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Inclusion of Ukrainian Schoolchildren Seeking Refuge from the War into the Czech Education System European Education Pub Date : 2024-04-16 Olha Klopota, Yevhenii Klopota, Věra Vojtová
This paper addresses the inclusion of Ukrainian schoolchildren who were forced to leave their homes because of Russian military aggression. The research is aimed at identifying the specifics of the...
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Mapping Research on English as a Second or Foreign Language in Post-Soviet Countries: A Bibliometric Analysis European Education Pub Date : 2024-03-17 Roza Zhussupova, Maira Kakimova, Assel Amrenova, Assem Kyzyrova, Saulesh Aubakirova
This study uncovers the development and structure of the research on English as a second or foreign language in post-Soviet countries. In total, 500 publications from the Web of Science database we...
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Teacher’s Boundary Crossing for Continuing Professional Development During the Covid-19 Through the Lens of Cultural-Historical Activity Theory: A Case Study of a Novice Chinese Language Teacher in a UK School European Education Pub Date : 2024-03-17 Frances Yiying Zhang
Teacher continuing professional development (CPD) is almost always on the top of educational agendas in any country of the world. While existing studies primarily emphasize effective CPD programmes...
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On the Center: Mirror-Window-Sliding Glass Door Books in the Middle East Picture Book Award European Education Pub Date : 2024-03-11 Mehmet Gultekin
Children’s literature can serve as mirrors, windows, and sliding glass doors. They are mirrors for marginalized groups to see themselves represented, windows for dominant cultures to learn about ma...
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Learning Loss Due to School Change: A Cause for Major Concern? European Education Pub Date : 2024-03-04 Domenico Angelone, Chantal Oggenfuss, Stefan C. Wolter
We investigate the effect of changing schools on academic achievement. Using representative data on the educational trajectories of 17,000 Swiss lower secondary students and national assessment dat...
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Teachers as Actors of Change: Comparing the Attitudes of Teachers in Spain and the UK Towards LGBTIQ+ Teaching European Education Pub Date : 2024-02-24 Francisco Javier Palacios-Hidalgo, Cristina A. Huertas-Abril
This article compares the attitudes of teachers located in Spain and the United Kingdom toward the integration of LGBTIQ+ issues in their teaching, reflects on teacher training and proposes recomme...
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Students’ Cultural and Economic Family Background and Duration of University Studies in Finland European Education Pub Date : 2024-02-05 Hannu Lehti, Heikki Kinnari
Applying a Bourdieusian perspective, we investigate whether families’ institutionalized cultural capital (parental education) and economic capital (family income) are associated with the duration o...
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The Bologna Process and Georgian Higher Education: Advances in Academic Social Responsibility European Education Pub Date : 2024-01-21 Ana Papiashvili
This article examines Georgia’s integration into the Bologna Process, focusing on academic social responsibility (ASR). Utilizing qualitative methods, including document analysis and 30 in-depth in...
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Why Did Portugal Enter PISA? Divergent Political Views, the National Agenda and the OECD Push European Education Pub Date : 2024-01-12 Teresa Teixeira Lopo, António Teodoro, Leonor Borges
The purpose of this article is to reexamine the decision-making process on Portugal’s entry into PISA (Programme for International Student Assessment). The analysis indicates that the decision, whi...
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The Science of Citizen Science European Education Pub Date : 2024-01-12 Petteri Laihonen
Published in European Education (Vol. 55, No. 3-4, 2023)
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Identities and Education: Comparative Perspectives in Times of Crisis European Education Pub Date : 2024-01-12 Aristotelis Zmas
Published in European Education (Vol. 55, No. 3-4, 2023)
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Comparative Perspectives on School Attendance, Absenteeism, and Preventive Measures in Europe and Beyond European Education Pub Date : 2024-01-12 Susanne Kreitz-Sandberg, Ulf Fredriksson
There is growing concern in many countries about school absenteeism with its wide range of topics and challenges. International comparative studies on school attendance are rare. Methods, actors’ p...
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Socially Jetlagged and Late for School: Chronotypes, Achievement and Truancy among 15-Year-Old Students in PISA 2018 European Education Pub Date : 2024-01-12 Jörg-Henrik Heine, Christine Sälzer
This paper uses data from PISA 2018 in Germany to explore how the students‘chronotype (known as larks and owls) and their academic achievement is related to truancy. We used an adapted version of t...
