Changing Role Of Education Research Articles

Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning

Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.

Artificial Intelligence in Higher Education and Changing roles of Educators

Artificial intelligence has created many imagination among movie makers, cartoonists and science fiction authors they imagined how AI will change our life. Even though it has not changed our life as they imagined but it has entered in every aspect of our life. This paper discusses about the basic things about artificial intelligence. Artificial intelligence mainly uses computer science, robust data base, and our structure of our brain, nervous system and learning theory from psychology. Artificial intelligence has wide applications in higher education especially in teaching and learning process. It can be used in institutional, student support and pedagogical process. This paper discusses about application of artificial intelligence in higher education and changing roles of educators.

The Changing Role of Education in the New Era of Energy

To say that the next generation of workers and leaders in our industry will be confronted by challenges unlike any we have known before is likely an understatement. For the foreseeable future, the list below provides a glimpse of what lies ahead. - An industry whose engineering and scientific foundation are still valid and necessary after 100 years but whose aversion to change has left it struggling to catch up in some areas, most notably in digital transformation (although significant progress has taken place in the past 18 months because of the pandemic) - The paradox of a world that will use fossil fuels to meet a large proportion of its energy demand for the foreseeable future while addressing the negative public and political perception of an industry tied to global climate change - Oil and gas companies morphing into “energy” companies, and petroleum engineers and geoscientists increasingly becoming known as “petrotechnical professionals” (PTPs) - The reality that petroleum engineering roles have expanded to straddle upstream, midstream, and downstream, whereas petroleum engineering programs are mostly geared to upstream and, more particularly, reservoir engineering - The replacement of Baby Boomers with Gen Zers who have an approach to work styles, life, and values generally different from the workforce they will need to lead This labyrinth of challenges, which is raising anxiety and questions about the future of petroleum engineering (PE) education, generated much interest and numerous ideas in the “Future Leaders’ Challenges and Educational Road Map” technical session at the 2021 SPE Annual Technical Conference and Exhibition (ATCE) in September. The papers in the session focused on what academia (and industry) can do to nurture the leaders of the future. A common thread was the need to enable students to not only sur-vive but also thrive as they transition into an evolving industry. The authors discussed issues they believe academia can control and govern—i.e., upgrading education and restructuring academic units—and issues such as demand changes, oil prices, and world politics that are beyond academia’s control. They also expressed agreement that certain elements within teaching and learning practices need periodic modifications—and sometimes serious paradigm shifts or even radical changes. Trends: What’s New (or Not) Paper SPE 205964 asked a rhetorical question, “Is it the end of an era or a new start?” Tayfun Babadagli, professor of petroleum engineering at the University of Alberta, pointed out that beginning with the first publication of an article on PE education in 1937, periodic reviews and evaluations—generally corresponding to industry downturns and drops in enrollment—have questioned whether PE programs should be removed from universities or restructured, depending on local conditions and industry needs. Following the 2014 crisis and a sharp decline in PE enrollments, several SPE papers suggested modernization options and changes in education that included options for local needs in certain geographic areas, field-based education, use of visual tools, and information technologies for smart wells and fields at a graduate (MSc) level. Inclusion of training in geothermal engineering was suggested in 2015. In the past couple of years, digital information sciences and new applications of PE sciences and subsurface storage and groundwater hydrology have been suggested.

The Changing Role of Education in Economic Development: An Analysis of the Role of the State in Singapore’s Education System

After Singapore’s independence in 1965, the country successfully transformed itself from a developing country to a knowledge-based economy. Singapore has since achieved outstanding economic and academic performances in the following five decades. This paper analyses the relationship between education and economic development in Singapore. It will also look at the role of education from 1965 (Independence) to 1989, and then 1990 onward as it aims to analyse how Singapore’s developmental state used education to promote economic development as the country develops.

Socioeconomic pathways to inequalities in mental and functional health: a comparative study of three birth cohorts

