Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1217742
S. Chitpin
ABSTRACT Leadership is a highly complex activity, as leaders respond to increasing diversity and external accountability. Additionally, there is increased recognition that leadership is deeply contextual, sensitive to macro-politics of systems and micro-politics of individual schools. In Ontario, Canada, the school improvement effort is focused on raising student achievement and ensuring equitable outcomes. The current provincial education policies across Canada require that principals focus on (1) increasing the proportion of students who meet educational expectations and (2) reducing the ‘achievement gaps’ amongst sub-groups of students within the public school system. Despite these efforts, in Ontario, schools continue to encounter difficulty in meeting the needs of all their students. A full pursuit of factors related to differences to students’ backgrounds and abilities is beyond the scope of this article. Rather, this article is concerned with how school can adopt Karl Popper’s theory of learning for school improvement efforts.
{"title":"Leading school improvement: using Popper’s theory of learning","authors":"S. Chitpin","doi":"10.1080/23265507.2016.1217742","DOIUrl":"https://doi.org/10.1080/23265507.2016.1217742","url":null,"abstract":"ABSTRACT Leadership is a highly complex activity, as leaders respond to increasing diversity and external accountability. Additionally, there is increased recognition that leadership is deeply contextual, sensitive to macro-politics of systems and micro-politics of individual schools. In Ontario, Canada, the school improvement effort is focused on raising student achievement and ensuring equitable outcomes. The current provincial education policies across Canada require that principals focus on (1) increasing the proportion of students who meet educational expectations and (2) reducing the ‘achievement gaps’ amongst sub-groups of students within the public school system. Despite these efforts, in Ontario, schools continue to encounter difficulty in meeting the needs of all their students. A full pursuit of factors related to differences to students’ backgrounds and abilities is beyond the scope of this article. Rather, this article is concerned with how school can adopt Karl Popper’s theory of learning for school improvement efforts.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"3 1","pages":"190 - 203"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1217742","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1217166
M. Peters, A. Wals
Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University. He also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore he is the Carl Bennet Guest Professor in Education for Sustainable Development (ESD) at Gothenburg University in Sweden. He obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor. His dissertation tackled the interface of environmental psychology and environmental and sustainability education. His recent work focuses on transformative social learning in vital coalitions of multiple stakeholders at the interface of science and society. His teaching and research focus on designing learning processes and learning spaces that enable people to contribute meaningfully sustainability. A central question in his work is: how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity and resourcefulness that is all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect? In 2014 he was the lead author of an article published in Science Magazine on the role of citizen science in bridging science education, environmental education and sustainability. He is editor and co-editor of a number of popular books including: Higher Education and the Challenge of Sustainability (Kluwer Academic, 2004), Creating Sustainable Environments in our Schools (Trentham, 2006), Social Learning towards a Sustainable World with foreword by Fritjof Capra and an afterword by Michael Apple (Wageningen Academic, 2007), Learning for Sustainability in Times of Accelerating Change (2012), and of Routledge’s International Handbook on Environmental Education Research (2013). He has (co)authored over 250 publications in multiple languages. Wals is a co-founder of Caretakers of the Environment/International and a recipient of the environmental education research award of the North American Association for Environmental Education, and former president of the Special Interest Group on Environmental & Ecological Education of the AERA. He writes a regular research blog that signals developments in the emerging field of sustainability education: www.transformativelearning.nl
{"title":"Transgressive learning in times of global systemic dysfunction: interview with Arjen Wals","authors":"M. Peters, A. Wals","doi":"10.1080/23265507.2016.1217166","DOIUrl":"https://doi.org/10.1080/23265507.2016.1217166","url":null,"abstract":"Arjen Wals is Professor of Transformative Learning for Socio-Ecological Sustainability at Wageningen University. He also holds the UNESCO Chair of Social Learning and Sustainable Development. Furthermore he is the Carl Bennet Guest Professor in Education for Sustainable Development (ESD) at Gothenburg University in Sweden. He obtained his PhD in 1991 with a Fulbright fellowship at the University of Michigan in Ann Arbor. His dissertation tackled the interface of environmental psychology and environmental and sustainability education. His recent work focuses on transformative social learning in vital coalitions of multiple stakeholders at the interface of science and society. His teaching and research focus on designing learning processes and learning spaces that enable people to contribute meaningfully sustainability. A central question in his work is: how to create conditions that support (new) forms of learning which take full advantage of the diversity, creativity and resourcefulness that is all around us, but so far remain largely untapped in our search for a world that is more sustainable than the one currently in prospect? In 2014 he was the lead author of an article published in Science Magazine on the role of citizen science in bridging science education, environmental education and sustainability. He is editor and co-editor of a number of popular books including: Higher Education and the Challenge of Sustainability (Kluwer Academic, 2004), Creating Sustainable Environments in our Schools (Trentham, 2006), Social Learning towards a Sustainable World with foreword by Fritjof Capra and an afterword by Michael Apple (Wageningen Academic, 2007), Learning for Sustainability in Times of Accelerating Change (2012), and of Routledge’s International Handbook on Environmental Education Research (2013). He has (co)authored over 250 publications in multiple languages. Wals is a co-founder of Caretakers of the Environment/International and a recipient of the environmental education research award of the North American Association for Environmental Education, and former president of the Special Interest Group on Environmental & Ecological Education of the AERA. He writes a regular research blog that signals developments in the emerging field of sustainability education: www.transformativelearning.nl","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"71 1","pages":"179 - 189"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1217166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1155168
L. Uusitalo-Malmivaara, J. Lehto
ABSTRACT This study investigated the overall happiness, school-related happiness, and depression of traditionally bullied and cyberbullied 12-year-old Finnish students. Among the more than 700 participants, traditional bullying (26%) was more frequent than cyberbullying (18%). Receiving insulting text messages or being the subject of offensive comments on the Internet were the most common forms of cyberbullying. Often those who were cyberbullied were also victims of traditional bullying (the poly-victimized comprised 11% of all participants). We found no differences between genders in traditional bullying rates, but cyberbullying was more common among girls. Being victimized, in either form, was related to a decrease in all measures of psychological well-being, with the poly-victimized scoring the lowest. In particular, being victimized predicted depression, with the poly-victimized scoring the highest. The results indicate a clear need to intervene in early adolescents’ culture of communicating via electronic devices and especially to identify victims of bullying in both the real and cyberworld.
{"title":"Happiness and depression in the traditionally bullied and cyberbullied 12-year-old","authors":"L. Uusitalo-Malmivaara, J. Lehto","doi":"10.1080/23265507.2016.1155168","DOIUrl":"https://doi.org/10.1080/23265507.2016.1155168","url":null,"abstract":"ABSTRACT This study investigated the overall happiness, school-related happiness, and depression of traditionally bullied and cyberbullied 12-year-old Finnish students. Among the more than 700 participants, traditional bullying (26%) was more frequent than cyberbullying (18%). Receiving insulting text messages or being the subject of offensive comments on the Internet were the most common forms of cyberbullying. Often those who were cyberbullied were also victims of traditional bullying (the poly-victimized comprised 11% of all participants). We found no differences between genders in traditional bullying rates, but cyberbullying was more common among girls. Being victimized, in either form, was related to a decrease in all measures of psychological well-being, with the poly-victimized scoring the lowest. In particular, being victimized predicted depression, with the poly-victimized scoring the highest. The results indicate a clear need to intervene in early adolescents’ culture of communicating via electronic devices and especially to identify victims of bullying in both the real and cyberworld.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"32 1","pages":"35 - 51"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1155168","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1170627
Quy Nguyen, Christopher Klopper, Calvin Smith
ABSTRACT The importance of academics undertaking research and publishing their research results is emphasised by universities. Engagement in research is recognised as an effective means to increase a university's profile. This study applied a qualitative approach to explore affordances, barriers, and motivations towards the engagement in research experienced by academics at one of the leading universities in Vietnam. Nineteen semi-structured interviews were conducted with academics whose academic rank, discipline, qualification, age, and gender are different. A thematic analysis of the data discovered four institutional factors hindering the engagement in research of academics: financial support for research activities (affordance); teaching load (barrier); research collaboration (motivation); and research policy settings and practices (motivation). The findings revealed that a majority of the respondents were aware of the importance of research but their research productivity is still low because of problems related to such institutional factors. The findings are useful in assisting leaders of the investigated university to understand the research motivation of its academics as well as ascertain barriers to which academics are facing that can be overcome through intervention. Such understanding helps them to improve the policy for research across this university which is predicted to enhance the research productivity of all academics.
