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FIRE : Forum of International Research in Education
   [3 followers]  Follow    
  This is an Open Access Journal Open Access journal
     ISSN (Print) 2326-3873
     Published by Lehigh University Homepage  [1 journal]
  • 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
       
  • Transformational Leadership and School Outcomes in Kenya; Does Emotional
           Intelligence Matter'

    • Authors: Laban P. Ayiro
      Abstract: Increased interest in leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling. Symptomatic of weak management systems, more than 300 secondary schools experienced turbulence in Kenya between the months of May and August in 2011 due to mismanagement resulting in the destruction of property worth millions of shillings. Various theories and models have been constructed to explain the leadership functions and suggest different approaches to leadership. A growing body of studies has shown that emotional intelligence is inherently associated with transformational leadership whose theory has highlighted the importance of leaders' influence on followers' emotional states. This study has a specific purpose of advancing and expanding research on emotional intelligence and transformational leadership in schools in Kenya. Das erhöhte Interesse an der Vorbereitung und Entwicklung von Führungspersonal gründet auf der Annahme, dass Schulleiter_innen einen Unterschied in der Wirksamkeit und Effizienz des Bildungswesens ausmachen können. Symptomatisch für schwaches Managementsysteme haben mehr als 300 Sekundarschulen in Kenia zwischen den Monaten Mai und August 2011 große Schwierigkeiten erlebt, was aufgrund von Missmanagement zur Zerstörung von Eigentum im Wert von Millionen von Schilling geführt hat. Verschiedene Theorien und Modelle sind vorgeschlagen worden, um die Funktionen von Führungspersonal zu erklären und alternative Ansätze zur Führung vorzuschlagen. Eine wachsende Zahl von Studien hat gezeigt, dass emotionale Intelligenz eng mit einem transformativen Führungsstil verbunden ist; diese Studien haben auf die Bedeutung des Einflusses des Führungspersonals auf die emotionale Zustände ihrer Unterstützer hingewiesen. Der vorliegende Beitrag zielt auf die Förderung und Ausbau von Forschung zu emotionaler Intelligenz und transformativem Führungsstil in Kenias Schulen.
      PubDate: Wed, 12 Feb 2014 05:00:16 PST
       
  • Higher Education as an Instrument of Economic Growth in Kenya

    • Authors: Josiah Z. Nyangau
      Abstract: The purpose of the present paper is to identify the main challenges facing Kenya’s public higher education system and to propose plausible and, concrete steps policy makers and educational leaders can take to address those challenges to ensure the country’s higher education system prepares the human capital, which is necessary for the construction of a knowledge economy. To that end, I use the conceptual frameworks of quality and education policy borrowing to argue that Kenya can and should draw useful policy lessons from the success stories of newly industrialized economies (Brazil, China, India, Korea, Singapore, and Taiwan) where higher education continues to play a fundamental catalytic role in the process of social and economic transformation. Even so, I am cognizant of the fact that there are important political, cultural, historical, economic, and even geographic differences between Kenya and these newly industrialized countries and that these differences impact education policy borrowing/transfer in varied ways. The documentary review method was used to collect data. The recommendations discussed in this paper provide important insight into how Kenya’s policy planners and higher education leaders might reform the public higher education system to ensure that it creates the skilled domestic workforce necessary drive economic transformation. Der vorliegende Artikel zielt auf die Identifizierung der wichtigsten Herausforderungen für Kenias öffentliches Hochschulsystem und auf die Unterbreitung plausibler Vorschläge und konkrete Schritte, die politische und pädagogische Entscheidungsträger ergreifen können, um diese Herausforderungen zu begegnen und sicherzustellen, dass das Hochschulsystem des Landes das Humankapital vorbereitet, das für den Aufbau einer wissensbasierten Wirtschaft erforderlich ist. Zu diesem Zweck verwende ich die konzeptuellen Rahmen ‚Qualität‘ und Bildungstransfer‘ (education policy borrowing) um zu argumentieren, dass Kenia die Erfahrungen der Erfolgsgeschichten von Schwellenländern (Brasilien, China, Indien, Korea, Singapur und Taiwan) nutzen kann und sollte; in diesen Ländern spielt Hochschulbildung weiterhin eine grundlegende katalytische Rolle im sozialen und wirtschaftlichen Transformationsprozess. Dennoch ist mir die Tatsache bewusst, dass es wichtige politischen, kulturellen, historischen, wirtschaftlichen und auch geografische Unterschiede zwischen Kenia und diese neuen Industriestaaten und, dass diese Unterschiede sich auf vielfältigen Weisen auf Transfer auswirken. Die Dokumentarmethode wurde verwendet, um Daten zu sammeln. Die in der vorliegenden Arbeit diskutierten Empfehlungen liefern wichtige Einblicke darin, wie Kenias Politikplaner und Entscheidungsträger in der Hochschulbildung das öffentliche Hochschulsystem reformieren könnte, um den Aufbau der nötigen inländischer Arbeitskräfte als Antrieb der wirtschaftlichen Umgestaltung sicherzustellen.
      PubDate: Tue, 11 Feb 2014 08:55:44 PST
       
  • BOOK REVIEW: Cuervo, H., & Wyn, J. (2012). Young People Making it
           Work: Continuity and Change in Rural Places. Victoria, Australia:
           Melbourne University Press. 208 pages, ill., ISBN: 9780522860979.

    • Authors: Erica L. Kryst
      Abstract: BOOK REVIEW: Cuervo, H., & Wyn, J. (2012). Young People Making it Work: Continuity and Change in Rural Places. Victoria, Australia: Melbourne University Press. 208 pages, ill., ISBN: 9780522860979.
      PubDate: Wed, 05 Feb 2014 10:25:11 PST
       
  • Editors' Introduction

    • Authors: Alexander W. Wiseman et al.
      Abstract: The inaugural issue of FIRE: Forum for International Research in Education begins a new chapter in the scholarly and professional discussion of comparative and international education research, policy, and practice. Comparative and international education research has become increasingly isolated from educational policymaking as well as school- and classroom-level decisionmaking as the amount and diversity of research in the field has grown. FIRE is an international, peer-reviewed publication, which seeks to bridge this gap by promoting interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide. FIRE provides an open source and widely accessible platform for disseminating research on education from multiple cultural, organizational and national perspectives. To introduce FIRE to the community of researchers, policymakers, and educators this introduction provides an overview of the journal’s hallmark characteristics and suggestions for manuscript and special issue topics.
      PubDate: Sat, 11 May 2013 06:25:08 PDT
       
 
 
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