BackgroundAlthough the educational expansion is often seen as a mechanism that might reduce health inequalities, socioeconomic inequalities in health (SEIH) have persisted or increased over the past decades. Theories suggest that this persistence could be due to a changing role of education as a ‘gatekeeper’ to access other socioeconomic resources such as occupation and income that are also associated with health outcomes. To test this, we examine whether the mediating role of occupation and income in the education–health relationship differs between three cohorts of 55–64 year old adults.MethodsWe used cross-sectional data from three cohorts of 988, 1002, and 1023 adults born in 1928/37, 1938/47 and 1948/57 and observed in 1992/93, 2002/03, 2012/13 respectively, who participated in the Longitudinal Aging Study Amsterdam, the Netherlands. We used multigroup structural equation modelling to compare the strength of indirect effects of education via occupational skill level and income to functional limitations and depressive symptoms between cohorts.ResultsAbsolute educational inequalities in functional limitations increased for men and women in later cohorts, and in depressive symptoms only for men. Relative inequalities in functional limitations increased only for women and in depressive symptoms only for men. The indirect effect of education via income on both health outcomes was weaker in the most recent birth cohort compared to the earlier cohorts. In contrast, the indirect effect of education via occupation on functional limitations was stronger in the most recent cohort compared to the earlier cohorts. These differences were mainly due to a decreasing direct effect of education on income and an increasing direct effect of education on occupational skill level, rather than to changes in the direct effects of occupation and income on health.ConclusionsThe role of education in determining inequalities in health appears to have changed across cohorts. While education became a less important determinant of income, it became a more important determinant of occupational level. This changing role of education in producing health inequalities should be considered in research and policy.

Out of the Shadows and into Politics

From 1974 to 1984, Democrat Lilly Fong (1925–2002) served on the Nevada Board of Regents, the first Chinese American woman to win an election in Nevada and to hold that position. Fong laid the foundation for Republican Cheryl Lau (b. 1944) to be elected as Nevada’s secretary of state (1991–1994), the first Asian American to hold a major statewide office in Nevada. This study focuses on how and why these women emerged from the shadows into Nevada politics and suggests why they failed in later attempts to win an office. As second- and later-generation Chinese American women, they shared the strong Chinese cultural traditions, beliefs, and prejudices and were products of the changing role of education for women and the emergence of women in Chinese and Chinese American public life. They also were affected by the women’s movement in the United States and the Chinese emphasis on education, which led them both to advanced degrees and teaching. Gender and racial discrimination, anti-Chinese legislation and attitudes, and history and cultural traditions, especially the belief that women should be confined to domestic activities, were among the many barriers they had to overcome. They became active at a time when Chinese American political organizations became more influential and widespread, especially in cities with large Chinatowns. They, like many of their generation, had historical role models and contemporary ones, including Democrats Patsy Mink (1927–2002) of Hawaii and March Fong Eu (1922–2017) of California (to name just two). They shared similar backgrounds, including parents who were active in the community, the financial support of their husbands, a concern for U.S.-China relations, and, from time to time, their appeal to the mainstream community. They both believed in the Confucian adage that “education is the equalizer of mankind.” What they both lacked in their later campaign efforts were mentoring on tactics and the ability to quickly challenge negative media publicized by their opponents. They needed strong pan-Asian support, but, until 2000, Nevada had a small Asian American Pacific Islander (AAPI) population. They also needed broader support among voters of other races and ethnicities. Both women, who had female challengers at one point or another, lost to Euro-American women, which suggests that gender was not the major factor in those reelection failures. They had responded to the call for AAPI involvement in politics and, by their efforts, laid the foundations for recent successes of other AAPI women in Nevada and the West.

The intern economy in the cultural industry: an empirical study of the demand side

ABSTRACT Internships are work-based learning experiences, but when they are unpaid and become the standard after formal education, they imply an opportunity cost and could add to the formation of obstacles to the socio-economic mobility that (public) education should seek to attenuate. The present study consists of an evaluation of the intern economy in the French-speaking part of Belgium. Based on data of over 900 available positions in the cultural industry, we examine the demand for internships by organisations and address issues such as substitution and efficacy in the intern economy. We discuss our findings in light of some proposed misconceptions regarding the education-based meritocracy, related to the diminishing role of educational credentials in hiring decisions, the changing role of education in socio-economic mobility, and the overlooked role of employers that prioritise the productive efficiency of their organisations over equal opportunities.

Gaston Mialaret. Ostatni animator idei Nowego Wychowania

The article presents the activities and selected views of the French educationalist Gaston Mialaret on the centenary of his birthday. He was a long-time professor at Faculté des Lettres et Sciences Humaines at the University of Caen. He combined the taste for empirical research with interest in philosophy. He continued and enriched the concepts of the New Education, especially the lasting importance of simultaneous research on the subsequent stages of child development and the implementation of education based on the assumptions of development pedagogy. He developed proposals for progressive educational reform presented in 1947 in the project “Le plan Langevin-Wallon”. On the background of the analysis of the changing role of education in the contemporary world, Mialaret showed the changing role of pedagogical studies and especially the new role of the teacher as an animator of educational acts and situations. The article emphasises the basic, in Mialaret’s opinion, the importance of the socalled active methods enabling the enrichment of personality at all levels of education and the development of the educational, intellectual, civic and cultural potential of each student.