{"title":"Affordances, barriers, and motivations: engagement in research activity by academics at the research-oriented university in Vietnam","authors":"Quy Nguyen, Christopher Klopper, Calvin Smith","doi":"10.1080/23265507.2016.1170627","DOIUrl":"https://doi.org/10.1080/23265507.2016.1170627","url":null,"abstract":"ABSTRACT The importance of academics undertaking research and publishing their research results is emphasised by universities. Engagement in research is recognised as an effective means to increase a university's profile. This study applied a qualitative approach to explore affordances, barriers, and motivations towards the engagement in research experienced by academics at one of the leading universities in Vietnam. Nineteen semi-structured interviews were conducted with academics whose academic rank, discipline, qualification, age, and gender are different. A thematic analysis of the data discovered four institutional factors hindering the engagement in research of academics: financial support for research activities (affordance); teaching load (barrier); research collaboration (motivation); and research policy settings and practices (motivation). The findings revealed that a majority of the respondents were aware of the importance of research but their research productivity is still low because of problems related to such institutional factors. The findings are useful in assisting leaders of the investigated university to understand the research motivation of its academics as well as ascertain barriers to which academics are facing that can be overcome through intervention. Such understanding helps them to improve the policy for research across this university which is predicted to enhance the research productivity of all academics.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"3 1","pages":"68 - 84"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1170627","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1201777
L. Benade
ABSTRACT Vagle’s ‘post-intentional phenomenological research approach’ applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger on-going qualitative research programme is framed by the question: What is the influence of the concept of ‘twenty-first century learning’ on the work of teachers and the strategic actions of leaders at a selection of New Zealand schools? ‘Twenty-first century learning’ manifests in mandated curricula in the form of the skills, competencies, dispositions and attributes required for productive citizenship. In tandem is the parallel shift to digital pedagogies, increasingly enacted in flexible learning spaces. In interviews, participants considered teachers’ reflective practice in relation to teaching and leadership approaches suited to twenty-first century learning. Selected participants further reflected on and responded to these findings. This article demonstrates research in action, and to emphasise the point, should be read following a reading of an earlier article published in this journal [Benade, L. (2015a). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42–54.]
瓦格尔的“后意向性现象学研究方法”将后结构思维应用于意向性研究。我采用了他的五要素研究过程，反思了与25名参与者进行的半结构化访谈讨论的一些初步发现，并考虑了一些参与者对这些发现的元反思。我正在进行的更大的定性研究计划是由以下问题构成的:“21世纪学习”的概念对新西兰一些学校教师的工作和领导者的战略行动有什么影响?“21世纪学习”体现在强制性课程中，其形式是培养富有成效的公民所需的技能、能力、性格和属性。与此同时，向数字化教学法的并行转变越来越多地体现在灵活的学习空间中。在访谈中，参与者认为教师的反思性实践与适合21世纪学习的教学和领导方法有关。选定的参与者进一步思考和回应了这些发现。这篇文章展示了行动中的研究，为了强调这一点，应该在阅读本杂志上发表的一篇较早的文章之后阅读[Benade, L. (2015a)]。21世纪学习背景下教师的批判性反思实践。教育研究开放，2(1)，42-54。
{"title":"Teachers’ reflective practice in the context of twenty-first century learning: applying Vagle’s five-component post-intentional plan for phenomenological research","authors":"L. Benade","doi":"10.1080/23265507.2016.1201777","DOIUrl":"https://doi.org/10.1080/23265507.2016.1201777","url":null,"abstract":"ABSTRACT Vagle’s ‘post-intentional phenomenological research approach’ applies post-structural thinking to intentionality. I apply his five-component research process, reflect on some initial findings of semi-structured interview discussions with 25 participants, and consider a meta-reflection by some participants on those findings. My larger on-going qualitative research programme is framed by the question: What is the influence of the concept of ‘twenty-first century learning’ on the work of teachers and the strategic actions of leaders at a selection of New Zealand schools? ‘Twenty-first century learning’ manifests in mandated curricula in the form of the skills, competencies, dispositions and attributes required for productive citizenship. In tandem is the parallel shift to digital pedagogies, increasingly enacted in flexible learning spaces. In interviews, participants considered teachers’ reflective practice in relation to teaching and leadership approaches suited to twenty-first century learning. Selected participants further reflected on and responded to these findings. This article demonstrates research in action, and to emphasise the point, should be read following a reading of an earlier article published in this journal [Benade, L. (2015a). Teachers’ critical reflective practice in the context of twenty-first century learning. Open Review of Educational Research, 2(1), 42–54.]","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"3 1","pages":"133 - 147"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1201777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2015.1128352
