This document provides information for authors submitting articles to the International Journal of Educational Development, including the journal's purpose, topics of interest, audience, technical submission requirements, and editorial policies. The journal focuses on the relationship between education and development and considers comparative studies from both developing and developed countries. It welcomes submissions from scholars and practitioners in low and middle income countries.
This document provides information about the 7th CAMOT 2016 International Conference to be held at Cambridge University in the United Kingdom from October 8-9, 2016. The conference theme is "West Meets East: Innovation and Entrepreneurship in Global Higher Education for Developing Responsible Leaders and Full-fledged Competitors in the 21st Century." It aims to explore effective management of technology, innovation, entrepreneurship and sustainability from a global perspective. Key topics include global engagement in higher education between East and West, strategic alliances between universities and global firms, and knowledge transfer. The goal is to inspire strategic thinking and foster collaboration through the exchange of ideas between academics, researchers, business and policy leaders. Two keynote
International conference on tourism in Vietnam 2017 Huyen Mecghi
The document announces an international conference on tourism in Vietnam to be held from October 13-14, 2017 at the National Economics University in Hanoi. The conference aims to discuss contemporary issues in tourism development in Vietnam, ASEAN, and worldwide. Scholars, practitioners, and policymakers are invited to submit papers on topics related to tourism industry structures, challenges, regional cooperation, tourism management, and implications for Vietnam's tourism industry. Abstracts and full papers in English or Vietnamese must be submitted by August 30, 2017. Accepted papers will be published in the conference proceedings.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
An Investigation of Mongolian National Cultural Values using the Hofstede 6 D...ijtsrd
This paper represents an investigation into the classification of Mongolian culture using the six dimensional model of Geert Hofstede Power Distance, Uncertainty Avoidance, Individualism Collectivism, Masculinity Femininity, Long Short Term Orientation, and Indulgence Restrain. Mongolia was not one of the countries included in Hofstede's original studies, and no evidence of a subsequent study of Mongolia has been found in the literature. While Hofstede and others did study many countries in Asian, there is a lack of empirically based research on the cultural classification of Mongolian. The results of this study indicate that Mongolia is a masculine, individualist culture that is relatively low in uncertainty avoidance and high in power distance, whose people have a short term orientation towards time. The paper compares Mongolian culture with those of other countries in Asian, as well as with select cultures from other regions. Narangarav Purevdorj | Ankhbayar Bolormaa | Ariunaa. Kh "An Investigation of Mongolian National Cultural Values using the Hofstede 6-D Model" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31470.pdf Paper Url :https://www.ijtsrd.com/management/marketing-management/31470/an-investigation-of-mongolian-national-cultural-values-using-the-hofstede-6d-model/narangarav-purevdorj
The document provides an overview of the PISA 2012 results, including:
- Shanghai-China had the highest scores in mathematics, 119 points above the OECD average.
- 13% of students across OECD countries performed at the top level in mathematics, compared to 55% in Shanghai-China.
- Between 2003-2012, 25 countries improved their mathematics performance, while Italy, Poland and Portugal increased their top performers and reduced low performers.
- Shanghai-China, Hong Kong-China, Singapore, Japan and Finland were the top performers in reading and science.
The document is a newsletter from the UCLA Graduate Division welcoming new and returning graduate students. It provides information on orientation materials now being available online, introduces new associate deans, and discusses efforts to improve graduate education and student welfare through initiatives like the Arthur Ashe Student Health and Wellness Center. It also profiles interdisciplinary research centers and graduate students, highlighting the value of exploring connections across disciplines.
