
           Governance, Citizenship and University Transformation

    • Authors: Neete Saha
      Abstract: Higher education regionalization in Asia Pacific: Implications for governance, citizenship and university transformation edited by J. N. Hawkins, K. H. Mok, and D. E. Neubauer describes and summarizes the conversations happening around regionalization in the Asia-Pacific region, and is a potential resource for the higher education community interested in the Asia-Pacific region.
      PubDate: Mon, 26 Jan 2015 13:45:23 PST
       
  • Exploring Human Resource Development: Adult Learning and Education in the
           U.S.

    • Authors: Andrea N. Smith
      Abstract: The twentieth century has witnessed an upsurge of Human Resource Development (HRD) activities reflected through globalization and overall economic initiatives to improve the economy. This paper undertakes a critical approach to adult education in the United States and does so through the lens of human resource development issues, trends and policies. Through the use of key reports and other recent literature, adult education is placed in a wider economic development framework. It concludes that there is a future for adult education in the United States with implications for the program to provide a more comprehensive lens for understanding adult education programs and economic issues.
      PubDate: Wed, 21 Jan 2015 09:20:27 PST
       
  • Family Involvement in Emirati College Student Education and Linkages to
           High and Low Achievement in the Context of the United Arab Emirates

    • Authors: Georgia M. Daleure et al.
      Abstract: In the United Arab Emirates (UAE), and other Gulf Cooperation Council (GCC) countries, tribal familial affiliations form the basis of society with opinions and viewpoints of parents and other family elders heavily influencing the decisions of younger Emiratis. Social transitions caused by rapid and progressive economic development have affected each consecutive generation with a vastly different set of social circumstances than the preceding generation. This paper presents results of a study investigating the types and extent of family involvement in Emirati students’ college education using an online bilingual survey with 1173 participants and telephone interview with 30 randomly selected guardians. Findings of the study indicate the presence of a generational gap in education and experience between Emirati students and family elders. The generational gap may lead to ineffective academic support and career preparation.
      PubDate: Sat, 17 Jan 2015 02:35:24 PST
       
  • BOOK REVIEW: Arocena, F. & Bowman, K. (2014). Lessons from Latin
           America: Innovations in Politics, Culture, and Development. Toronto:
           University of Toronto Press. 204 pages, ISBN: 9781442605497.

    • Authors: Elizabeth R. Bruce
      Abstract: BOOK REVIEW: Arocena, F. & Bowman, K. (2014). Lessons from Latin America: Innovations in Politics, Culture, and Development. Toronto: University of Toronto Press. 204 pages, ISBN: 9781442605497.
      PubDate: Thu, 15 Jan 2015 08:05:23 PST
       
  • COLLABORATIVE BOOK REVIEW: Baker, D. P. (2014). The Schooled Society: The
           Educational Transformation of Global Culture

    • Authors: Calley Stevens Taylor et al.
      Abstract: For many years the discussion of education as a global and social institution has been prevalent in Comparative and International Education. In his book, The Schooled Society, David P. Baker offers up a unique perspective on a much-discussed theoretical framework in which to view education as an institution. Through this work, Baker uses a multidisciplinary approach to explain the influence that mass education has on societies and informs the readers of new educational paradoxes that are being discussed in the field. Not only is The Schooled Society an explanation of educational influence on society, but it also provides reason for further research to be done to explain the existing paradoxes found in modern society and education. The following book review, informed by the wide span of each contributing reviewer’s previous educational and professional experiences, provides a variety of reactions to The Schooled Society and is intended to provide the reader with a holistic examination of the book. The primary review, authored by Calley Stevens Taylor and Amanda Blain Pritt, presents an introductory review and critique of the book’s structure, premise, evidence, and conclusions as well as general statements about the book’s contents. Following the primary review, Maria Spinosa Ebert, Angel Oi Yee Cheng, and Xia Zhao respond to the primary review and offer their own reactions to The Schooled Society.
      PubDate: Fri, 12 Dec 2014 09:00:18 PST
       
  • Consent and Dissent: A Study of the Reaction of Chinese School Teachers in
           Guangzhou City Schools to Government Educational Reforms