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School Absenteeism in Germany: A Shift from Punishment to Support? European Education Pub Date : 2024-01-12 Chiara Enderle, Heinrich Ricking, Gisela C. Schulze
In Germany, penalties such as fines or police action are imposed for noncompliance with compulsory schooling. However, formal administrative procedures are often deemed inadequate by experts who ad...
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Key Stakeholders’ Perspectives and Experiences of 12-Year Schooling Reform in the Context of Kazakhstan: A Long-Term Pilot Implementation European Education Pub Date : 2023-11-21 Viktoriya Rydchenko, Kathy L. Malone, Sulushash Kerimkulova
Published in European Education (Vol. 55, No. 2, 2023)
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Student Characteristics and Barriers to International Mobility: Evidence from the European Union European Education Pub Date : 2023-11-21 Giorgio Di Pietro
We use Eurobarometer data to examine barriers to international student mobility. Multivariate analysis is employed to study how individual characteristics are related to the obstacles preventing hi...
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Profiles of School Refusal Among Neurodivergent Youth European Education Pub Date : 2023-09-07 Jessica E. Granieri, Hannah E. Morton, Raymond G. Romanczyk, Jennifer M. Gillis Mattson
Neurodivergent youth (i.e., autistic, attention-deficit hyperactivity disorder) are at increased risk for school refusal and subsequent disengagement. Factors associated with school refusal in this...
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Young People’s Stories of School Failure and Remedial Trajectories – Clues to Prevention of School Absenteeism and Early School Leaving European Education Pub Date : 2023-09-06 Åsa Sundelin, Joakim Lindgren, Lisbeth Lundahl
This article aims to increase knowledge of ways to counter school absenteeism and early school leaving. It analyses stories of youths who either attended or probably would be referred to a Swedish ...
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The Problem of “Problematic School Absenteeism” – On the Logics of Institutional Work with Absent Students’ Well-Being and Knowledge Development European Education Pub Date : 2023-08-28 Ola Strandler, Martin Harling
This article uses neoinstitutional theory to comparatively analyze different actors’ institutional work with “problematic school absenteeism”. Data was generated around four cases, each consisting ...
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Positional Advantages of Higher Education Degrees and Occupational Upgrading in West Germany European Education Pub Date : 2023-07-27 Laura Löwe
This study examines how the association between higher education and the socioeconomic status is affected by positional educational advantages in West Germany from 1976 to 2015. Positional educatio...
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Rational-Choice Neo-Institutionalism in Europeanization in the UK and Germany: A Toolkit Offered by Their Memberships in the European Higher Education Area European Education Pub Date : 2023-06-28 Iryna Kushnir
This article presents an analysis of an increasingly political nature of the rationales behind the memberships of the UK and Germany in the European Higher Education Area (EHEA). This analysis is g...
