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Descriptors:
Learner Engagement; Educational Games; Educational Change; Best Practices; Research and Development; STEM Education; Computer Games; Problem Solving; Critical Thinking; Cooperation; Educational Policy; Public Officials

Abstract:
Research about emerging best practices in the learning sciences points to the potential of deploying digital games as one possible solution to the twin challenges of weak student engagement and the need for more robust achievement in literacy, science, technology, and math. This chapter reviews key cross-cutting themes in this special volume, drawing perspective from the context of the current United States program and policy reform. The authors conclude that digital games have some unique potential to address pressing educational challenges, but that new mechanisms for advancing purposeful research and development must be adopted by both policymakers and industry leaders. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Educational Policy; Models; Public Officials; Educational Research; Adoption (Ideas); Researchers; Information Dissemination; Foreign Countries; Public Policy; Communication (Thought Transfer)

Abstract:
The process of "knowledge adoption" is defined as the means through which policy-makers digest, accept then "take on board" research findings. It is argued in Brown, however, that current models designed to explain knowledge adoption activity fail to fully account for the complexities that affect its operation. Within this paper, existing frameworks are explored and critiqued, and an alternative approach is presented. It is argued that this alternative conceptualisation provides a more effective explanation of the knowledge adoption process and significantly improves on extant work in this area. (Contains 1 figure and 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Academic Freedom; Foreign Countries; Educational Change; Plagiarism; Clergy; Universities; Doctoral Dissertations; Public Officials; Deception; Role; Educational Attainment; Doctoral Degrees; Supervision

Abstract:
Rarely do political scandal and academe collide so publicly as they have now, in Europe. In February, Germany's education minister stepped down after Heinrich Heine University, in Dusseldorf, revoked her doctorate because her thesis lifted passages from other sources without proper attribution. Her departure came after scandals over plagiarized work took down a German defense minister, the president of Hungary, and a Romanian education minister. But it is the storied German university system, not politics, that has suffered the real body blows. The front-page news has shaken higher education in Germany, where, in addition to the two former federal ministers, several other national and local political figures have been accused of academic fraud. The incidents have left many wondering: Is there something rotten at the heart of German academe, the esteemed heir of Humboldt and Hegel? For two centuries, the German university as envisioned by the 19th-century philosopher Wilhelm von Humboldt has been the model for research institutions in Europe, the United States, and beyond. Humboldt's notions of academic freedom, the autonomy of the university, and placing scientific pursuit at the heart of higher education continue to carry weight today. But his legacy in Germany may be growing somewhat tarnished. In Germany academic titles play a role in politics far greater than they do in the United States. Doctoral and other titles, sometimes as many as three or four, are prominently displayed on the business cards, door plaques, and letterheads of politicians. Some call it posturing--a modern-day "nobleman's title"--while others defend it as a meaningful distinction based on merit. Whether one is impressed by the degree or not, the Ph.D. has become a facet of the German resume that lures ambitious politicians and professionals who have no intention of entering academe. That has led to a proliferation of Ph.D.'s--roughly 25,000 a year awarded since 2000, more per capita than any other country in the world, according to the Federal Statistical Office of Germany. By comparison, American universities award 50,000 doctorates a year, but in a country with a population four times as large as Germany's. Germany's output of Ph.D. recipients probably won't slow down, but the plagiarism cases have shined a spotlight on academe's time-honored methods for supervising and awarding doctorates, especially to candidates who are not full-time academics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Elementary Education; Illiteracy; Slavery; Foreign Countries; Social Change; Letters (Correspondence); Educational History; United States History; Civil Rights; Access to Education; Social Systems; Conflict; Poverty; Racial Bias; Social Bias; Educational Administration; Administrative Organization; Public Officials

Abstract:
The objective of this article is to analyse the process of institutionalisation of public elementary schooling associated with the political organisation of the constitutional monarchy and the legislation regarding citizen rights and prerogatives in Brazil, especially in the province of Minas Gerais, during the nineteenth century. During this century, two characteristics in Brazil were significant: the existence of a constitutional monarchy from 1822 to 1889 and the continuity of slavery until 1888. Paradoxically, the development of the idea of citizen rights and duties, and steps taken to provide access to elementary school, coexisted with these characteristics. Education was considered a decisive step for the effective implementation of social change. My hypothesis is that the new political structure also led to a new dynamic of interdependence between rulers and ruled as constituents of the civilising process underway. Even so, this was an extremely tense process whose results fell short of those intended by the elite governing authorities; by the end of the nineteenth century, Brazil still had an illiteracy rate of 85%. In order to understand this situation, an analysis of situations and conflicts present in the process of implementing public elementary education is essential. Important among these are poverty, ethnic and racial prejudice, political decentralisation of elementary education administration, disputes among local politicians and the definition of teachers as public servants and funding of school supplies. For this study, documents consulted included government reports, laws, official letters and correspondence among government officers, parents and teachers. The main theoretical concepts used were Norbert Elias' sociological theory for analysis of the civilising process and the dynamics of interdependence in the organisation of society, and the characteristics of postcolonial society discussed by Hilda Sabato, Marcelo Caruso and Miriam Dolhnikoff. (Contains 1 table and 27 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Stakeholders; Primary Education; Student Teachers; Multigraded Classes; Content Analysis; Qualitative Research; Interviews; Educational Strategies; Public Officials; Teacher Attitudes; Student Teacher Attitudes; Rural Areas; Educational Benefits; Educational Resources; Student Adjustment; Articulation (Education); Curriculum; Capacity Building