    • Authors: Roger Seifert et al.
      Abstract: This paper presents detailed qualitative evidence from a case study of teachers in five Chinese schools in one city. It explicitly seeks to show how developments in government policy towards education have altered the management of teacher labour inside schools as well as the teacher labour process as expressed by the teachers themselves in interviews and questionnaires. In this paper, we explore supervision, work intensification, and the erosion of professionalism. We conclude that some changes have taken place as predicted by the labour process model, but that the reaction of the teachers to more extensive controls has been variable. In particular senior school managers did have greater control with high levels of supervision, but that was generally welcomed as preferable to the previous system of outside control and neglect. While workload increased overall, the teachers were more likely to have to work outside of normal duties rather than experience any increase in formal contractual obligations.
      PubDate: Thu, 17 Jul 2014 10:27:02 PDT
       
  • Governance and Coordination of the Higher Education System in Namibia:
           Challenges and Prospects

    • Authors: Kenneth Matengu et al.
      Abstract: Considering that coordination can take many forms, and may be instituted through an array of policy instruments and tools, we take the position that coordination is both a consequence of pressures on higher education some of which are brought by market forces (globalisation) but also that state coordination of higher education can be a trigger for change. Our objective is to demonstrate this through a review of literature and legislative and policy instruments in Namibia. We complete the review with an in-depth analysis of key informant interviews on coordination in Namibia. We argue that although Namibia’s approach of higher education governance and state coordination strongly emphasizes autonomy, which is in-line with international trends. We also argue that self-governance in an absence of policy does not promote effectiveness of HEIs in the country. We conclude that coordination and state steering of it, is in Namibia’s context a consequence of experience in hindsight rather than a case of foresight.
      PubDate: Fri, 13 Jun 2014 04:30:22 PDT
       
  • Chinese Doctoral Student Socialization in the United States: A Qualitative
           Study

    • Authors: Wendan Li et al.
      Abstract: Although international students annually contribute billions of dollars to the US economy, meaningful intercultural interaction between international students, peers, and faculty is often missing at US host campuses. Feelings of isolation, loneliness, and alienation are pervasive among international students at US campuses; these feelings can negatively impact students’ ability to engage in academic and social activities. This study is designed to explore how Chinese doctoral students socialize into a US doctoral program and how they perceive their socialization experiences. Using qualitative methods, we highlight student experiences and isolate areas of misalignment in the educational process.
      PubDate: Sat, 24 May 2014 04:05:22 PDT
       
  • Hunger for an Education: A Research Essay on the Case of South Sudan and
           the Voices of Its People

    • Authors: John Chuol Kuek et al.
      Abstract: The Republic of South Sudan is one of the newest of all African countries having become an independent state on July 9, 2011. After years of prolonged war, beginning in the mid-1950s, among different political, tribal, and military factions, and with the Sudan, the South Sudan is now a full-fledged country. The country continues to deal with the legacy of colonialism, genocide, and oppression, and is involved in a civil war. As a result of this legacy, the country faces many challenges especially in the development of a social, political, and economic infrastructure which can develop into a democratic state and implement a viable public school system that can feed universities and technical schools. At this time, approximately 42% of the country’s population is below 14 years of age, and the “school life expectancy” index is only four years for males and even less for females. The educational system in the South Sudan can be described as disorganized, fragmented, and a “patchwork” of schools that are seasonal and temporary, and with a disjointed mission. Also, each of the ten states that comprise the country seems to function independently although there is a master plan for the overall country. Yet, common to all of these states is the lack of school buildings, teachers and support staff, and an organized and proven curriculum for all of the nation’s youth. For this research essay, five South Sudanese persons, with a role in education were interviewed to identify the most critical problems in the current educational system. While the results of interviews are limited in representative scope, the results are strongly reflective of the condition of the educational system in the South Sudan. Various recommendations are suggested by the authors. दक्षिण सूडान गणराज्य 9 जुलाई 2011 को एक स्वतंत्र राज्य बनने के सभी अफ्रीकी देशों के नवीनतम में से एक है . लंबे समय तक युद्ध के वर्षों के बाद , विभिन्न राजनीतिक, आदिवासी , और सैन्य गुटों के बीच , 1950 के मध्य में शुरू , और सूडान के साथ , दक्षिण सूडान अब एक पूर्ण विकसित देश है . देश उपनिवेशवाद , नरसंहार , और उत्पीड़न की विरासत के साथ सौदा करने के लिए जारी है , और एक नागरिक युद्ध में शामिल है . इस विरासत का एक परिणाम के रूप में , देश विशेष रूप से एक लोकतांत्रिक राज्य में विकसित और विश्वविद्यालयों और तकनीकी स्कूलों फ़ीड कर सकते हैं कि एक व्यवहार्य पब्लिक स्कूल प्रणाली को लागू कर सकते हैं जो एक सामाजिक, राजनीतिक , और आर्थिक बुनियादी ढांचे के विकास में कई चुनौतियां हैं. इस समय, देश की आबादी का लगभग 42 % की उम्र 14 साल से कम है , और " स्कूल जीवन प्रत्याशा " सूचकां...
      PubDate: Tue, 18 Mar 2014 02:17:37 PDT
       