Education of Students with Disabilities in the USA: Is Inclusion the Answer?.............................................................. 1
Myung-sook Koh and Sunwoo Shin
A Cloze-styled Textual Enhancement Targeting Prepositions ...................................................................................... 18
Michael Heinz
Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal
Study....................................................................................................................................................................................... 27
Kimberly Buch, Heather McCullough and Laura Tamberelli
“Being together in the locker room is great, but showering together – just forget it!” The Janus Face of the
Wardrobe Practice in Physical Education.......................................................................................................................... 41
Bjørn Tore Johansen, PhD, Martine Mæhle, MSc, Øyvind Oland, MSc, and Tommy Haugen, PhD
How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation ............................................ 58
Ali A. Alenazi, PhD
What Makes up an Effective Emotional Intelligence Training Design for Teachers? .................................................. 72
Niva Dolev and Shosh Leshem
Advanced Academic Writing Course for International Students Belonging to “One Belt, One Road”.................... 90
Chang Chen*, Habiba Khalid, and Farrukh Raza Amin
A Correspondence Analysis of Nine Japanese Historical English-as-a-Foreign-Language Textbooks................... 100
Ryohei Honda, Kiyomi Watanabe and Toshiaki Ozasa
And Still They Persisted: A Discussion of Indigenous Students Perspectives on a Year in Pre-Nursing Transitions
............................................................................................................................................................................................... 114
Kathy Snow
The use of Social Networks by the Students of a Mexican Public University............................................................. 132
Juan Ignacio Barajas Villarruel, María Gregoria Benítez Lima, Ricardo Noyola Rivera and Juan Manuel Buenrostro Morán
This document provides information about the 7th CAMOT 2016 International Conference to be held at Cambridge University in the United Kingdom from October 8-9, 2016. The conference theme is "West Meets East: Innovation and Entrepreneurship in Global Higher Education for Developing Responsible Leaders and Full-fledged Competitors in the 21st Century." It aims to explore effective management of technology, innovation, entrepreneurship and sustainability from a global perspective. Key topics include global engagement in higher education between East and West, strategic alliances between universities and global firms, and knowledge transfer. The goal is to inspire strategic thinking and foster collaboration through the exchange of ideas between academics, researchers, business and policy leaders. Two keynote
International conference on tourism in Vietnam 2017 Huyen Mecghi
The document announces an international conference on tourism in Vietnam to be held from October 13-14, 2017 at the National Economics University in Hanoi. The conference aims to discuss contemporary issues in tourism development in Vietnam, ASEAN, and worldwide. Scholars, practitioners, and policymakers are invited to submit papers on topics related to tourism industry structures, challenges, regional cooperation, tourism management, and implications for Vietnam's tourism industry. Abstracts and full papers in English or Vietnamese must be submitted by August 30, 2017. Accepted papers will be published in the conference proceedings.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
An Investigation of Mongolian National Cultural Values using the Hofstede 6 D...ijtsrd
This paper represents an investigation into the classification of Mongolian culture using the six dimensional model of Geert Hofstede Power Distance, Uncertainty Avoidance, Individualism Collectivism, Masculinity Femininity, Long Short Term Orientation, and Indulgence Restrain. Mongolia was not one of the countries included in Hofstede's original studies, and no evidence of a subsequent study of Mongolia has been found in the literature. While Hofstede and others did study many countries in Asian, there is a lack of empirically based research on the cultural classification of Mongolian. The results of this study indicate that Mongolia is a masculine, individualist culture that is relatively low in uncertainty avoidance and high in power distance, whose people have a short term orientation towards time. The paper compares Mongolian culture with those of other countries in Asian, as well as with select cultures from other regions. Narangarav Purevdorj | Ankhbayar Bolormaa | Ariunaa. Kh "An Investigation of Mongolian National Cultural Values using the Hofstede 6-D Model" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31470.pdf Paper Url :https://www.ijtsrd.com/management/marketing-management/31470/an-investigation-of-mongolian-national-cultural-values-using-the-hofstede-6d-model/narangarav-purevdorj
The document provides an overview of the PISA 2012 results, including:
- Shanghai-China had the highest scores in mathematics, 119 points above the OECD average.
- 13% of students across OECD countries performed at the top level in mathematics, compared to 55% in Shanghai-China.
- Between 2003-2012, 25 countries improved their mathematics performance, while Italy, Poland and Portugal increased their top performers and reduced low performers.
- Shanghai-China, Hong Kong-China, Singapore, Japan and Finland were the top performers in reading and science.
The document is a newsletter from the UCLA Graduate Division welcoming new and returning graduate students. It provides information on orientation materials now being available online, introduces new associate deans, and discusses efforts to improve graduate education and student welfare through initiatives like the Arthur Ashe Student Health and Wellness Center. It also profiles interdisciplinary research centers and graduate students, highlighting the value of exploring connections across disciplines.
