Pub Date : 2019-01-07DOI: 10.1108/IJCED-08-2018-0028
P. Wood, M. O’Leary
Purpose Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue. Design/methodology/approach This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development. Findings Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence. Originality/value This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.
{"title":"Moving beyond teaching excellence","authors":"P. Wood, M. O’Leary","doi":"10.1108/IJCED-08-2018-0028","DOIUrl":"https://doi.org/10.1108/IJCED-08-2018-0028","url":null,"abstract":"\u0000Purpose\u0000Teaching excellence remains a contested term in English higher education (HE). This paper begins by reflecting on its complex and sometimes blurred meaning, charting the divergence between academic interests in the complexity and contextual questions relating to practice development and organisational and sectoral shifts which have been driven by managerialism, accountability and “top-down” ideas of change. The authors argue that this divergence, epitomised in the development of the teaching excellence framework, has led to a confused, if ubiquitous, use of excellence to identify organisational and sector-led ideas of what it means to deliver quality teaching. However, these frameworks have become progressively detached from the complexity of practice investigated by those interested in pedagogy. The paper aims to discuss this issue.\u0000\u0000\u0000Design/methodology/approach\u0000This is a conceptual paper which brings together literature from teaching excellence, organisational science, time and HE to develop an alternative approach to pedagogic development.\u0000\u0000\u0000Findings\u0000Based on a critique of the current, confused conceptualisation of teaching excellence, the authors offer a different narrative which demonstrates how a reconsideration of the factors is important in developing critical and challenging teaching opportunities. Based on a “bottom-up” system focusing on dialogue, sustainability and “unhasty” time, the authors argue for a re-establishing of a holistic approach in HE providers based on emergent pedagogies as opposed to teaching excellence.\u0000\u0000\u0000Originality/value\u0000This paper demonstrates why teaching excellence has become conceptually fractured in an English context, and why a new approach to pedagogic development needs to be considered to establish a more positive and critical approach at both the institutional and sectoral levels. This paper outlines a possible approach to developing such renewal.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"8 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2019-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88117191","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 : 2018-11-21DOI: 10.1108/IJCED-05-2018-0009
Swapna Nair
Purpose The purpose of this paper is to assess the channels of education financing as they exist currently in Iraq. It argues that the current model of financing is highly centralized and in order to encourage a school-based management and better school outcomes, there needs to be decentralization of financing. The paper considers block grants as a mechanism for decentralization and explores other country experiences in this area. Design/methodology/approach The paper opts for both an analytical and exploratory study of the financing channels in the education sector in Iraq based on both primary field-based surveys and secondary sources of information such as World Bank and UN documents. For understanding other country experience of school block grant provision, the paper reviews literature and attempts to find learnings for Iraq. Findings The paper provides a detailed insight into the service delivery modal and channels of education financing in Iraq across multiple tiers. It argues that the centralized model of education financing is one of the factors that contribute to weak school governance and school performance indicators. It explores the idea of school block grants as a model of decentralized financing and a review of other country experiences on provision of school block grants gives some interesting insights into what might work for Iraq. Research limitations/implications Economic wars, sanctions and conflict have severely affected the country and as a consequence there are very limited data and information available and this has impacted the study. Furthermore, though the country has been liberated from ISIS, the peace is fragile and any research findings have to be seen in this background. Practical implications The paper does not stop at identifying the problem, i.e. centralization of financing but attempts to explore and provide a way to get around this in the form of provision of school block grants. Originality/value There are very few studies that explore the service delivery model and financing channels in the education sector in Iraq and therefore this paper should add value to any discussion on post-conflict reconstruction.