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Less Student Dropout, More Frequent Change of Study Subjects: Evidence from Swiss Administrative Data, 1975–2018 European Education Pub Date : 2023-06-16 Richard Nennstiel, Zoé Brosy
Abstract This paper aims to illustrate the extent to which structural changes and institutional modifications within the higher education landscape influenced the rates of completion, dropout, and changes in the subject of study of Swiss university students between 1975 and 2018. Using administrative data, our results indicate that the completion rate and the subject of study change rate increased
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Supporting Sponsored International Students during COVID-19 Pandemic: Insights from a Study of Kazakhstani “Bolashak” Scholarship Recipients European Education Pub Date : 2023-06-05 Aliya Kuzhabekova, Zhuldyz Amankulova
Abstract The aim of this study was to understand how international students sponsored by the “Bolashak” program administered in Kazakhstan perceived the support provided by the host institutions and the funding agency during the unprecedented COVID-19 pandemic. We conducted a cross-sectional survey to gain a foundational understanding and basic description of the central phenomenon. Our findings demonstrate
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Private Supplementary Tutoring at a Transition Point in Kazakhstan’s Education System: Its Scale, Nature, and Policy Implications European Education Pub Date : 2023-02-20 Anas Hajar, Aida Sagintayeva, Zhanna Izekenova
Abstract This quantitative study examined the scale, nature and effectiveness of private supplementary tutoring (PT) at one of the transition points in Kazakhstan’s education system during the COVID-19 pandemic. The data were collected from 366 secondary school students. The findings show that 73.8% of participants received PT, mainly to help them prepare for the university entrance examination. Seventy-four
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Internationalization at Home and the Development of Intercultural Competence. Belgian University Students’ Views European Education Pub Date : 2023-02-01 Lies Sercu
Abstract This study contributes to the literature studying Internationalization at Home (IaH) as a way to develop intercultural competence in university students. It investigates how a group of students studying at Belgium’s oldest (°1425) and largest mainly white university perceive intercultural competence and their university’s initiatives to promote its development among local students. The results
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History Education in Turkey: Tensions between National and Global Views European Education Pub Date : 2023-01-17 Gökhan Önal, Çiğdem Baki Pala
Abstract This article analyses the extent to which history education (HE) in Turkey adheres to the HE principles proposed by the Council of Europe. A compulsory history textbook is analyzed in detail. The analysis finds an understanding of HE that marginalizes minorities due to nationalist and militarist content. The Atatürk’s Principles and History of Reforms (APHR) course also fail to include controversial
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Expanding the Validation of Prior Learning in the Context of European Integration: The Case of North Macedonia European Education Pub Date : 2023-01-11 Markus Maurer, Ognen Spasovski
Abstract This article contributes to the comparative literature on the growing role of “validation of prior learning,” by analyzing the emergence and implementation of VPL in North Macedonia. Based on documents and qualitative interviews, the article provides an historical- institutionalist perspective on these processes. The article argues that a lack of stakeholder engagement, linked to a very low
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How Principles and Values Backing the Profesionnal Identity of French and Finnish Teachers Differentiate Their Ability to Face Educational Change European Education Pub Date : 2023-01-02 Yann Forestier
Abstract Forty-six interviews of French and Finnish Junior High School teachers clearly show a strong will to link professional commitment to common progressive values. However, the interviewees have to adjust these political or philosophical views when confronted with the reality of their professional everyday life and to the development of widely broadcast educational debates, like the ones about
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Writing Academic: A Comparison Between Academic Writing Courses in English in the Aurora Alliance and in English-Speaking Countries European Education Pub Date : 2023-01-02 Silvie Válková, Markus Öbrink
Abstract Students and teachers from different language backgrounds are at risk of becoming victims of conflicting trends and conventions when writing in English. This study compares conventions of English academic writing at several European universities with what is taught in English-speaking countries. Data were collected with questionnaires and by surveying university guidelines published online
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Internationalization and Quality From the Perspectives of Stakeholders in the English and Turkish Higher Education Sectors European Education Pub Date : 2022-12-23 Omer Ozer
Abstract This cross-national comparative study examined “internationalization” and “quality” in the English and Turkish higher education (HE) sectors, thereby presenting a comparative discussion of the state of HE in the two countries. Using a phenomenological approach, the study generated qualitative and quantitative data from different sources. The findings suggest that all stakeholder groups largely