  • Women's Rising Share of Tertiary Enrollment: A Cross-National
           Analysis

    • Authors: Anne McDaniel
      Abstract: In recent decades, a dramatic shift occurred in higher education throughout the world. Women now enroll in and complete more education than men in the majority of countries. Using a lagged cross-sectional design on a dataset of 75 countries from 1990 to 2008, this study examines the predictors of the current gender gap in tertiary enrollment. I find that prior arguments developed by neo-institutionalist theorists do predict the gender gap in tertiary enrollment to some degree. Countries that have historically supported women's rights and experienced more rapid educational expansion are linked to a larger share of women enrolled in tertiary education than men. However, countries with greater memberships in IGOs and INGOs do not influence women's share of higher education enrollment. Additionally, fertility rates are important predictors of women's share of tertiary enrollment. Countries with lower fertility rates are associated with a larger female share of higher education. The results support the hypotheses that both neo-institutionalists arguments and fertility norms shape the female-favorable gender gap in tertiary enrollment throughout the world. हाल केदशकोंमें , एक नाटकीय बदलाव दुनिया भर मेंउच्च शिक्षा मेंहुई . महिलाओंको अब में दाखिला लिया और देशों के बहुमत में पुरुषों की तुलना में अधिक शिक्षा पूरी . 1990-2008 में 75 देशों की एक डाटासेट पर एक lagged पार के अनुभागीय डिजाइन का उपयोग करना, इस अध्ययन तृतीयक नामांकन में वर्तमान लैंगिक अंतर के भविष्यवक्ताओं की परख होती है . मैं नव संस्थावादी सिद्धांतकारों द्वारा विकसित पिछले तर्क कुछ हद तक तृतीयक नामांकन में लैंगिक अंतर की भविष्यवाणी करते हैं. ऐतिहासिक दृष्टि से महिलाओं के अधिकारों का समर्थन किया और अधिक तेजी से शिक्षा के विस्तार अनुभव किया है कि देश के पुरुषों की तुलना में तृतीयक शिक्षा में दाखिला महिलाओं का एक बड़ा हिस्सा से जुड़ी हैं. हालांकि, IGOs और INGOs में अधिक से अधिक सदस्यता के साथ देशों के उच्च शिक्षा में नामांकन की महिलाओं की हिस्सेदारी को प्रभावित नहीं करते . इसके अतिरिक्त , प्रजनन दर तृतीयक नामांकन की महिलाओं की हिस्सेदारी की म...
      PubDate: Thu, 13 Mar 2014 14:55:59 PDT
       
  • Training of School Teachers in West Africa: Remediation of Reading
           Difficulties through Training in Phonological Awareness and Letter Names