{"title":"School block grants as a model of financial decentralization in Iraq","authors":"Swapna Nair","doi":"10.1108/IJCED-05-2018-0009","DOIUrl":"https://doi.org/10.1108/IJCED-05-2018-0009","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to assess the channels of education financing as they exist currently in Iraq. It argues that the current model of financing is highly centralized and in order to encourage a school-based management and better school outcomes, there needs to be decentralization of financing. The paper considers block grants as a mechanism for decentralization and explores other country experiences in this area.\u0000\u0000\u0000Design/methodology/approach\u0000The paper opts for both an analytical and exploratory study of the financing channels in the education sector in Iraq based on both primary field-based surveys and secondary sources of information such as World Bank and UN documents. For understanding other country experience of school block grant provision, the paper reviews literature and attempts to find learnings for Iraq.\u0000\u0000\u0000Findings\u0000The paper provides a detailed insight into the service delivery modal and channels of education financing in Iraq across multiple tiers. It argues that the centralized model of education financing is one of the factors that contribute to weak school governance and school performance indicators. It explores the idea of school block grants as a model of decentralized financing and a review of other country experiences on provision of school block grants gives some interesting insights into what might work for Iraq.\u0000\u0000\u0000Research limitations/implications\u0000Economic wars, sanctions and conflict have severely affected the country and as a consequence there are very limited data and information available and this has impacted the study. Furthermore, though the country has been liberated from ISIS, the peace is fragile and any research findings have to be seen in this background.\u0000\u0000\u0000Practical implications\u0000The paper does not stop at identifying the problem, i.e. centralization of financing but attempts to explore and provide a way to get around this in the form of provision of school block grants.\u0000\u0000\u0000Originality/value\u0000There are very few studies that explore the service delivery model and financing channels in the education sector in Iraq and therefore this paper should add value to any discussion on post-conflict reconstruction.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"83 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86155960","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 : 2018-08-20DOI: 10.1108/IJCED-07-2018-0015
J. Dillabough, O. Fimyar, Colleen McLaughlin, Zeina Al-Azmeh, Shaher Abdullateef, Musallam Abedtalas
Purpose This paper stems from a 12-month collaborative enquiry between a group of Syrian academics in exile in Turkey and academics from the University of Cambridge into the state of Syrian Higher Education after the onset of the conflict in 2011. The purpose of this paper is to draw on 19 open-ended interviews with exiled Syrian academics; two focus groups; mapping and timeline exercises; and 117 interviews collected remotely by collaborating Syrian academics with former colleagues and students who were still living inside Syria at the time of data collection. The findings of the research suggest that Syrian HE after 2011 was fragmented across regions; in some cases non-existent, and in others deemed to be in a state of reform in order to meet student needs. Key issues that emerged from this work are human rights’ abuses directed against academics and students including the detainment, purging and kidnapping of academics, an increased militarisation of university life and a substantive loss of academic and human capital. Design/methodology/approach The overall design involved two workshops held in Turkey (in June and July, 2017) at which the Cambridge team explained the stages of undertaking qualitative research and planned the collaborative enquiry with Syrian co-researchers. The first workshop addressed the nature of qualitative research and explored the proposed methods of interviewing, using timelines and mapping. The instruments for interviewing were constructed in groups together and mapping was undertaken with the 21 Syrian academics in exile who attended the workshop. Syrian academics also built their own research plans as a way of expanding the consultation dimension of this project inside Syria, engaged in survey and interview protocol planning and discussed ways to access needed documentation which could be drawn upon to enrich the project. The Syrian co-researchers interviewed remotely HE staff and students who had remained in, or recently left, Syria; the key criterion for group or participant selection was that they had recent and relevant experience of Syrian HE. The second workshop focused on data analysis and writing up. There was also wide consultation with participants inside and outside Syria. As part of the research, the Cambridge team conducted open-ended interviews with 19 Syrian academics and students living in exile in Turkey. This involved interviewing Syrian scholars about their experiences of HE, policy changes over time and their experiences of displacement. The researchers developed this protocol prior to the capacity-building workshops based on previous research experience on academic and student displacement, alongside extensive preparation on the conditions of Syrian HE, conflict and displacement. In addition to interviewing, a pivotal element of methodological rigour was that the authors sought to member check what participants were learning through mapping and timeline exercises and extensive note-taking thr
{"title":"Conflict, insecurity and the political economies of higher education","authors":"J. Dillabough, O. Fimyar, Colleen McLaughlin, Zeina Al-Azmeh, Shaher Abdullateef, Musallam Abedtalas","doi":"10.1108/IJCED-07-2018-0015","DOIUrl":"https://doi.org/10.1108/IJCED-07-2018-0015","url":null,"abstract":"\u0000Purpose\u0000This paper stems from a 12-month collaborative enquiry between a group of Syrian academics in exile in Turkey and academics from the University of Cambridge into the state of Syrian Higher Education after the onset of the conflict in 2011. The purpose of this paper is to draw on 19 open-ended interviews with exiled Syrian academics; two focus groups; mapping and timeline exercises; and 117 interviews collected remotely by collaborating Syrian academics with former colleagues and students who were still living inside Syria at the time of data collection. The findings of the research suggest that Syrian HE after 2011 was fragmented across regions; in some cases non-existent, and in others deemed to be in a state of reform in order to meet student needs. Key issues that emerged from this work are human rights’ abuses directed against academics and students including the detainment, purging and kidnapping of academics, an increased militarisation of university life and a substantive loss of academic and human capital.