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Gendered Aspects of Undergraduate Student Experience in the Time of COVID-19: A Case Study of Nazarbayev University European Education Pub Date : 2022-11-17 Aray Saniyazova, Anna CohenMiller, Aigerim Kadylova, Aigul Rakisheva
Abstract This study examines student experience in the context of their transition to remote instruction during the first months of the COVID-19 pandemic with a particular focus on the gendered aspects of the student experience. The researchers conducted a survey in July 2020 at one of the leading universities in Kazakhstan, Nazarbayev University. We sought to capture the immediate effects of the crisis
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COVID-19 and Kazakhstani Women Teachers: An Empirical Study of Factors Affecting Mental Health European Education Pub Date : 2022-11-12 Ainur Kenebayeva, Alexandra Nam, Almira Tabaeva, Fahriye Altinay, Zehra Altinay
Abstract The study investigates stress and organizational climate factors affecting mental health of women school and university teachers in pre‐COVID‐19 and COVID‐19 periods in the context of Central Asia considering the case of Kazakhstan. The results of quantitative empirical study show that the pandemic has caused an increase in perceived anxiety and depression among women teachers. Women teachers
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Gender Differences in International Faculty Experiences during COVID-19 in Kazakhstan European Education Pub Date : 2022-11-11 Aliya Kuzhabekova
Abstract The study explores the experiences of international faculty at an international university in Kazakhstan during COVID-19 pandemic. Using data from 25 qualitative interviews of women and men employed as faculty at the university the study explores the challenges and opportunities experienced by the faculty during the pandemic, how the experiences were shaped by the unique context of the non-Western
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Pre-Service Primary School Teacher University Training for Inclusive Education in the Czech Republic and Ukraine: An Exploratory Study European Education Pub Date : 2022-11-07 Miroslav Bielik, Lenka Ďulíková, Olha Rotko, Nataliia Voronska
Abstract The present exploratory study examines pre-service primary school teacher university training in inclusive education in the Czech Republic and Ukraine. Based on the theory of planned behavior (TPB), attitudes, subjective norms, and self-efficacy of first- and last-year students were assessed. The overall differences in item scores between first-year and last-year students are in both countries
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Anti-Ethnic Hegemony, Identity Construction and Political Complicities European Education Pub Date : 2022-10-27 Kalli Drousioti
Abstract Teaching material and textbooks undoubtedly operate politically and should be scrutinized concerning the knowledge that they construct and legitimize. But such scrutiny often involves new hegemonies and political complicities that also require further scrutiny. Following Ernesto Laclau and Chantal Mouffe’s discourse analysis the present article critiques one such hegemony: that which sets
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Gender Equity in Higher Education During COVID-19 in Central Asia European Education Pub Date : 2022-10-19 Aray Saniyazova, Anna CohenMiller
Published in European Education (Vol. 54, No. 1-2, 2022)
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Home–School Interaction: A Vignette Study of Parents’ Views on Situations Relevant to Trust European Education Pub Date : 2022-06-28 Inka Bormann, Dagmar Killus, Sebastian Niedlich, Iris Würbel
Abstract This paper addresses parental trust in schools (hereafter referred to as “parent trust”) in relation to different situations of school-based involvement. More precisely, the study seeks to examine how selected situations of parental school-based involvement (parent-teacher conferences and parents’ evenings) are relevant to trust, and what facets of trustworthiness are activated in each situation
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Cross-national Analysis of Education and Trust: Context, Comparability, and Causal Mechanisms European Education Pub Date : 2022-06-28 Sebastian Niedlich
Abstract Based on existing studies on welfare and education regimes, the paper aims at strengthening the conceptual foundations of comparative research in education and trust by identifying relevant system-level characteristics, deriving analytical dimensions as a framework for cross-national comparison, and exploring how these dimensions might be linked to trust. The paper thus provides a better basis
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Trust in Educational Settings: Insights and Emerging Research Questions European Education Pub Date : 2022-06-28 Inka Bormann, Sebastian Niedlich, Iris Würbel
Abstract The theoretical and empirical foundations of research on trust in education are still weak. To contribute to a better understanding of the role of trust in educational systems, this final article of the special issue “Trust in educational settings. European perspectives” highlights the findings from the contributions in this special issue and links them to insights and concepts from interdisciplinary
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Trust in Educational Settings—What It Is and Why It Matters. European Perspectives European Education Pub Date : 2022-06-23 Inka Bormann, Sebastian Niedlich, Iris Würbel
Abstract This editorial paper introduces the relevance of trust in educational settings. It discusses interdisciplinary approaches to trust, reflects upon the relationships between trust and education and how trust has so far been studied in educational research. In addition, a comprehensive model of trust is introduced as a framework for the individual papers of this special issue that altogether