M. Nislin, N. Sajaniemi, Margaret Sims, E. Suhonen, E. Maldonado, S. Hyttinen, Ari Hirvonen
ABSTRACT The aim of this study was to examine early childhood professionals’ (ECPs) work engagement, burnout and stress regulation in integrated special day-care groups. The participants consisted of 89 ECPs from 21 integrated special day-care groups in Helsinki, Finland. ECPs’ work-related well-being was assessed using self-report questionnaires that measured work engagement and burnout. Stress regulation was assessed by measuring salivary cortisol and alpha-amylase activity during consecutive working and weekend day with a total five samples per day. The results indicated that ECPs experienced high levels of work engagement, and even though signs of burnout appeared among ECPs, compared to reference values in general population results showed ECPs generally experienced lower levels of stress. On average ECP's stress regulation was regular, and there were no differences in salivary AA/Cortisol or Cortisol/AA ratios between the working day and weekend day. No connections between stress regulation, work engagement and burnout were found. However, we found associations between ECPs’ characteristics and work engagement and burnout; younger ECPs showed lower professional self-esteem and ECPs with higher level qualifications (e.g. special teachers) were more likely to report higher levels of work engagement. The main findings drawn from the data are discussed, and suggestions for future research are provided.
{"title":"Occupational well-being and stress among early childhood professionals: the use of an innovative strategy to measure stress reactivity in the workplace","authors":"M. Nislin, N. Sajaniemi, Margaret Sims, E. Suhonen, E. Maldonado, S. Hyttinen, Ari Hirvonen","doi":"10.1080/23265507.2015.1128352","DOIUrl":"https://doi.org/10.1080/23265507.2015.1128352","url":null,"abstract":"ABSTRACT The aim of this study was to examine early childhood professionals’ (ECPs) work engagement, burnout and stress regulation in integrated special day-care groups. The participants consisted of 89 ECPs from 21 integrated special day-care groups in Helsinki, Finland. ECPs’ work-related well-being was assessed using self-report questionnaires that measured work engagement and burnout. Stress regulation was assessed by measuring salivary cortisol and alpha-amylase activity during consecutive working and weekend day with a total five samples per day. The results indicated that ECPs experienced high levels of work engagement, and even though signs of burnout appeared among ECPs, compared to reference values in general population results showed ECPs generally experienced lower levels of stress. On average ECP's stress regulation was regular, and there were no differences in salivary AA/Cortisol or Cortisol/AA ratios between the working day and weekend day. No connections between stress regulation, work engagement and burnout were found. However, we found associations between ECPs’ characteristics and work engagement and burnout; younger ECPs showed lower professional self-esteem and ECPs with higher level qualifications (e.g. special teachers) were more likely to report higher levels of work engagement. The main findings drawn from the data are discussed, and suggestions for future research are provided.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"41 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1128352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1164616
M. Kalantzis, B. Cope
ABSTRACT This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the effectiveness of educational institutions and programs: material conditions (social class, locale and family); corporeal attributes (age, race, sex and sexuality, physical and mental abilities); and symbolic representations (language, ethnos, communities of commitment and gendre). Second, we address the paradigms of civic association that modern nation-states have used to negotiate these differences: exclusion, assimilation and an aspirational regime that we call ‘civic pluralism’. Third, we explore complications that render the demographic categorizations problematic. Fourth, we propose an alternative and supplementary frame for social and learner differences based on ‘lifeworld differences’. Finally, we explore the ways in which civic pluralism might be translated into educational practice. We interleave these theoretical explorations with an analysis developed for an evaluation of an inclusive education program in Roma communities in Northern Greece. The Roma serve as a case study of the complex ways in which categories of difference play out in social and educational reality.