Education of Students with Disabilities in the USA: Is Inclusion the Answer?.............................................................. 1
Myung-sook Koh and Sunwoo Shin
A Cloze-styled Textual Enhancement Targeting Prepositions ...................................................................................... 18
Michael Heinz
Understanding and Responding to the Unique Needs and Challenges Facing Adjunct Faculty: A Longitudinal
Study....................................................................................................................................................................................... 27
Kimberly Buch, Heather McCullough and Laura Tamberelli
“Being together in the locker room is great, but showering together – just forget it!” The Janus Face of the
Wardrobe Practice in Physical Education.......................................................................................................................... 41
Bjørn Tore Johansen, PhD, Martine Mæhle, MSc, Øyvind Oland, MSc, and Tommy Haugen, PhD
How Pre-Service Teachers Learn: An Investigation of Motivation and Self-Regulation ............................................ 58
Ali A. Alenazi, PhD
What Makes up an Effective Emotional Intelligence Training Design for Teachers? .................................................. 72
Niva Dolev and Shosh Leshem
Advanced Academic Writing Course for International Students Belonging to “One Belt, One Road”.................... 90
Chang Chen*, Habiba Khalid, and Farrukh Raza Amin
A Correspondence Analysis of Nine Japanese Historical English-as-a-Foreign-Language Textbooks................... 100
Ryohei Honda, Kiyomi Watanabe and Toshiaki Ozasa
And Still They Persisted: A Discussion of Indigenous Students Perspectives on a Year in Pre-Nursing Transitions
............................................................................................................................................................................................... 114
Kathy Snow
The use of Social Networks by the Students of a Mexican Public University............................................................. 132
Juan Ignacio Barajas Villarruel, María Gregoria Benítez Lima, Ricardo Noyola Rivera and Juan Manuel Buenrostro Morán
Self-Evident, Excessive or Opposed: Student Teachers’ Associations with ‘Gender Equality’ .................................... 1
Maria Hedlin
Impact on Teaching: Consistent Knowledge Development, Reflection and Practice .................................................. 15
Dr. Abha Singh
Designing, Building and using Interactive eTextbooks according to the Organization of Discovery Learning Acts
in Vietnam ............................................................................................................................................................................. 38
Thai-Lai Dao, Ngoc-Giang Nguyen and Trung Tran
School Leadership and English Language Teachers’ Approaches in Teaching English Language: The Case of
Selected Schools in Sidama Zone, Southern Ethiopia ...................................................................................................... 62
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and Yohannes Yona
Defining Teacher Effectiveness in Secondary Education: The Perceptions of Greek Students .................................. 73
Konstantina Koutrouba
Teaching and Learning Strategies Adopted to Support Students Who are Blind in Botswana ................................ 92
Joseph Habulezi
On-Demand Lecturers in a Medication Calculation Course in the Bachelor’s Degree in Nursing Program: A
Quantitative Study.............................................................................................................................................................. 104
Kristin Hjorthaug Urstad, Bjørg Frøysland Oftedal and Brynjar Foss
Efficacy of Music Therapy and Bibliotherapy as Interventions in the Treatment of Children With EBD: A
Literature Review ............................................................................................................................................................... 113
Raol J. Taft, Jannah L. Hotchkiss and Daesik Lee
Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya ................................... 130
Augustine M. Kara, Edward K. Tanui and Jeremiah M. Kalai
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
The document summarizes master's degree programs in global development offered by the Global Development Institute at the University of Manchester. It provides an overview of 11 degree programs covering topics such as development economics, urban development, project management, organizational change, and ICT for development. It also discusses the institute's research strengths, funding opportunities, application requirements, and career prospects for graduates.
This document discusses the history and impact of the International Self-Directed Learning Symposium over the past 25 years. It summarizes that:
- The International Self-Directed Learning Symposium was founded in 1986 and has provided an annual forum for presenting and discussing research on self-directed learning.
- The International Society for Self-Directed Learning grew out of the symposia and now sponsors both the symposia and the International Journal of Self-Directed Learning.
- Over the past 25 years, the symposia have helped disseminate research findings and foster discussion that has advanced the field of self-directed learning. Papers presented at the symposia have also been published
1. The chapter explores issues of academic integrity in universities in China, focusing on research misconduct among faculty.
2. It notes that China's rapid growth of higher education and emphasis on university rankings has led to increasing concerns about falsification, fabrication, and plagiarism in research.
3. However, research integrity in China must also be understood in the context of cultural norms around relationship building, respect for authority, and reciprocity, which differ from Western conceptualizations of academic integrity.
The document discusses preparing students for 21st century skills through STEM/STEAM education and focusing on the "Four Cs" of critical thinking, communication, collaboration, and creativity. It emphasizes teaching students subjects like science, technology, engineering, arts, and social studies while incorporating the Four Cs. Educators must find ways to better develop students' problem solving, analytical thinking, and other skills needed to succeed in today's global society and workforce. The document provides examples of lessons and activities teachers can use to integrate critical thinking into different subject areas like arts, world languages, science, and geography.
Interdisciplinary approaches to knowledgeNigam Dave
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
This document provides an introduction and background to a master's thesis exploring intercultural competence development among personnel at Lahti University of Applied Sciences (LUAS) in Finland. The number of international students at LUAS has been increasing, bringing more cultural diversity. However, results from an International Student Barometer survey revealed issues that could be addressed. The thesis will review cultural and intercultural competence concepts and models. Research methods will include a preliminary survey of LUAS personnel, Intercultural Development Inventory questionnaires, and interviews. The goal is to analyze the current state of intercultural competence at LUAS, identify development areas, and propose recommendations to improve support for diversity and enhance the student and teaching experience.
