Global Education Review (Mercy College, New York)
Not a member yet
347 research outputs found
Sort by
Rural /urban disparities in science achievement in post-socialist countries: The evolving influence of socioeconomic status
Get PDFDisparities in educational outcomes exist between students in rural areas as compared to students in urban settings. While there is some evidence that these rural disparities are present in eastern Europe, little is known about young peoplesΓÇÖ lives in the rural areas of this region. This paper presents an analysis of science achievement by location (rural v. urban) using all available waves of the Trends in International Mathematics and Science Study (TIMSS). We examined the eighth grade data from five countries: Lithuania, Romania, the Russian Federation, Hungary, and Slovenia. Findings demonstrated that students attending rural schools had significantly lower science scores and that the rural disadvantage grew between 1995 and 2011 in some countries, but became non-significant in others. Overall, family socioeconomic status played an important role in determining the educational outcomes of rural students. The implications of these findings are explored in relation to the United Nations Educational, Scientific and Cultural Organization (UNESCO) 2015 Education for All goals
Educational Assessment in Khyber Pakhtunkhwa PakistanΓÇÖs North-West Frontier Province: Practices, Issues, and Challenges for Educating Culturally Linguistically Diverse and Exceptional Children
No full textThis article presents the case of Khyber Pakhtunkhwa (KP), PakistanΓÇÖs former North-West Frontier Province, and its provincial educational assessment policies and practices.┬á These policies and practices affect millions of Culturally Linguistically Diverse and Exceptional (CLDE) children who live in rural and remote areas, and areas afflicted by conflict and insurgency. The article raises questions about political interference, ethical conduct, and fairness in the administration and marking of the assessments. It discusses efforts for systematic administration and collection of learning assessment data, teacher professional development programs to improve assessment practices, policies which address the educational needs of the diverse students in the province, and challenges and barriers to province-wide sustainable education development. In conclusion, the author offers suggestions and recommendations for policy makers and education stakeholders towards capacity building and improvement of assessment practices for all learners while it attempts to shed light and dispel misconceptions about KP and its people.┬
Open Educational Resources and MOOCs: Examining the Changing Face of Content Delivery in Higher Education
Get PDFIntroduction to Global Education Review (2)3.  Open Educational Resources and MOOCs: The Changing Face of Higher Educatio
Teaching English as an Additional Language In The Global Classroom: A Transnational Study In The United States and United Kingdom
Get PDFGlobal research has shown the persistence of inequality with regard to accessing curriculum with a view to obtaining suitable work and making useful contributions to society.  The intersection of race, gender, language and low socio-economic levels creates situations which often marginalize ethnic minorities in school settings (Freire, 1968; Nieto & Turner, 2012).  The graduation rates in the United States for Native American, African American and Hispanic students are lower than the graduation rates of Whites and Asian Americans.  In addition, Bangladeshis and African Caribbeans currently living in the UK are under-represented in higher education, particularly young men in those communities.  The research questions that guide this inquiry are:  (1) According to databases, how does the academic performance of language minority groups compare to the academic performance of non-linguistic minority groups at the elementary and secondary levels of education?  (2) According to language support teachers and university students, what are the strengths and weaknesses of the instructional practices for language minorities who are learning English in the United Kingdom (UK) (Bristol) and the United States (US) (Henrico)?  Participants were: five UK teachers, four UK university students, five US teachers, four US university students.  Data collection supervised by lead researchers included interviews, focus groups, classroom observation, and performance documents.  Data analysis utilized a mixed-methods approach. Overall, linguistic minority groups performed lower than their English proficient peers.   Culturally, UK teachers provided a greater emphasis on religious instruction, whereas US teachers addressed patriotic topics more frequently.  Teachers in the United States and the United Kingdom were culturally supportive with slight variation in the encouraged use of the students’ heritage languages
Using a Policy of "Gross National Happiness" to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges
Get PDFA national study on demand for early childhood care and development programs in Bhutan found strong support for development of a new early childhood care and development (ECCD) sector.  A wide range of stakeholders participating in the study, including ministries of education and health, post-secondary institutions, private preschool providers, community management committees, parents and children, emphasized the goal of preschool to promote success in English-medium formal education.  Promoting cultural traditions was also a priority, while developing children’s proficiency in home languages was hardly mentioned. The study highlighted the changing needs of Bhutanese families in the current context of increasing urbanization, dual career parents, and a shift from extended to nuclear family homes. Recommendations derived from the study encouraged a made in Bhutan approach to ECCD policy, programs, and professional education.  Subsequent to the study, the national education policy included plans for implementation of ECCD covering children from birth to 8 years old. To ensure the sustainability and cultural congruence of new programs and investments with the Kingdom’s Gross National Happiness Policy, a Gross National Happiness Commission screened and approved the new National Education Policy, which the Ministry of Education is charged with implementing. The emergence of an ECCD sector in Bhutan points to the role that national aspirations and value-driven policies and review processes could play in maintaining language diversity and transmitting culturally based knowledge
Bilingual Latino Students Learn Science for Fun While Developing Language and Cognition: Biophilia at a La Clase Mágica Site
No full textIn this article, the author suggests that children’s natural inclination to explore nature, or biophilia, can be explored as a factor that encourages both cognitive engagement and language development.  The author summarizes the types of scientific inquiries that bilingual elementary students and their university partners engaged in when guided to design their own projects at a predominantly Mexican-American school.  Children inquiries took place at a La Clase Mágica site, an after school program in which university undergraduates, faculty, bilingual children, and the community come together with the purpose of learning and exploring technology through interdisciplinary methodologies.  The findings indicate that children overwhelmingly chose living organisms and life-like processes as the focus of their inquiries.  The author presents the work of an exemplary dyad to illustrate how children engaged in scientific inquiry while developing language and complex thinking
Approaches to Teaching Recent World History
No full textReview of the book ΓÇ£Teaching Recent Global History: Dialogues among Historians, Social Studies Teachers, and StudentsΓÇ¥ by Diana B. Turk, Laura J. Dull, Robert Cohen, and Michael R. Stoll
Rural Education and Urbanization: Experiences and Struggles in China since the Late 1970s
Get PDFChina has adopted an unbalanced development economic policy to improve its domestic economy and international competiveness for more than three decades. During this process, rural education has undergone a series of reforms. With reference to compulsory education, this article argues that rural education in China is a pragmatic instrument for the state to expand and improve the quality of urbanization. Rural education can be used to serve urbanization, is influenced by the rural-urban disparities brought about by urbanization, and receives urban aids and support in exchange for following state guidelines. Due to deep-rooted disparities and long-standing unequal institutions, rural education still faces challenges and difficulties related to effectively financing rural education, handling urban-based curricula and evaluation standards, recruiting qualified and stable teachers, and the outflow of original rural residents. This article concludes by offering an explanation of its policy implications for the functions and constraints of state-directed rural education in serving urbanization
Recent Trends in Globalization Scholarship
Get PDFA review of the book:ΓÇ£Theories of Globalization.ΓÇ¥ By Barrie Axford. Malden, MA: Polity Press, 2013. ISBN 978-0-7456-3475-3┬