{"title":"Learner differences in theory and practice†","authors":"M. Kalantzis, B. Cope","doi":"10.1080/23265507.2016.1164616","DOIUrl":"https://doi.org/10.1080/23265507.2016.1164616","url":null,"abstract":"ABSTRACT This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the effectiveness of educational institutions and programs: material conditions (social class, locale and family); corporeal attributes (age, race, sex and sexuality, physical and mental abilities); and symbolic representations (language, ethnos, communities of commitment and gendre). Second, we address the paradigms of civic association that modern nation-states have used to negotiate these differences: exclusion, assimilation and an aspirational regime that we call ‘civic pluralism’. Third, we explore complications that render the demographic categorizations problematic. Fourth, we propose an alternative and supplementary frame for social and learner differences based on ‘lifeworld differences’. Finally, we explore the ways in which civic pluralism might be translated into educational practice. We interleave these theoretical explorations with an analysis developed for an evaluation of an inclusive education program in Roma communities in Northern Greece. The Roma serve as a case study of the complex ways in which categories of difference play out in social and educational reality.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"3 1","pages":"132 - 85"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1164616","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1155167
Husain Salilul Akareem, S. S. Hossain
ABSTRACT In recent decades, the commercialization of education has become more apparent and the need for using marketing tools is greater than before. This study aims to identify the demographic and background information of students that differentiate their perception about quality of higher education. A sample of 432 students was taken from five top private universities of Bangladesh to evaluate their perception toward dimensions of higher education. Multinomial regression analysis was conducted to identify the characteristics of students which make their perception about quality of higher education dissimilar. The findings show that status of students for scholarship, extracurricular activities, parents’ education, age, previous result, and university they study in have a significant influence on perception about quality of higher education. Part-time job status has moderate influence on the students’ perception. This research carries value to education policy-makers and university authorities. They can use these findings to formulate regulations, and target specific groups of students to ensure favorable academic environment and increase the brand image of their institutions.
{"title":"Determinants of education quality: what makes students’ perception different?","authors":"Husain Salilul Akareem, S. S. Hossain","doi":"10.1080/23265507.2016.1155167","DOIUrl":"https://doi.org/10.1080/23265507.2016.1155167","url":null,"abstract":"ABSTRACT In recent decades, the commercialization of education has become more apparent and the need for using marketing tools is greater than before. This study aims to identify the demographic and background information of students that differentiate their perception about quality of higher education. A sample of 432 students was taken from five top private universities of Bangladesh to evaluate their perception toward dimensions of higher education. Multinomial regression analysis was conducted to identify the characteristics of students which make their perception about quality of higher education dissimilar. The findings show that status of students for scholarship, extracurricular activities, parents’ education, age, previous result, and university they study in have a significant influence on perception about quality of higher education. Part-time job status has moderate influence on the students’ perception. This research carries value to education policy-makers and university authorities. They can use these findings to formulate regulations, and target specific groups of students to ensure favorable academic environment and increase the brand image of their institutions.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"53 46 1","pages":"52 - 67"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1155167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-01DOI: 10.1080/23265507.2016.1217165
M. Wark, P. Jandrić
Petar Jandrić (PJ): Ken, thank you a lot for this interview – and for your valuable advice regarding other interviews in this series. Upon completing my research on your rich bibliography, I could not help but wonder how it arrived into being. You are an academic researcher – but your book I’m very into you: Correspondence 1995—1996 (Acker & Wark, 2015) is a collection of emails. A hacker manifesto (Wark, 2004) speaks of the present and future caused by digital technologies – but The beach beneath the street: The everyday life and glorious times of the Situationist International (2011a) is firmly dedicated to the past. Your writing style is dense and ambiguous, yet your multimedia works such as Totality for kids (Loyer, Pyle, & Wark, 2009) speak loud and clear, and you often engage in experimental writings such as Speed factory (Cohen, Kinsella, White, & Wark, 2002). Certainly, these diverse ways of probing reality are focused to similar questions – for instance, Gamer theory website (2006) served as a base for the book with the same title (2007), while Totality for kids (Loyer et al., 2009) talks about the Situationist International (Wark, 2008, 2011a). What is your inspiration for asking similar questions using different approaches? What do you expect to achieve with such approach?