This article discusses the quality of education in Kazakhstani universities and whether it is truly assured through external accreditation. It argues that while quality assurance agencies aim to evaluate universities objectively, universities may not fully disclose weaknesses and instead try to please external experts. Additionally, universities face many simultaneous demands from quality assurance standards, the Ministry of Education, and Bologna Process requirements. The article examines different stakeholder perspectives on quality and how it is difficult to define and measure. It concludes that assuring quality is a cooperative effort between universities and accreditation agencies, and developing a culture of quality is important.
Global University Entrepreneurial Spirit Students’ Survey 2013-2014 Main Find...Andreas Petridis
This document summarizes the findings of the 2013-2014 Global University Entrepreneurial Spirit Students' Survey (GUESSS) in the Netherlands. It finds that 6% of Dutch students are active entrepreneurs and 10% are nascent entrepreneurs, below global averages of 8% and 19%, respectively. Business/economics students and males have higher rates of entrepreneurship. Right after studying, 6% intend to be entrepreneurs, increasing to 30% five years later. 33% of Dutch students take entrepreneurship courses. The national report provides more detailed analysis on participants, intentions, determinants, and types of student entrepreneurs.
O Boticário comemorou 35 anos presenteando seus dois principais executivos com cadernos ilustrados contando sete momentos marcantes da história da empresa. Os cadernos foram projetados para inspirar os executivos a anotarem novas ideias para o futuro sucesso da empresa. Os presentes personalizados emocionaram os fundadores e reforçaram a parceria de longo prazo entre O Boticário e o Grupo OM.
O documento discute o conceito de Causa para uma companhia, definindo-a como a visão de onde a organização quer estar daqui a 3 anos e o que motiva seus esforços. A Causa deve ajudar os funcionários a construírem suas próprias causas e todos devem acreditar que é possível alcançá-la através do melhor desempenho individual.
O documento anuncia palestras sobre questões étnico-raciais na educação pública que ocorrerão em 4 de novembro de 2014 no auditório do Centro de Educação da UFES. As palestrantes da manhã serão Rosemeire dos Santos Brito e Ana Lucia da Rocha Conceição e à noite Rosemeire dos Santos Brito e Adriana da Silva.
Justiça indefere representação de Geraldo contra NumerianoEdilson Silva
Este documento resume uma decisão judicial que nega uma liminar solicitada por uma coligação eleitoral contra outra coligação. A liminar pedia a remoção de uma propaganda eleitoral que supostamente difamava e injuriava o candidato, mas o juiz decidiu que a propaganda se limitava a crítica política legítima e não havia elementos suficientes para conceder a liminar.
El documento habla sobre SEO (Search Engine Optimization), que es el proceso de mejorar la visibilidad de un sitio web en los motores de búsqueda. Explica que factores como la autoridad, relevancia y experiencia del usuario son importantes para posicionar una página. También describe las diferencias entre SEO on-site y off-site, y recomienda el uso de técnicas "White Hat" en lugar de "Black Hat" para posicionamiento. Finalmente, discute herramientas como Google Analytics que ayudan a analizar el tráfico y comportamiento de los
Este documento compara la rentabilidad de dos proyectos alternativos a través de una tabla. La tabla muestra los beneficios y costos proyectados para cada proyecto mes a mes durante 15 y 18 meses respectivamente, así como indicadores financieros como la Tasa de Retorno Interna y el Valor Actual Neto. El propósito es determinar cuál de los dos proyectos es más rentable.
The document proposes an immersive theatre production targeted at urbanites aged 17-40. The production would use a volunteering model and involve rituals reconnecting audiences to nature through symbolic actions and familiarization with natural substances. To incentivize participation and fulfill data contribution quotas, audiences would need to submit photography and audio recordings that would form the score and visuals of the production.
This Haiku Deck presentation contains 7 photos credited to different photographers and is promoting the ability to create your own Haiku Deck presentations on SlideShare. In the final slide it encourages the viewer to get started making their own presentation.
El poema diamante describe las emociones humanas fundamentales de felicidad y tristeza en 7 líneas. La felicidad se describe como dulce, bella, riendo, ayudando y alegrando, mientras que la tristeza se describe como dolorosa, amarga, doliendo, gritando y llorando.
47% of London is green space, making it the largest urban forest in the world. However, many Londoners see nature as something distant and feel they need to travel away from the city to experience it. Nature on Tab is a browser extension that aims to address this by showing beautiful outdoor spaces in London each time a new browser tab is opened, with information like travel times and links to photographers, to help Londoners realize how accessible nature is within the city and encourage them to explore it more. The extension could also be expanded to other cities to promote local nature.