Abstract:
This study employed document analysis and qualitative interviews to explore the perceptions of different Bhutanese stakeholders about multi-grade teaching, which the Bhutanese Government identified as a strategy for achieving quality Universal Primary Education. The data from Ministry officials, teachers and student teachers were analyzed using Leximancer software and the results showed that all stakeholders saw some benefits of multigrade in rural and remote communities in terms of children's access to education. However, future teachers expressed preferred not to teach in multi-grade schools due to challenges such as inadequate resources, difficulties with timely adjustment to the aligned curriculum and limited capacity building among teachers. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Access to Education; Partnerships in Education; African American History; Black Colleges; United States History; Civil Rights; Biographies; Public Officials; African American Organizations; Religious Cultural Groups; Equal Education

Abstract:
The 2013 Black History Month Programs at the U.S. Department of Education highlighted and celebrated emancipation, Civil Rights, the histories of key Black organizations and the contributions of Historically Black Colleges and Universities through a series of programs offered both in Barnard Auditorium at headquarters on Maryland Avenue, S.W, Washington, D.C. and in the Training and Development Center as lunch time activities. The Secretary of Education, Arne Duncan, represented the administration and expressed his personal and professional commitment to eliminating barriers to educational access and equity in the first program on February 6, 2013. The Deputy Secretary, Tony Miller, emphasized the importance of Historically Black Colleges and Universities and the White House's commitment to the students these institutions serve. National figures and experts presented data and historical facts from American history with a Black perspective. Appendixes include: (1) Introduction of Margaret Young and Darius Gray of the Latter Day Saints and Producers of the Documentary on Black Mormons; (2) Agenda for the February 6, 2013 Black History Month Program; (3) Bios of Presenters at the February 6, 2013 Program; (4) Secretary Duncan's Remarks at the February 6, 2013 Black History Month Program; (5) Transcript of February 6, 2013 Program; (6) Agenda of the February 19, 2013 Black History Month Program; (7) Biographies of Presenters at February 19, 2013 Program; (8) Tony Miller's Remarks at February 19, 2013 Program; (9) Dr. John Wolfe's Power Point Presentation; (10) Power Point of Jerry Isaac's Presentation; (11) Pictures from the February 6, 2013 Program; (12) Pictures from the February 19, 2013 Program; (13) Picture and Biography of Bernard Demczuk; (14) History of National Blacks In Government; (15) Flyers of Black History Month Programs; and (16) Article Based on February 6, 2013 appearing online at AllAfrica.com. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Second Language Learning; Language Proficiency; Elementary Secondary Education; Accountability; Educational Policy; Capacity Building; Educational Legislation; Federal Legislation; Public Officials; Progress Monitoring; Academic Achievement; Expectation

Abstract:
This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law's capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations put forth in this article focus on monitoring both current and former ELs, establishing time frames for the attainment of English language proficiency, and setting expectations for academic achievement that are reflective of English language proficiency level and time in the state's school system. (Contains 3 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Decision Making; High School Graduates; State Policy; Academic Standards; Public Officials; Reading Ability; Reading Achievement; Measures (Individuals); Standard Setting; Difficulty Level; Reading Comprehension

Abstract:
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. However, the trajectory standard is presented without reference to how the grade-by-grade complexity ranges were determined or rationalized, and little guidance is provided for educators to know how to apply the flexible quantitative text exposure standard in their local contexts. We extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. A rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard is proposed, a strategy that can be used by state policy makers, district officials, and educators in general. First, borrowing methods from student growth modeling, we illustrate an analytical method for creation of multiple trajectories that can lead to the CCSS end-of-high-school target for text complexity exposure, resulting in trajectories that place greater burden for shifting text complexity levels on students in different grades. Second, we submit that knowledge of the multiple possibilities, in conjunction with a set of guiding principles for decision making, can support educators and policy makers in critiquing and using the CCSS quantitative standard for text complexity exposure to establish particular expectations for quantitative text complexity exposure for particular students in situ. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Policy; Higher Education; Foreign Countries; Public Officials; Universities; Reputation; Interviews; Educational Change; Policy Analysis; Government Role; Educational Quality; Excellence in Education

Abstract:
The purpose of this study is to provide an overview of the Korean government's policies for building world class universities (WCUs) and their implications for Korean higher education institutions. Primarily through an extensive literature review, but also through a discussion of field interviews and the experiences of one of the authors as a public official in education policy making, this study examines the Korean government's policies to establish WCUs, as well as the outcomes and consequences of these policies. Using the framework suggested by Salmi (The challenge of establishing world-class universities. The World Bank, Washington, DC, 2009), the study seeks to answer the following research questions: (a) What policies has the Korean government implemented to build WCUs since the late 1990s? (b) How has the government's quest to build WCUs transformed the Korean higher education system? Specifically, how have HEIs in Korea responded to the policies implemented? (c) What issues and challenges has the Korean higher education system confronted in its quest to build WCUs? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Childrens Literature; Foreign Countries; Ideology; Children; Political Attitudes; Content Analysis; Periodicals; Kindergarten; Social Systems; Power Structure; Philosophy; Public Officials

Abstract:
Government ideologies seek to produce ideal childhoods within their political and ideological frameworks. Using the analysis of a children's magazine in kindergartens in socialist Czechoslovakia in the 1970s and 1980s, this paper argues that children's literature produces political and ideologically charged childhood subjectivities. Tensions between the private and public spheres of the production of childhoods, and the complex, non-linear power relations are explored through a philosophical lens that incorporates the thinking of Vaclav Havel. Politics and ideology were a major directional focus in storylines and in tales and texts in socialist children's literature. It is suggested that the Czechoslovak case can serve as a springboard to understand how childhoods in different ideologies are produced through early childhood children's literature. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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