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Trust in Finnish Education: A Historical Perspective European Education Pub Date : 2022-06-10 Jussi Välimaa
Abstract This article analyzes the origins of generalized trust in Finnish society and how this relates to trust in education. The study was based on a historical analysis of the role of education in building a Finnish society and nation state. The author discusses the development of a Nordic welfare state and analyzes the relationships between generalized trust and education from the perspectives
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Parental Trust in Teachers and Children’s Interest in Reading and Math: A Longitudinal Study European Education Pub Date : 2022-06-10 Marja-Kristiina Lerkkanen, Eija Pakarinen
Abstract This study investigated cross-lagged associations between parental trust in a child’s teacher and children’s academic interest across Grades 1–4 in primary school. Parents rated trust in their child’s teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child’s teacher predicted the child’s high interest in math
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Issues of Trust in the Implementation of Inclusion in Czech Schools European Education Pub Date : 2022-06-07 Bohumíra Lazarová, Milan Pol
Abstract The implementation of inclusive education in Czech schools has required not only several changes in the behavior of teachers, schools, parents, and pupils. Change requires trust among all actors in inclusive education. This text aims to use qualitative data from three selected primary schools, to show the role that trust plays in the implementation of inclusive education. The data shows that
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(Re)-Building Educational Trust: Young NEET and the Importance of Trust Relations European Education Pub Date : 2022-06-06 Anne Görlich
Abstract In Denmark as in Europe at large, there is a continued need for interventions helping young NEET (Not in Education, Employment or Training) into ordinary education. At the core of the educational challenges of young NEET is the breakdown of trust, which highlights the need for re-building trust as crucial for the success of the interventions. Building on 14 focus group interviews with 98 young
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COVID-19 and the Changes in STEM Students’ Intentions to Pursue International Mobility. What Do the Students Say? European Education Pub Date : 2022-05-18 Ainur Almukhambetova, Aliya Kuzhabekova
Abstract The rapid outbreak of the COVID-19 pandemic has severely affected the students’ international mobility globally. However, little is known about the challenges that the students, intending to pursue outward mobility experience in deciding between studying in the home country or a foreign country in the current reality. Using a “push-and-pull” model as a framework, this qualitative interview-based
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Decolonizing “the University” in Europe: Theoretical and Methodological Implications of an Affective Assemblage Approach European Education Pub Date : 2022-03-23 Michalinos Zembylas
Abstract The purpose of this paper is to discuss the theoretical and methodological implications of an affective assemblage approach in the study and practice of decolonizing “the University” in Europe. In particular, the analysis aims to better account for the affective dimensions of decolonizing “the University” in Europe, taking into consideration that neither “the University” in Europe assumes
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Students’ Autonomous and Controlled Motivation in Different School Contexts: The Role of Trust European Education Pub Date : 2022-03-08 Mieke Van Houtte
Abstract Given the importance of relatedness for study motivation, motivation might be associated with faculty trust in students and, as such, with schools’ student composition. Representative Flemish data of 5162 students and 1247 teachers in 57 Flemish secondary schools, gathered at the end of the 2013/2014 school year (April–May 2014), reveal that the association between faculty trust in students
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The Republican Nature of Modern Democracy: Implications on Educational Policy European Education Pub Date : 2022-02-23 Konstantinos Dedousis, Laura Garcia Raga, Juan de Dios Bares Partal
Abstract This study offers a theoretical context for reading political education literature. Comparing the two classical cultural exemplars (Latin/Greek) we build our working framework upon the firm distinction between Republican and Democratic ideals and we suggest that the current political culture is shaped into the Republican mold. Setting these findings as our conceptual framework, we scrutinize
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Moving on, Switching Gear or Staying Put: Tracking Social Inequality in Secondary School Pathways in Three European Cities European Education Pub Date : 2021-12-15 Elisabeth Hovdhaugen, Isis Vandelannote, Rafael Merino Pareja, Jannick Demanet
Abstract It is commonly known that education reproduces, rather than diminishes, social inequality, but how this takes place may vary between educational systems. This paper uses data from a unique longitudinal cross-national project to analyze differences in pathways through the upper years of secondary education between Bergen (Norway), Ghent (Flanders, Belgium) and Barcelona (Spain). Analyses show
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Students Development Conference Genre Knowledge among Estonian Teachers European Education Pub Date : 2021-10-18 Halliki Harro-Loit, Meedi Neeme, Karmen Palts