O documento discute a importância de manter um "Banco de Talentos", que é uma lista de contatos de pessoas qualificadas que poderiam ser contratadas no futuro. Ele enfatiza começar a recrutar antes de ter vagas disponíveis, para identificar talentos e mantê-los no "Banco de Talentos". Além disso, discute como identificar boas pessoas para incluir no banco, como elogiando suas qualidades quando se encontrarem.
Self-Evident, Excessive or Opposed: Student Teachers’ Associations with ‘Gender Equality’ .................................... 1
Maria Hedlin
Impact on Teaching: Consistent Knowledge Development, Reflection and Practice .................................................. 15
Dr. Abha Singh
Designing, Building and using Interactive eTextbooks according to the Organization of Discovery Learning Acts
in Vietnam ............................................................................................................................................................................. 38
Thai-Lai Dao, Ngoc-Giang Nguyen and Trung Tran
School Leadership and English Language Teachers’ Approaches in Teaching English Language: The Case of
Selected Schools in Sidama Zone, Southern Ethiopia ...................................................................................................... 62
Eshetu Mandefro, Mebratu Mulatu, Tesfaye Abebe and Yohannes Yona
Defining Teacher Effectiveness in Secondary Education: The Perceptions of Greek Students .................................. 73
Konstantina Koutrouba
Teaching and Learning Strategies Adopted to Support Students Who are Blind in Botswana ................................ 92
Joseph Habulezi
On-Demand Lecturers in a Medication Calculation Course in the Bachelor’s Degree in Nursing Program: A
Quantitative Study.............................................................................................................................................................. 104
Kristin Hjorthaug Urstad, Bjørg Frøysland Oftedal and Brynjar Foss
Efficacy of Music Therapy and Bibliotherapy as Interventions in the Treatment of Children With EBD: A
Literature Review ............................................................................................................................................................... 113
Raol J. Taft, Jannah L. Hotchkiss and Daesik Lee
Quality of Academic Resources and Students’ Satisfaction in Public Universities in Kenya ................................... 130
Augustine M. Kara, Edward K. Tanui and Jeremiah M. Kalai
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
In spite of the huge impact that internationalization as a concept has on the education sector, teacher education and training inclusive, very few academics and policy makers embark on interrogating its nuances, evolution and implications. Research demonstrates that if faculty members have few international connections, they are unlikely to convey to their students that these are necessary and expected, a situation that makes the next generation to develop even fewer ties to international peers. Similarly, although it is generally assumed that internationalization is a positive thing, there is little research conducted on the attendant challenges and drawbacks. In this paper therefore, the meaning and aspects of internationalization, with respect to teacher education and training are explored and so are the relevant strategies both at home and abroad. Furthermore, the paper focuses on the benefits and challenges associated with internationalization of teacher education and training. Some possible intervention measures to improve on the effectiveness of internationalization of teacher education and training are presented as well.
The document summarizes master's degree programs in global development offered by the Global Development Institute at the University of Manchester. It provides an overview of 11 degree programs covering topics such as development economics, urban development, project management, organizational change, and ICT for development. It also discusses the institute's research strengths, funding opportunities, application requirements, and career prospects for graduates.
This document discusses the history and impact of the International Self-Directed Learning Symposium over the past 25 years. It summarizes that:
- The International Self-Directed Learning Symposium was founded in 1986 and has provided an annual forum for presenting and discussing research on self-directed learning.
- The International Society for Self-Directed Learning grew out of the symposia and now sponsors both the symposia and the International Journal of Self-Directed Learning.
- Over the past 25 years, the symposia have helped disseminate research findings and foster discussion that has advanced the field of self-directed learning. Papers presented at the symposia have also been published
1. The chapter explores issues of academic integrity in universities in China, focusing on research misconduct among faculty.
2. It notes that China's rapid growth of higher education and emphasis on university rankings has led to increasing concerns about falsification, fabrication, and plagiarism in research.
3. However, research integrity in China must also be understood in the context of cultural norms around relationship building, respect for authority, and reciprocity, which differ from Western conceptualizations of academic integrity.
The document discusses preparing students for 21st century skills through STEM/STEAM education and focusing on the "Four Cs" of critical thinking, communication, collaboration, and creativity. It emphasizes teaching students subjects like science, technology, engineering, arts, and social studies while incorporating the Four Cs. Educators must find ways to better develop students' problem solving, analytical thinking, and other skills needed to succeed in today's global society and workforce. The document provides examples of lessons and activities teachers can use to integrate critical thinking into different subject areas like arts, world languages, science, and geography.
Interdisciplinary approaches to knowledgeNigam Dave
- The document discusses interdisciplinary approaches to knowledge from a lecture given by Prof. Nigam Dave at PDPU.
- It highlights the benefits of breaking down walls between disciplines and having groups collaborate. Various challenges to interdisciplinary work are mentioned, such as differing terminologies and lack of infrastructure.
