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Successful Global Collaborations in Higher Education Institutions

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ISBN: 9783030255251 Year: Pages: 93 DOI: 10.1007/978-3-030-25525-1 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-02-05 11:21:06
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This open access book presents deep investigation to the manifold topics pertaining to global university collaboration. It outlines the strategies King Abdulaziz University has employed to rise in global rankings, and the reasons chosen to collaborate with other academic and research institutes. The environment in which universities currently exist is considered, and subsequently how an innovative culture might be established and maintained to enable global partnerships to be implemented and to succeed is discussed. The book provides an intense focus on why collaboration is a necessary ingredient for knowledge transfer and explains how to do it. The last part of the book considers how to sustain partnerships. This is because one of the challenges of global partnerships is not just setting them up, but also sustaining them.

Systematic Reviews in Educational Research

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ISBN: 9783658276027 Year: Pages: 161 DOI: 10.1007/978-3-658-27602-7 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-02-04 11:21:19
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In this open access edited volume, international researchers of the field describe and discuss the systematic review method in its application to research in education. Alongside fundamental methodical considerations, reflections and practice examples are included and provide an introduction and overview on systematic reviews in education research.; Open Access With contributions from international experts First volume with a special focus on systematic reviews in educational research Contains practical examples Takes ethical considerations into account

Early Childhood Policies and Systems in Eight Countries

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ISBN: 9783319398471 9783319398464 Year: Pages: 194 DOI: 10.1007/978-3-319-39847-1 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2017-02-03 18:28:11
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This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.

Semiotics in Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319313696 9783319313702 Year: Pages: 40 DOI: 10.1007/978-3-319-31370-2 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2017-02-15 18:31:20
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This volume discusses semiotics in mathematics education as an activity with a formal sign system, in which each sign represents something else. Theories presented by Saussure, Peirce, Vygotsky and other writers on semiotics are summarized in their relevance to the teaching and learning of mathematics. The significance of signs for mathematics education lies in their ubiquitous use in every branch of mathematics. Such use involves seeing the general in the particular, a process that is not always clear to learners. Therefore, in several traditional frameworks, semiotics has the potential to serve as a powerful conceptual lens in investigating diverse topics in mathematics education research. Topics that are implicated include (but are not limited to): the birth of signs; embodiment, gestures and artifacts; segmentation and communicative fields; cultural mediation; social semiotics; linguistic theories; chains of signification; semiotic bundles; relationships among various sign systems; intersubjectivity; diagrammatic and inferential reasoning; and semiotics as the focus of innovative learning and teaching materials.

Sustainability, Human Well-Being, and the Future of Education

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ISBN: 9783319785806 Year: Pages: 425 DOI: 10.1007/978-3-319-78580-6 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-02-04 11:21:02
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This open access book explores the key dimensions of a future education system designed to enable individuals, schools, and communities to achieve the twin twenty-first century challenges of sustainability and human well-being. For much of the twentieth century, Western education systems prepared students to enter the workforce, contribute to society and succeed in relatively predictable contexts. Today, people are at the controls of the planet—making decisions that are dramatically reshaping social, economic, and environmental systems at a global scale. What is education’s purpose in this new reality? What and how must we learn now? The volatility and uncertainty caused by digitalization, globalization, and climate change weave a common backdrop through each chapter. Using case studies drawn from Finland and the US, chapter authors explore various aspects of learning and education system design through the lenses of sustainability and human well-being to evaluate how our understanding and practice of education must transform. Using their scholarly research and experience as practitioners, the authors propose new approaches to preparing learners for a new frontier of the human experience fraught with risks but full of opportunity.

IEA International Computer and Information Literacy Study 2018 Assessment Framework

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ISBN: 9783030193898 Year: Pages: 74 DOI: 10.1007/978-3-030-19389-8 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-02-05 11:21:08

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This open access book presents the assessment framework for IEA’s International Computer an Information Literacy Study (ICILS) 2018, which is designed to assess how well students are prepared for study, work and life in a digital world. The study measures international differences in students’ computer and information literacy (CIL): their ability to use computers to investigate, create, participate and communicate at home, at school, in the workplace and in the community. Participating countries also have an option for their students to complete an assessment of computational thinking (CT). The ICILS assessment framework articulates the basic structure of the study, providing a description of the field and the constructs to be measured. This book outlines the design and content of the measurement instruments, sets down the rationale for those designs, and describes how measures generated by those instruments relate to the constructs. Hypothesized relations between constructs provide the foundation for some of the analyses that follow. Above all, the framework links ICILS to other similar research, enabling the contents of this assessment framework to combine theory and practice in an explication of both the ‘what’ and the ‘how’ of ICILS.