The changing role of education as we move from popular to highbrow culture

Education is the socioeconomic variable that has the greatest impact on cultural participation. A higher level of education leads to greater interest and taste for culture increasing the demand of culture. But education can also indirectly affect cultural consumption because the higher the level of education, the higher the expected income and, therefore, the greater the cultural consumption. In this paper, we analyze the effect of education on cultural consumption once the impact of income is controlled for. Using information on attendance to cinema, performing arts and visits to sites of cultural interest, we analyze how the effect of education changes between these activities. To do so, we estimate a Zero Inflated Ordered Probit using the 2006 and 2015 Spanish modules of the European Union Statistics on Income and Living Conditions. We find that the effect of education varies between activities, being its marginal effect more relevant for highbrow activities than for popular culture. On the contrary, given a certain level of education, an increase in income will bring more people to the cinema than to theaters or museums. This result is consistent with the idea that highbrow cultural consumption involves the comprehension of more complex symbolic elements, and individuals’ decoding abilities depend more on education than on income.

Education and the Sustainability of Immigrant Health: Canadian Evidence

Using data from the three waves of the Longitudinal Survey of Immigrants to Canada, this study explores the link between health and education among recently arrived immigrants to Canada. The empirical evidence, derived from the application of ordered and bivariate probit regressions (with the use of instruments to address the endogeneity question), suggests that education is positively and significantly related to the self-reported health status of newly arrived immigrants. The probability of reporting excellent, very good, or good health was 37 percent higher for immigrants who had more than high school education than for those with only high school education or less. This study goes one step further to investigate the role of education in changes in health status in the first four years after arrival. In that regard, the study finds that those with post-secondary education were more likely to maintain the state of health reported on entry if it was good, very good, or excellent and more likely to improve it if it was poor or fair. In short, education was found to play a role in both amplifying the healthy immigrant effect and in dampening the attenuation of that effect.

‘Culture’, ‘Context’, School Leadership and Entrepreneurialism: Evidence from Sixteen Countries

In the face of ongoing school budget cuts, increasing student numbers and national educational policy environments that demand more from schools, like it or not, school leaders are being forced to be much more market-oriented in their thinking and ways of being than at any other time before. A school is an important site for social development, and in some communities in some countries, there may be only one school in an entire community. Nevertheless, as countries continue to grapple with reduced government funding on education, many schools risk the threat of closure. And, as education consumers (parents) and users (students) demand more and better value and results from schools, competition between schools have simultaneously increased. Thus, the environment in which school leaders’ work is requiring and fostering entrepreneurial leadership. The findings reported in this paper, derive from a larger sixteen country, five continent study of 61 school leaders on the “Nature of School Leadership”. The main conclusions presented in this paper are that, male and female school leaders approach entrepreneurial in very different ways; “national culture” and “national context” significantly influences and shape the work, and thus the attitudes and behaviours of school leaders, who must embrace entrepreneurialism as an essential skill, and a response to changes in school funding arrangements, and the changing role of education in national educational policy agendas.

From an Alternative to a Precarious Family Form? The Changing Role of Education in Nonmarital Childbearing in Germany

AbstractThis paper examines the association of education and family forms based on data of the German microcensus 1996–2012. The investigation shows that highly educated women in western Germany had a higher probability of living in a nonmarital instead of a marital union. With an increase in the share of nonmarital births, the association has reversed. Likewise, the highly educated couples were initially the vanguards of living in nonmarital unions with children, but they are nowadays the least likely to do so. Patterns differ between eastern and western Germany, though.

Political Economy of Work and Employability Educational Challenges and Boundaryless Careers of Youth

The convergence of an aging society, knowledge economy, and professional labor mobility introduces issues for education. Societies are approaching a norm of social politics organized around flexible labor markets and structural exclusion which alters the access to social inclusion through education and employment. The analysis of national education and employment policy is important in the context of a contemporary crisis of capital. The local communities, Taiwan accommodates global capital by deregulating and opening up its markets, takes active interest in the competition for the best brains, and develops a cosmopolitan outlook. The author addresses the rescaling processes affecting Taiwan in which youth are settling. The aim of this paper is to examine some key aspects of social change in Taiwan, which has undergone significant changes in its occupational structure, labor market, economy, and educational provision since the 1980s. The material of the paper draws on three levels. The first deals with the structural and institutional transformations, and some key aspects in its political economy, labor market and education. The second is concerned with occupational and social mobility patterns and trends, and their association with the changing role of education. Finally, this paper explores the experiences of youth to gain an understanding of the social, political, and cultural factors that impinge on school-to-work and social mobility outcomes.