- The need for porous boundaries between disciplines and constant vigilance against "cubicalization" of knowledge is emphasized.
This document provides an introduction and background to a master's thesis exploring intercultural competence development among personnel at Lahti University of Applied Sciences (LUAS) in Finland. The number of international students at LUAS has been increasing, bringing more cultural diversity. However, results from an International Student Barometer survey revealed issues that could be addressed. The thesis will review cultural and intercultural competence concepts and models. Research methods will include a preliminary survey of LUAS personnel, Intercultural Development Inventory questionnaires, and interviews. The goal is to analyze the current state of intercultural competence at LUAS, identify development areas, and propose recommendations to improve support for diversity and enhance the student and teaching experience.
This article discusses the quality of education in Kazakhstani universities and whether it is truly assured through external accreditation. It argues that while quality assurance agencies aim to evaluate universities objectively, universities may not fully disclose weaknesses and instead try to please external experts. Additionally, universities face many simultaneous demands from quality assurance standards, the Ministry of Education, and Bologna Process requirements. The article examines different stakeholder perspectives on quality and how it is difficult to define and measure. It concludes that assuring quality is a cooperative effort between universities and accreditation agencies, and developing a culture of quality is important.
Global University Entrepreneurial Spirit Students’ Survey 2013-2014 Main Find...Andreas Petridis
This document summarizes the findings of the 2013-2014 Global University Entrepreneurial Spirit Students' Survey (GUESSS) in the Netherlands. It finds that 6% of Dutch students are active entrepreneurs and 10% are nascent entrepreneurs, below global averages of 8% and 19%, respectively. Business/economics students and males have higher rates of entrepreneurship. Right after studying, 6% intend to be entrepreneurs, increasing to 30% five years later. 33% of Dutch students take entrepreneurship courses. The national report provides more detailed analysis on participants, intentions, determinants, and types of student entrepreneurs.
O Boticário comemorou 35 anos presenteando seus dois principais executivos com cadernos ilustrados contando sete momentos marcantes da história da empresa. Os cadernos foram projetados para inspirar os executivos a anotarem novas ideias para o futuro sucesso da empresa. Os presentes personalizados emocionaram os fundadores e reforçaram a parceria de longo prazo entre O Boticário e o Grupo OM.
O documento discute o conceito de Causa para uma companhia, definindo-a como a visão de onde a organização quer estar daqui a 3 anos e o que motiva seus esforços. A Causa deve ajudar os funcionários a construírem suas próprias causas e todos devem acreditar que é possível alcançá-la através do melhor desempenho individual.
O documento anuncia palestras sobre questões étnico-raciais na educação pública que ocorrerão em 4 de novembro de 2014 no auditório do Centro de Educação da UFES. As palestrantes da manhã serão Rosemeire dos Santos Brito e Ana Lucia da Rocha Conceição e à noite Rosemeire dos Santos Brito e Adriana da Silva.
Justiça indefere representação de Geraldo contra NumerianoEdilson Silva
Este documento resume uma decisão judicial que nega uma liminar solicitada por uma coligação eleitoral contra outra coligação. A liminar pedia a remoção de uma propaganda eleitoral que supostamente difamava e injuriava o candidato, mas o juiz decidiu que a propaganda se limitava a crítica política legítima e não havia elementos suficientes para conceder a liminar.
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Este documento compara la rentabilidad de dos proyectos alternativos a través de una tabla. La tabla muestra los beneficios y costos proyectados para cada proyecto mes a mes durante 15 y 18 meses respectivamente, así como indicadores financieros como la Tasa de Retorno Interna y el Valor Actual Neto. El propósito es determinar cuál de los dos proyectos es más rentable.
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This Haiku Deck presentation contains 7 photos credited to different photographers and is promoting the ability to create your own Haiku Deck presentations on SlideShare. In the final slide it encourages the viewer to get started making their own presentation.
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Journals, Open Access and Predators: Mentoring Junior Colleagues through the ...Dan Stafford
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LEARNING COMMUNITY (An International Journal of Educational and Social Develo...Sanjay Chandwani
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Status of Higher Education in India: Achievement and Challengesijtsrd
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This document provides a summary of a report on top performers in science in the 2006 Programme for International Student Assessment (PISA). Some key findings include:
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The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
Universities are increasingly focusing on diversity and inclusiveness in response to more diverse societies and student populations. Key drivers include changing labor markets demanding highly skilled diverse workforces and policies promoting equal access to higher education. Universities are developing strategic approaches and implementing programs to foster inclusiveness such as integrating social engagement into curricula, encouraging civic initiatives, and considering diversity in teaching. However, diversifying academic staff and addressing challenges like refugees remain ongoing efforts for most universities.