    • Authors: Sophie Briquet-Duhazé
      Abstract: The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results. Résumé: La formation continue des professeurs des écoles en Afrique de l'Ouest est réalisée par l'Académie de Rouen (France) et est organisée autour d'un plan de formation annuel validé par l'AEFE. Chaque formateur organise un stage de 5 jours pour une vingtaine d’enseignants. Ceux-ci sont issus de huit pays (Mauritanie, Cap Vert, Sénégal, Gambie, Mali, Guinée, Côte d'Ivoire et le Burkina Faso) et viennent à Dakar pour une semaine. Nous avons encadré quatre fois un stage à Dakar (Sénégal). Tous avaient pour objectif de contribuer à résorber les difficultés en lecture des élèves en nous appuyant sur notre recherche scientifique. Cet article présente le cadre théorique du nom des lettres et de la conscience phonologique lors de la phase 0 et du début de la phase 1 de notre recherche. Nous utilisons ces prédicteurs des difficultés comme remédiation en lecture chez les élèves âgés de 8 à 11 ans. Nous présentons ici les premiers résultats. Die Lehrerbildung Westafrikas wird von der Akademie von Rouen (Frankreich) durchgeführt; sie wird entlang eines von der AEFE genehmigten Jahresplans organisiert. Jeder Trainer betreut zwanzig Lehrer_innen für 5 Tage; und Lehrpersonen aus acht Ländern (Mauretanien, Kapverden, Senegal, Gambia, Mali, Guinea, Elfenbeinküste und Burkina Faso) kommen für eine Woche nach Dakar. Die Autorin nahm viermal in diesem Lehrgang teil und beteiligte sich an der Aus- und Weiterbildung für Lehrer_innen aus Westafrika. Dieser Beitrag fokussiert die Inhalte des Lehrgangs, welche auf die Behebung von Leseschwierigkeiten der Schüler_innen abzielen. Der Artikel stellt den theoretischen Rahmen der phonologischen Bewusstsein und Buchstabennamen (phonological awareness and letter names) sowie Phasen o und Beginn der Phase 1 unserer Forschung. Wir nutzen diese Prädiktoren als Fördermaßnahmen für die Behebung von Leseschwierigkeiten bei Schüler_innen im Alter von 8 bis 11 Jahren und stellen erste Ergebnisse vor.
      PubDate: Sat, 15 Feb 2014 05:40:15 PST
       
  • The Promise of Partnership: Perspectives from Kenya and the U.S.

    • Authors: Candice J. Grant
      Abstract: Universities have come to be viewed as essential in accelerating a country’s knowledge economy in order to maintain its global competitive edge. However, as it currently stands, the Global North governs much of the output of knowledge production through research and scholarship. International partnerships between universities offer the opportunity to bridge this gap by offering new avenues through which these institutions can better prepare students for the globalized world and build institutional capacity. This study examines the process between two universities in initiating and sustaining an international partnership and why this relationship was established. Emphasis is placed on the function of each university partner and how each perceives the other’s contribution towards the objectives outlined in the partnership agreement. Utilizing a case-study approach, the study aims to chart the process undertaken to cultivate a cross-global university alliance. Universitäten werden inzwischen als ein wesentliches Wachstumsmerkmal der wissensbasierten Wirtschaft eines Landes um die globale Wettbewerbsfähigkeit zu garantieren. Jedoch, wie es derzeit aussieht, konzentriert der globale Norden das meiste der Wissensproduktion durch Forschung und Wissenschaft. Internationale Partnerschaften zwischen Universitäten bieten die Möglichkeit an, diese Lücke zu überbrücken, bieten neue Wege an, durch die diese Institutionen ihre Studierenden besser auf die globalisierte Welt vorbereiten und institutionelle Leistungsfähigkeit aufbauen können. Diese vorliegende Arbeit untersucht den Prozess zwischen zwei Universitäten bei der Einleitung und Aufrechterhaltung einer internationalen Partnerschaft und die Gründe für den Aufbau dieser Beziehung. Hervorgehoben wird die Funktion der einzelnen Universitätspartner und darauf, wie jede der Partner den Beitrag des anderen zur Erreichung der Ziele gemäß des Partnerschaftsabkommens wahrnimmt. Durch die Verwendung eines Fallstudie-Ansatzes soll die Studie den Prozess der Kultivierung einer globalen Universitätsallianz rekonstruieren.
      PubDate: Wed, 12 Feb 2014 07:55:15 PST
       
 
 
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