{"title":"New knowledge for a new planet: critical pedagogy for the Anthropocene","authors":"M. Wark, P. Jandrić","doi":"10.1080/23265507.2016.1217165","DOIUrl":"https://doi.org/10.1080/23265507.2016.1217165","url":null,"abstract":"Petar Jandrić (PJ): Ken, thank you a lot for this interview – and for your valuable advice regarding other interviews in this series. Upon completing my research on your rich bibliography, I could not help but wonder how it arrived into being. You are an academic researcher – but your book I’m very into you: Correspondence 1995—1996 (Acker & Wark, 2015) is a collection of emails. A hacker manifesto (Wark, 2004) speaks of the present and future caused by digital technologies – but The beach beneath the street: The everyday life and glorious times of the Situationist International (2011a) is firmly dedicated to the past. Your writing style is dense and ambiguous, yet your multimedia works such as Totality for kids (Loyer, Pyle, & Wark, 2009) speak loud and clear, and you often engage in experimental writings such as Speed factory (Cohen, Kinsella, White, & Wark, 2002). Certainly, these diverse ways of probing reality are focused to similar questions – for instance, Gamer theory website (2006) served as a base for the book with the same title (2007), while Totality for kids (Loyer et al., 2009) talks about the Situationist International (Wark, 2008, 2011a). What is your inspiration for asking similar questions using different approaches? What do you expect to achieve with such approach?","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"3 1","pages":"148 - 178"},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2016.1217165","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.996767
C. Peers
Abstract This article addresses educational practice as a site for the development of human capital theory. The article considers metaphysical constructions that are broadly typical of educational thought, and shows how they are amenable to economic analysis. Using different Marxist and feminist methods, it discusses pedagogy and the family as kinds of investment. The author questions the underlying assumptions about humanity on which both economics and education are predicated. If Western educators are certain of the historical ends to which modern Western education aims, do they also fully appreciate the implications of their own certainty and confidence for the future? As educators, are we equally confident that we question ourselves about why we uphold the value of education in the way each of us does? To engage educators in a debate about these values, the article employs poststructuralist critique to place words and concepts central to education and economics, e.g. the market, under erasure. It questions the way in which idealizations of teaching and learning are seen as forms of production and exchange. The article contests the notion of ‘humanity’ advanced within a postindustrial era, and seeks to open a more prescient account of knowledge as a form of wealth, and schooling as a form of commerce.
{"title":"What is ‘Human’ in Human Capital Theory? Marking a transition from industrial to postindustrial education","authors":"C. Peers","doi":"10.1080/23265507.2014.996767","DOIUrl":"https://doi.org/10.1080/23265507.2014.996767","url":null,"abstract":"Abstract This article addresses educational practice as a site for the development of human capital theory. The article considers metaphysical constructions that are broadly typical of educational thought, and shows how they are amenable to economic analysis. Using different Marxist and feminist methods, it discusses pedagogy and the family as kinds of investment. The author questions the underlying assumptions about humanity on which both economics and education are predicated. If Western educators are certain of the historical ends to which modern Western education aims, do they also fully appreciate the implications of their own certainty and confidence for the future? As educators, are we equally confident that we question ourselves about why we uphold the value of education in the way each of us does? To engage educators in a debate about these values, the article employs poststructuralist critique to place words and concepts central to education and economics, e.g. the market, under erasure. It questions the way in which idealizations of teaching and learning are seen as forms of production and exchange. The article contests the notion of ‘humanity’ advanced within a postindustrial era, and seeks to open a more prescient account of knowledge as a form of wealth, and schooling as a form of commerce.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":"2 1","pages":"55 - 77"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.996767","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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