This article investigates adult students' views of mathematics based on their written reflections on projects done as part of a preparatory mathematics course. The students' conceptions of mathematics are categorized using a framework developed for undergraduate students. Many students reflected on increased self-awareness, confidence, and time management from working in groups. They also discussed discovering applications of mathematics and deriving intellectual enjoyment. The authors argue these comments show students developing affective and social relationships with mathematics, which is critical for cognitive development in adult education.
A core component of the study of International Studies is diplomacy, how different nations bargain their interests and ideals to work toward a state of peaceful global relations. contributions in promoting the study of international relations as an academic discipline in India and in advancing knowledge and understanding of international affairs in an inter-disciplinary perspective. Students integrate and apply knowledge across disciplines in order to analyze global issues and problems. It equips students with analytical and critical skills to understand contemporary international politics and prepare them for a range of professions that require knowledge of international affairs. The opportunity to study a broad range of issues, including the formulation and implementation of foreign policy, relations between states and governments, international organizations and NGOs, international law, conflict and post-conflict peace-making and transitional justice, the role of empire or revolutions in world politics, and gender and international relations
Session_Document_StatementoftheGlobalStudent_495Obadya Ray
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The document summarizes discussions from three symposia on the global dimensions of higher education held at Brandeis University between 2008-2010. The key topics discussed include: 1) The changing nature of academic traditions and research in the global age; 2) The growth of higher education systems worldwide and increasing competition for American universities; 3) Developing curricula and study abroad programs that foster intercultural competence in students. The symposia aimed to examine how globalization is impacting universities and explore new models of internationalization.
Philosophy of Education as a Factor of Social Developmentijtsrd
In the third millennium, the quality of education is becoming an important factor in the development of society. Today, we can see that not only knowledge but also the technology to use it is being given special attention instead. Education is important in terms of the renewal of the human worldview, the study of ways of using knowledge, the formation of the human intellect and the ability to adapt to various changes in the spiritual image. Investments in education are valued as investments in the future stability of the country. To this end, this article analyzes the role of education reform in ensuring social development and outlines its prospects.It is important that the philosophy of education in the world community is a leading tool that determines the future of the country, its future development. “In today’s environment, where the living standards and quality of life of the population have become a key indicator of the country’s competitiveness in many ways, we can see the growing role of education as an important factor in development. At present, societies and civilizations compete primarily with social values and education systems and philosophies. †which means that society has a step by step targeted strategy. The value of this ratio is confirmed by the example of the leading countries of the world. Namazova Yulduz Muzaffarovna "Philosophy of Education as a Factor of Social Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-1 , December 2021, URL: https://www.ijtsrd.com/papers/ijtsrd47774.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/47774/philosophy-of-education-as-a-factor-of-social-development/namazova-yulduz-muzaffarovna
The document summarizes an article that identifies challenges in higher education in Nepal. It discusses the article's purpose of contributing to knowledge about Nepal's educational system by reviewing and identifying underlying challenges. The article is based on a theory that education develops personal and social qualities that allow for personal agency. It reviews Nepal's higher education system and identifies challenges such as the gap between education and economic/social needs, unequal access to opportunities, inefficient management, and inconsistent policies. The reflection suggests that higher education must offer flexible programs and the state/society must collaborate to enact laws to finance improvements and overcome challenges to ensure equal access.
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Ejournal 11 international journal of educational
1. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 1
INTERNATIONAL JOURNAL OF EDUCATIONAL
DEVELOPMENT
See also Elsevier Educational Research Programme home
AUTHOR INFORMATION PACK
TABLE OF CONTENTS
.
XXX
.
• Description
• Audience
• Impact Factor
• Abstracting and Indexing
• Editorial Board
• Guide for Authors
p.1
p.2
p.2
p.2
p.2
p.4
ISSN: 0738-0593
DESCRIPTION
.
The purpose of the International Journal of Educational Development is to report new insight and foster
critical debate about the role that education plays in development. Aspects of development with
which the journal is concerned include economic growth and poverty reduction; human development,
well being, the availability of human rights; democracy, social cohesion and peace-building; resilience
and environmental sustainability. IJED seeks to help make available new evidence-based theories and
understandings as to the extent and nature of educational change in diverse settings. It stresses the
importance of appreciating the interplay of local, national, regional and global contexts and dynamics
in shaping education and development.
Traditional notions of development concerning growth, industrialization and poverty reduction are
under scrutiny. While much attention in the past has concentrated on school achievement and other
empirical products of schooling there is a new awareness of education's role in affecting community
social cohesion and other social goals. The notion of development itself is broadening, both as
a theoretical construct and in its policy and program manifestations. Education is prominent in
discussions and critiques of development. Here too perspectives may vary. Education is designed to
promote human capability and better the chances for social justice, promote competitiveness and
productivity; reduce inequality, poverty and disease; mitigate conflict and crisis. At the same time,
education is also being scrutinized for entrenching differences; challenging local values and culture;
and for fostering counterproductive experiences of many pupils.