Abstract Among the variety of communication possibilities between home and school, face-to-face conferences. The present study focuses on a sub-genre that can be defined as a “students developmental conference”: a meeting involving the students, family representatives, and where the main goal is to support students’ development and self-analysis. We propose a genre matrix and analyze the genre knowledge
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PISA and Education Reform in Europe: Cases of Policy Inertia, Avoidance, and Refraction European Education Pub Date : 2021-11-12 Louis Volante, Don A. Klinger
Abstract The present analysis examined the relationship between PISA results and their influence on policy development within a select group of European nations which included Estonia, Italy, France, and Finland. These countries reflect four distinct outcomes in relation to PISA results: (1) high achievement and high equity (Estonia); (2) stagnant performance (Italy); (3) low achievement and low equity
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Time Allocation of Academics in Ukraine: Degree and Gender Correlates in a Semi-peripheral State European Education Pub Date : 2021-11-16 Myroslava Hladchenko, Don Westerheijden
Abstract This article, using the example of Ukraine, aims to explore the time allocation of academics at university in a semi-peripheral state sustaining means–ends decoupling. Data emanate from the responses of 205 academics in business studies. The analysis uses degrees (qualifications) and gender as main categorizations. Findings indicate that means–ends decoupling at the state and university levels
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From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo European Education Pub Date : 2021-09-30 Armend Tahirsylaj, Fitore Fazliu
Abstract This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place
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“I’m Always in This Conflict” – Students’ Struggle of Plurilingual Identity Expression, Linguistic Insecurity, and Assimilation in Switzerland’s Higher Education European Education Pub Date : 2021-09-07 Anna Becker
Abstract This article examines the connection among university students’ lived experiences of language, ideologies, and linguistic repertoires through visual and verbal representations. It demonstrates that linguistic repertoires are crucial for students’ identities, yet impeded by restricting, homogenizing policies, which reproduce the “monolingual habitus” even in officially multilingual contexts
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Civics Education and Democracy Building in Azerbaijan: A Missed Opportunity? European Education Pub Date : 2021-03-03 Jennifer S. Wistrand
Abstract Drawing on ethnographic data collected in Azerbaijan, this article examines the civics education program that existed in Azerbaijan in the 1990s and the early 2000s, prior to its incorporation into a newly created “life skills” (həyat bilgisi in Azerbaijani) course. It is argued that a disconnect between curriculum reform and classroom practice resulted in a missed opportunity for the “first
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Childhood and Education in the United States and Russia: Sociological and Comparative Perspectives European Education Pub Date : 2021-02-24 Jee Bin Ahn
(2020). Childhood and Education in the United States and Russia: Sociological and Comparative Perspectives. European Education: Vol. 52, No. 4, pp. 352-353.
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Media Review of “Entre Les Murs (the Class)” and “The Hate U Give” European Education Pub Date : 2021-03-10 Cathryn Magno, Anna Becker
(2021). Media Review of “Entre Les Murs (the Class)” and “The Hate U Give”. European Education: Vol. 53, No. 1, pp. 57-60.
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Russia’s Involuted Paths toward and within Educational Modernity European Education Pub Date : 2020-10-23 Ben Eklof, Elena Lisovskaya
Abstract The articles in this cluster explore the past and present trajectories of educational change in Russia from the 18th century to the present day. The authors focus on the multiple social actors, visions, forces, and changes that in combination brought about Russia’s modern educational realities. The emphasis in these contributions is put upon the often-decisive role of local, grassroots-level
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Exploring Higher Education Pathways in Italy, France and Germany: A Linguistic Analysis of Master’s Degree Home Pages in English as a Medium of Instruction and the National Languages1 European Education Pub Date : 2020-10-22 Cristina Pennarola, Amelia Bandini
Abstract The global spread of degree courses taught in English as a Medium of Instruction raises questions about the identity or “branding” of English-taught degree programs in non-Anglophone countries and whether they differ from their equivalents in the national languages. To answer this question, we have examined a sample of master’s degree programs in the same domain, International Relations, across
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The Perils of the Historian: Edward Dneprov and Experimental Educational Reform in the Tsarist and Gorbachev Eras European Education Pub Date : 2020-09-20 Ben Eklof
Abstract One neglected aspect of the Gorbachev perestroika era in Russia [1985–1991] was the remarkable “pedagogy of cooperation” (or pedagogika sotrudnichestva) movement, a renewal of the experimental tradition in education. Central to this was Edward Dneprov, a brilliant and forceful individual whose views and personality substantially shaped the Gorbachev-era educational reform movement. Dneprov