\u0000\u0000\u0000Design/methodology/approach\u0000The overall design involved two workshops held in Turkey (in June and July, 2017) at which the Cambridge team explained the stages of undertaking qualitative research and planned the collaborative enquiry with Syrian co-researchers. The first workshop addressed the nature of qualitative research and explored the proposed methods of interviewing, using timelines and mapping. The instruments for interviewing were constructed in groups together and mapping was undertaken with the 21 Syrian academics in exile who attended the workshop. Syrian academics also built their own research plans as a way of expanding the consultation dimension of this project inside Syria, engaged in survey and interview protocol planning and discussed ways to access needed documentation which could be drawn upon to enrich the project. The Syrian co-researchers interviewed remotely HE staff and students who had remained in, or recently left, Syria; the key criterion for group or participant selection was that they had recent and relevant experience of Syrian HE. The second workshop focused on data analysis and writing up. There was also wide consultation with participants inside and outside Syria. As part of the research, the Cambridge team conducted open-ended interviews with 19 Syrian academics and students living in exile in Turkey. This involved interviewing Syrian scholars about their experiences of HE, policy changes over time and their experiences of displacement. The researchers developed this protocol prior to the capacity-building workshops based on previous research experience on academic and student displacement, alongside extensive preparation on the conditions of Syrian HE, conflict and displacement. In addition to interviewing, a pivotal element of methodological rigour was that the authors sought to member check what participants were learning through mapping and timeline exercises and extensive note-taking thr","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"53 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90330477","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 : 2018-08-20DOI: 10.1108/IJCED-06-2018-0013
Tom Parkinson, T. Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad A Ibrahim, Majdi Al Husni, Fuad Alhaj Omar, Hamoud Hajhamoud, Fadi Iboor, Husam Allito, M. Jenkins, Abdulkader Rashwani, Adnan Sennou, Fateh Shaban
Purpose The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community. Design/methodology/approach The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design. Findings Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile. Research limitations/implications While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile. Practical implications The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design. Originality/value The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.
{"title":"“We are still here”: the stories of Syrian academics in exile","authors":"Tom Parkinson, T. Zoubir, Shaher Abdullateef, Musallam Abedtalas, Ghana Alyamani, Ziad A Ibrahim, Majdi Al Husni, Fuad Alhaj Omar, Hamoud Hajhamoud, Fadi Iboor, Husam Allito, M. Jenkins, Abdulkader Rashwani, Adnan Sennou, Fateh Shaban","doi":"10.1108/IJCED-06-2018-0013","DOIUrl":"https://doi.org/10.1108/IJCED-06-2018-0013","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is twofold: first, to generate insight into the experiences of Syrian academics in exile in Turkey; and second, to explore approaches to collaboration and community building among academics in exile and with counterparts in the international academic community.\u0000\u0000\u0000Design/methodology/approach\u0000The study employs a hybrid visual-autobiographical narrative methodology, embedded within a large group process (LGP) design.\u0000\u0000\u0000Findings\u0000Findings are presented in two phases: the first phase presents a thematic analysis of narrative data, revealing the common and divergent experiences of 12 exiled academics. The second phase presents a reflective evaluation of undertaking the LGP and its implications for community building and sustaining Syrian academia in exile.\u0000\u0000\u0000Research limitations/implications\u0000While this is a qualitative study with a small participant group, and therefore does not provide a basis for statistical generalisation, it offers rich insight into Syrian academics’ lived experiences of exile, and into strategies implemented to support the Syrian academic community in exile.\u0000\u0000\u0000Practical implications\u0000The study has practical implications for academic development in the contexts of conflict and exile; community building among dispersed academic communities; educational interventions by international NGOs and the international academic community; and group process design.\u0000\u0000\u0000Originality/value\u0000The study makes an original contribution to the limited literature on post-2011 Syrian higher education by giving voice to a community of exiled academics, and by critically evaluating a strategic initiative for supporting and sustaining Syrian academia. This represents significant, transferable insight for comparable contexts.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"4 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87606246","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 : 2018-08-20DOI: 10.1108/IJCED-07-2018-0016
C. Webb
Purpose The purpose of this paper is to draw from up-to-date reports that outline the current situation for Yemen in terms of education and the socio-political context, and to address this context with theory from the complexity science domain in order to propose practical recommendations. Design/methodology/approach The paper outlines highlights from the current situation in Yemen, namely, the challenges presented by conflict, and international engagement in conflict, and offers an appraisal of key factors pertaining to education and progress made in this arena in recent years. A focus is made on tribal groups as a starting point for bottom-up emergent engagement, and complexity science is suggested as a theoretical domain to draw from to conceptualise how to enact this. Findings A discussion of how complexity science could be meaningfully applied to the case of education in Yemen is presented, along with seven recommendations for the focus of future international aid interventions in Yemen. Originality/value At this time, there are few, if no, other works that have been found that have considered the case of education in Yemen in this way from the perspective of a bottom-up emergent engagement with tribes as a way of leveraging the values-based system of tribal customary law in order to address sustainability development goals, literacy, integration in digital society and education as a means of approaching these issues.