Student Misconceptions and Errors in Physics and Mathematics

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Book Series: IEA Research for Education ISBN: 9783030301880 Year: Pages: 165 DOI: 10.1007/978-3-030-30188-0 Language: English
Publisher: Springer
Subject: Mathematics --- Education
Added to DOAB on : 2020-02-05 11:21:17

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This open access report explores the nature and extent of students’ misconceptions and misunderstandings related to core concepts in physics and mathematics and physics across grades four, eight and 12. Twenty years of data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) and TIMSS Advanced assessments are analyzed, specifically for five countries (Italy, Norway, Russian Federation, Slovenia, and the United States) who participated in all or almost all TIMSS and TIMSS Advanced assessments between 1995 and 2015. The report focuses on students’ understandings related to gravitational force in physics and linear equations in mathematics. It identifies some specific misconceptions, errors, and misunderstandings demonstrated by the TIMSS Advanced grade 12 students for these core concepts, and shows how these can be traced back to poor foundational development of these concepts in earlier grades. Patterns in misconceptions and misunderstandings are reported by grade, country, and gender. In addition, specific misconceptions and misunderstandings are tracked over time, using trend items administered in multiple assessment cycles. The study and associated methodology may enable education systems to help identify specific needs in the curriculum, improve inform instruction across grades and also raise possibilities for future TIMSS assessment design and reporting that may provide more diagnostic outcomes.

The Mathematics Education of Prospective Secondary Teachers Around the World

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319389646 9783319389653 Year: Pages: 58 DOI: 10.1007/978-3-319-38965-3 Language: English
Publisher: Springer
Subject: Education --- Mathematics
Added to DOAB on : 2017-02-24 12:31:16
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This volume shares and discusses significant new trends and developments in research and practices related to various aspects of preparing prospective secondary mathematics teachers from 2005–2015. It provides both an overview of the current state-of-the-art and outstanding recent research reports from an international perspective. The authors completed a thorough review of the literature by examining major journals in the field of mathematics education, and other journals related to teacher education and technology. The systematic review includes four major themes: field experiences; technologies, tools and resources; teachers' knowledge; and teachers' professional identities. Each of them is presented regarding theoretical perspectives, methodologies, and major findings. Then the authors discuss what is known in the field and what we still need to know related to the major topics.

The Change Laboratory for Teacher Training in Entrepreneurship Education

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Book Series: SpringerBriefs in Education ISBN: 9783030025717 Year: Pages: 143 DOI: 10.1007/978-3-030-02571-7 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-01-29 11:21:08
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This open access book illustrates a new type of formative intervention for in-service teacher training in entrepreneurship education. The book describes a Change Laboratory and shows how teachers and workshop assistants develop the idea of a multidisciplinary project entailing the design of a self-service and parking lot in a dismissed area close to the city centre. The multidisciplinary project is taken as example of how an idea is debated and turned into collective action and change, the very essence of initiative and entrepreneurship. The Change Laboratory thus increases the participation of students, teachers and stakeholders in the school towards a new curriculum through the implementation of a multidisciplinary project connecting school with the world outside and working life. The book features a foreword by Luke Pittaway, USASBE Entrepreneurship Educator of 2018. The manuscript discusses key concepts of Cultural Historical Activity Theory’s Change Laboratory as a formative intervention in a coherent and accessible manner. Beyond that it carefully illustrates how the Change Laboratory and its principles of double stimulation and ascending from the abstract to the concrete can be used as a theory of change to address one of the difficult and new demands of the European Union’s New Skills Agenda. The author takes the reader through the expansive learning journey and uses strong evidence to show how a new object can be developed, and how associated tensions and contradictions can be surfaced and tackled by actors with a partially shared object, and how a new concept can be formed and enriched through implementation and reflection in a manner that generates collective transformative agency. (Reviewer) This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie Grant Agreement No. 654101. ; Discusses a new and emerging topic in teacher training For the first time the change laboratory is used for teacher training in entrepreneurship Discusses an example of how the change laboratory can be implemented in a multidisciplinary project

European Higher Education Area: The Impact of Past and Future Policies

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ISBN: 9783319774077 Year: Pages: 721 DOI: 10.1007/978-3-319-77407-7 Language: English
Publisher: Springer
Subject: Education
Added to DOAB on : 2020-02-04 11:21:03
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This volume presents the major outcomes of the third edition of the Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC 3) which was held on 27-29 November 2017. It acknowledges the importance of a continued dialogue between researchers and decision-makers and benefits from the experience already acquired, this way enabling the higher education community to bring its input into the 2018-2020 European Higher Education Area (EHEA) priorities. The Future of Higher Education – Bologna Process Researchers Conference (FOHE-BPRC) has already established itself as a landmark in the European higher education environment. The two previous editions (17-19 October 2011, 24-26 November 2014), with approximately 200 European and international participants each, covering more than 50 countries each, were organized prior to the Ministerial Conferences, thus encouraging a consistent dialogue between researchers and policy makers. The main conclusions of the FOHE Conferences were presented at the EHEA Ministerial Conferences (2012 and 2015), in order to make the voice of researchers better heard by European policy and decision makers. This volume is dedicated to continuing the collection of evidence and research-based policymaking and further narrowing the gap between policy and research within the EHEA and broader global contexts. It aims to identify the research areas that require more attention prior to the anniversary 2020 EHEA Ministerial Conference, with an emphasis on the new issues on rise in the academic and educational community. This book gives a platform for discussion on key issues between researchers, various direct higher education actors, decision-makers, and the wider public. This book is published under an open access CC BY license.

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