The changing role of education in the Iraqi disputed territories: assimilation, segregation and indoctrination

ABSTRACTThe oil-rich northern districts of Iraq were long considered a reflection of the country with a diversity of ethnic and religious groups: Arabs, Turkmen, Kurds, Assyrians, and Yezidi, living together and portraying Iraq's demographic make-up. Yet the territory has suffered from heightening ethno-political influence and sectarianism throughout its recent history. The ethnic basis to territorial claims has amplified the discourse over linguistic presence, cultural representation and minority rights across the region and elevated debates over territorial representation to the height of ethnic survival issues. This paper will explore the changing face of education in the region over the last 12 years, highlighting the way in which education policy has reflected, and reacted to, national fragility and conflict.

Development and Validation of the School Leader Empowering Behaviours (SLEB) Scale

Despite a growing interest in using empowerment as a leadership strategy to enhance teachers’ work motivation to play a more central role in educational change, there is still limited research on how leaders in school organisations empower teachers. One possible reason might be due to the lack of relevant measures for assessing empowering behaviours of leaders in the educational contexts. This study developed and validated the School Leader Empowering Behaviours (SLEB) scale in the Singapore educational context. A convenience sample of 304 teachers from the Singapore schools participated in the study. The sample was randomly split into two sub-samples, Sample 1 (N = 142) and Sample 2 (N = 162). Exploratory factor analysis (EFA) was conducted in Sample 1 to determine the number of factors and select the items. Confirmatory factor analysis (CFA) was conducted in Sample 2 for cross-validation to confirm the factorial structure of the scale and examine the model-data fit. Results from both EFA and CFA provided support for a seven-factor SLEB scale as well as a higher order factor structure. Each sub-scale of the SLEB showed good internal consistency reliability and predictive validity. The potential uses of the SLEB scale were also discussed.

The changing role of education in the distribution of earnings and household income

AbstractThis article draws on income surveys from the last two decades to report on trends in earnings disparities and household income inequality in the Czech Republic. Education has been the main axis of change in this area, having acquired a much greater role in the entire process of collecting and distributing income. First, an increasing influence of education is evident in the personal earnings of employees, returns to education having doubled. Second, in couples, education has an important impact on both women’s employment and their earnings. Third, the importance of marital partners’ education levels on household income grew even more than its effect on earnings.

Power, knowledge and positioning in teacher networks

In this Viewpoint, we aim to raise questions about the positioning of teachers and teacher knowledge in professional development networks. We contend that diverse purposes across professional development configurations labeled ‘networks’ have been glossed over in the literature, obscuring important questions about teacher learning and its role in educational change. For example, are teachers viewed as change agents or objects of the change agendas of others? Whose purposes guide the work of the network? Is teacher knowledge viewed as something to be shared or something to be remediated? What role can networks positioned outside schools, districts and state reform plans have in improving education? We argue that, without taking a critical look at how networks and network research position teachers and their knowledge, the promise of networks is misunderstood and ultimately diluted.

Young Deafblind Adults in Action: Becoming Self-Determined Change Agents Through Advocacy

Six young deafblind adults took a 1-week course on civic engagement and advocacy, which provided the focus for a participatory action research study with a collective case study design. They selected advocacy topics, were briefed on these policy issues, and were paired with experienced mentors for meetings with legislators in Washington, DC. Eight themes were identified from constant comparative and in vivo analysis of classroom discussion notes, interviews, and journals: (a) defining advocacy and advocate, (b) rights and equality, (c) expectations, (d) role of education in change, (e) deafblind expertise, (f) characteristics of effective change agents, (g) advocacy is teamwork, (h) future advocacy. In the classroom, the participants learned about policy issues, communication considerations, and leadership, then applied this knowledge in the legislative arena. Through the advocacy process, they learned to apply their personal strengths as advocates and experienced the importance of teamwork in advocacy.

On school educational technology leadership

This analysis of the literatures on school educational technology leadership addresses definitions of school technology leaders and leadership, their role in educational change, and why schools are now changing as a result of 21st century advancements in technology. The literatures disagree over the definition of educational technology leadership. Further examination revealed that technology leadership is about the reorganization of teaching rather than the process of teaching itself. Several gaps relating to who is doing research on technology leadership are identified, and an attempt is made to assemble a model showing how schools can organize technology leadership so that teaching and learning remain the central focus.

The Changing Role of Education in the Marriage Market:Assortative Marriage in Canada and the United States since the 1970s

Whether or not relative rates of assortative marriage have been rising in the affluent democracies has been subject to considerable dispute. First, we show how the conflicting empirical findings that have fueled the debate are frequently an artifact of alternative methodological strategies for answering the question. Then, drawing on comparable census data for Canada and the United States, we examine trends in educational homogamy and intermarriage with log-linear models for all marriages among young adults under 35 over three decades. Our results show that educational homogamy, the tendency of like to marry like, has unambiguously risen in both countries since the 1970s. Rising levels of marital homogamy were the result of declining intermarriage at both ends of the educational distribution.