{"title":"Yemen and education","authors":"C. Webb","doi":"10.1108/IJCED-07-2018-0016","DOIUrl":"https://doi.org/10.1108/IJCED-07-2018-0016","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to draw from up-to-date reports that outline the current situation for Yemen in terms of education and the socio-political context, and to address this context with theory from the complexity science domain in order to propose practical recommendations.\u0000\u0000\u0000Design/methodology/approach\u0000The paper outlines highlights from the current situation in Yemen, namely, the challenges presented by conflict, and international engagement in conflict, and offers an appraisal of key factors pertaining to education and progress made in this arena in recent years. A focus is made on tribal groups as a starting point for bottom-up emergent engagement, and complexity science is suggested as a theoretical domain to draw from to conceptualise how to enact this.\u0000\u0000\u0000Findings\u0000A discussion of how complexity science could be meaningfully applied to the case of education in Yemen is presented, along with seven recommendations for the focus of future international aid interventions in Yemen.\u0000\u0000\u0000Originality/value\u0000At this time, there are few, if no, other works that have been found that have considered the case of education in Yemen in this way from the perspective of a bottom-up emergent engagement with tribes as a way of leveraging the values-based system of tribal customary law in order to address sustainability development goals, literacy, integration in digital society and education as a means of approaching these issues.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"124 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77437366","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 : 2018-08-20DOI: 10.1108/IJCED-08-2018-032
Yasmine Sherif
{"title":"Middle Eastern post-conflict futures in education: Iraq, Syria and Yemen","authors":"Yasmine Sherif","doi":"10.1108/IJCED-08-2018-032","DOIUrl":"https://doi.org/10.1108/IJCED-08-2018-032","url":null,"abstract":"","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"48 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86564181","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 : 2018-07-16DOI: 10.1108/IJCED-01-2018-0001
N. Leech, Jessica Schnittka, Carolyn A. Haug
Purpose The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education. Design/methodology/approach This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website. Findings The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model. Originality/value This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.
{"title":"Earning tenure with outstanding teaching","authors":"N. Leech, Jessica Schnittka, Carolyn A. Haug","doi":"10.1108/IJCED-01-2018-0001","DOIUrl":"https://doi.org/10.1108/IJCED-01-2018-0001","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate motivation to teach for higher education faculty within schools of education.\u0000\u0000\u0000Design/methodology/approach\u0000This study utilized survey research methods to collect data from higher education faculty at nine universities identified from the Carnegie Foundation for the Advancement of teaching website.\u0000\u0000\u0000Findings\u0000The predictor variables of gender, years of teaching in higher education, percent of overall workload devoted to teaching and two dummy variables for type of institution (i.e. doctoral granting and research II institution) when considered together did not statistically significantly predict whether or not a faculty person achieved tenure with outstanding teaching. In total, 14 of the factors influencing teaching (FIT)-choice scale components statistically significantly predicted whether or not a faculty person achieved tenure with outstanding teaching, only social dissuasion statistically significantly added to the model.\u0000\u0000\u0000Originality/value\u0000This is the first study to use the FIT-choice scale with university education faculty, and the findings suggest that higher education faculty may be motivated to produce high-quality instruction based on different factors than K-12 teachers.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"7 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87464993","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 : 2018-07-04DOI: 10.1108/IJCED-03-2018-0004
M. Chiu
Purpose The purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country. Design/methodology/approach This study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar. Findings The results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores. Research limitations/implications Limitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data. Practical implications As family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result. Originality/value This is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.
