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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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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