Search results for: Europe
Page 1/3 26 items
Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession
The present study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. The author found that in scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations.
Updated: Dec. 06, 2016
Inclusion, Integration or Perpetual Exclusion? A Critical Examination of the Decade of Roma Inclusion, 2005‑2015
The initiative 'Decade of Roma Inclusion, 2005‑2015' was planned in order to eliminate the marginalization and discrimination of Roma in the areas of housing, health care, employment and education. Each of the 12 European countries, which took part in this initiative, developed a Decade Action Plan. However, this initiative did not succeeded. This article critically examines why the Decade of Roma Inclusion has failed.
Updated: Feb. 16, 2015
This article aims to address the causes of school desegregation failure of the children study at Rome's schools. This article argues that the narrow desegregation aims prevents creation of comprehensive approaches sensitive to structural dimensions of segregation and discrimination. It builds on the policy design theory in order to capture the impact of discourse and policy content on the implementation outputs.
Updated: Feb. 16, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
The Quality of Teacher Educators in the European Policy Debate: Actions and Measures to Improve the Professionalism of Teacher Educators
This study examines how the contemporary European policy debate addresses the further development of the quality of teacher educators. This article concludes that in most countries, policy measures for teacher educators appear to be no different from measures for teachers in higher education in general, while in only a few countries are teacher educators considered a distinct professional group with its own policy measures. The most dominant stakeholders in developing actions and measures related to the professional quality of teacher educators are national governments and heads of local teacher education institutions. Teacher educators themselves, however, are much less specified as explicit stakeholders in policies on the quality of teacher educators.
Updated: Oct. 02, 2013
Comparison as Curriculum Governance: Dynamics of the European-Wide Governance Technology of Comparison within England’s National Curriculum Reforms
The current paper focuses on how the curriculum is governed by comparative knowledge. Particularly, the article identifies how this facet of governance has manifested itself within the policy space of England’s National Curriculum reforms. While international comparative logic within England’s National Curriculum could be regarded as a manifestation of a European-wide governing technology, the article suggests that the distinctiveness of ‘Europe’ is at risk of being lost to dominant global knowledge paradigms which are also an integral part of the ‘governance by comparison’ process.
Updated: Sep. 15, 2013
The author attempts to understand the role and objective of the European Union (EU) steering university-based research policy in relation to national and other global actors, despite its being outside of the EU’s direct jurisdiction. The author suggests that despite strong globalising trends, the EU promotes these trends at the national and sub-national levels, and also attempts to structure the research environment in a complex heterogeneous way.
Updated: Aug. 19, 2013
‘Tuning’ Education for the Market in ‘Europe’? Qualifications, Competences and Learning Outcomes: Reform and Action on the Shop Floor
This paper examines issues relating to governance and the reform of public policies in the European Union. The author suggests that a managerial agenda for change is developing, seeking to amplify the space for marketisation and control in the educational sphere.
Updated: Jun. 25, 2013
Convening a Network within the European Conference on Educational Research: A History of the Social Justice and Intercultural Education Network
The current article highlights the challenges facing convenors of one network, who wish to include researchers from diverse backgrounds, while at the same time enhancing the academic quality of the papers presented at the European Conference on Educational Research (ECER). This paper presents a brief history of 15 years of networking with a view to discussing some of the main issues which have emerged over the years.
Updated: Mar. 14, 2012
In this article, the author is interested to examine whether there is evidence enough to suggest that European policy on lifelong learning is now experiencing a discursive shift into what could be described as a new phase. The author uses critical discourse analysis as a methodological framework. The analysis of the empirical material points to a direction where it is relevant to speak about a new ‘phase’ of lifelong-learning discourse emerging in European policy, characterized by the urgent need for implementation.
Updated: Feb. 13, 2012