{"title":"Qatar family, school, and child effects on reading","authors":"M. Chiu","doi":"10.1108/IJCED-03-2018-0004","DOIUrl":"https://doi.org/10.1108/IJCED-03-2018-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to test an ecological model of family, school and child links to reading outcomes in an extremely rich but developing country.\u0000\u0000\u0000Design/methodology/approach\u0000This study uses a multi-level, plausible value analysis of item response model-estimated test scores and survey responses from 4,120 children and their parents’ survey responses in 166 schools in Qatar.\u0000\u0000\u0000Findings\u0000The results show that family attributes (socio-economic status (SES), books at home, parent reading attitude and reading activities) are linked to children’s superior reading attitudes, reading self-concept and reading test scores. In contrast, teacher attributes and teaching methods show no significant link to reading test scores. Also, Qatari children report a poor school climate linked to lower reading self-concept and lower reading test scores.\u0000\u0000\u0000Research limitations/implications\u0000Limitations include parent reports rather than pre-tests, testing in only one domain, and cross-sectional data rather than longitudinal data.\u0000\u0000\u0000Practical implications\u0000As family support is strongly linked to children’s reading performance, the Qatari Government can explore early childhood interventions at home (e.g. more books at home, support parent-child reading activities, etc.), especially for families with lower SES. As teacher attributes and lesson activities were not linked to children’s reading outcomes, the Qatari Government can study this issue more closely to understand this surprising result.\u0000\u0000\u0000Originality/value\u0000This is the first study to test an ecological model of Qatar’s fourth-grade children’s reading scores with a representative sample.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"47 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85701951","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 : 2017-06-15DOI: 10.1108/IJCED-11-2017-0031
Chinaza Uleanya, M. Duma, B. T. Gamede
Purpose The purpose of this paper is to explore the common learning challenges experienced by undergraduates in selected rural universities in Nigeria and South Africa. Rural universities are strategically established and expected to enhance sustainable development by meeting the needs of host communities. Hence, an attempt is made to trace factors hindering the attainment of the goals. Design/methodology/approach A quantitative research method was adopted for data collection. A self-designed questionnaire was administered to 2,335 randomly selected third-year students. Findings The outcome of the study shows that six common learning challenges: cognitive learning challenges, easy loss of concentration, previous learning experiences, distance, student–lecturer relationship as well as policy making and implementation are experienced by undergraduates in the two universities. Research limitations/implications This research shows the common challenges experienced by undergraduates in rural universities. However, the study is limited to two selected universities in Nigeria and South Africa. Practical implications These results are useful in guiding education stakeholders in policy making and how quality education can be provided for rural-based undergraduates. Originality/value The research suggests various ways by which common learning challenges experienced by students in rural universities can be overcome. It will be of immense value to curriculum designers and implementers toward sustainable nation building.
{"title":"Comparative learning challenges experienced by students in rural universities of developing nations in Sub-Sahara Africa","authors":"Chinaza Uleanya, M. Duma, B. T. Gamede","doi":"10.1108/IJCED-11-2017-0031","DOIUrl":"https://doi.org/10.1108/IJCED-11-2017-0031","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore the common learning challenges experienced by undergraduates in selected rural universities in Nigeria and South Africa. Rural universities are strategically established and expected to enhance sustainable development by meeting the needs of host communities. Hence, an attempt is made to trace factors hindering the attainment of the goals.\u0000\u0000\u0000Design/methodology/approach\u0000A quantitative research method was adopted for data collection. A self-designed questionnaire was administered to 2,335 randomly selected third-year students.\u0000\u0000\u0000Findings\u0000The outcome of the study shows that six common learning challenges: cognitive learning challenges, easy loss of concentration, previous learning experiences, distance, student–lecturer relationship as well as policy making and implementation are experienced by undergraduates in the two universities.\u0000\u0000\u0000Research limitations/implications\u0000This research shows the common challenges experienced by undergraduates in rural universities. However, the study is limited to two selected universities in Nigeria and South Africa.\u0000\u0000\u0000Practical implications\u0000These results are useful in guiding education stakeholders in policy making and how quality education can be provided for rural-based undergraduates.\u0000\u0000\u0000Originality/value\u0000The research suggests various ways by which common learning challenges experienced by students in rural universities can be overcome. It will be of immense value to curriculum designers and implementers toward sustainable nation building.\u0000","PeriodicalId":51967,"journal":{"name":"International Journal of Comparative Education and Development","volume":"63 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77439167","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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