The International Journal of Educational Development is concerned with education in its broadest
sense, including formal and non-formal modes, from preschool to adult education. IJED is interested
in comparative studies that lead to new insights and challenge orthodox theories; that have potential
for policy impact; and that apply to broad range of settings, including industrial democracies as
well as low and middle income countries, countries in political transition and countries recovering
from armed conflict and social unrest. The IJED also considers papers that look at education and
development through the policies and practices of official development assistance and commercial
education trade. The IJED does not encourage articles which may be more appropriate for journals
of pedagogy, education technology and psychology unless the relevance to feasible public policy is
clearly demonstrated. IJED engages these approaches to deepen understanding of the relationship
between education policy and development.
The International Journal of Educational Development welcomes papers from all prospective authors,
especially from scholars and practitioners who come from low and middle income countries.
3. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 3
Michael Crossley, University of Bristol, Bristol, UK
Caroline Dyer, University of Leeds, Leeds, England, UK
Clive Harber, University of Birmingham, Edgbaston, Birmingham, UK
Kenneth King, University of Edinburgh, Edinburgh, UK
Mark Mason, Hong Kong Institute of Education, Hong Kong
Simon McGrath, Nottingham, Nottingham, UK
William Ozanne
Anna Robinson-Pant, University of East Anglia, Norwich, England, UK
Alan Rogers, University of East Anglia, Norwich, England, UK
Joel Samoff, Stanford University, Stanford, California, USA
Michele Schweisfurth, University of Glasgow, Glasgow, Scotland, UK
Leon Tikly, University of Bristol, Bristol, UK
International Editorial Board:
Robert Adamson, Hong Kong Institute of Education, Hong Kong, China
Terry Allsop, International Research Foundation for Open Learnin, Cambridge, UK
Beatrice Avalos, University of Chile, Chile
Azeem Badroodien, University of Stellenbosch, Stellenbosch, South Africa
Lene Buchert, University of Oslo, Oslo, Norway
Christopher Colclough, University of Cambridge, Cambridge, UK
Holger Daun, Stockholms Universitet, Stockholm, Sweden
Qing Gu, Nottingham, Nottingham, UK
Anne Hickling-Hudson, Queensland University of Technology, Kelvin Grove, Queensland, Australia
Wim Hoppers, Stockholms Universitet, Stockholm, Sweden
Judith Kalman, Cinvestav, Mexico DF, Mexico
Tamas Kozma, University of Debrecen, Debrecen, Hungary
Kazuo Kuroda, Graduate School of Asia-Pacific Studies, Shinjuku-Ku, Japan
Jon Lauglo, University of Oslo, Oslo, Norway
Keith Lewin, University of Sussex, Brighton, England, UK
Angela Little, University of London, London, UK
Rupert Maclean, Hong Kong Institute of Education, Hong Kong, China
Karen Mundy, University of Toronto, Toronto, Ontario, Canada
Bjorn Nordtveit, University of Massachusetts at Amherst, Amherst, Massachusetts, USA
George Psacharopoulos
Margaret Sands, Bilkent University, Ankara, Turkey
Yusuf Sayed, University of Sussex, Brighton, England, UK
Daniel N Sifuna, Kenyatta University, Nairobi, Kenya
Richard Tabulawa, University of Botswana, Gaborone, Botswana
4. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 4
GUIDE FOR AUTHORS
.
Your Paper Your Way
We now differentiate between the requirements for new and revised submissions. You may choose to
submit your manuscript as a single Word or PDF file to be used in the refereeing process. Only when
your paper is at the revision stage, will you be requested to put your paper in to a 'correct format'
for acceptance and provide the items required for the publication of your article.
To find out more, please visit the Preparation section below.
INTRODUCTION
What topics are considered relevant to the IJED?
The International Journal of Educational Development is concerned with education in its broadest
sense, including formal and non-formal modes, from preschool to adult education. IJED is interested
in comparative studies that lead to new insights and challenge orthodox theories; that have potential
for policy impact; and that apply to broad range of settings, including industrial democracies as
well as low and middle income countries, countries in political transition and countries recovering
from armed conflict and social unrest. The IJED also considers papers that look at education and
development through the policies and practices of official development assistance and commercial
education trade. The IJED does not encourage articles which may be more appropriate for journals
of pedagogy, education technology and psychology unless the relevance to feasible public policy is
clearly demonstrated. IJED engages these approaches to deepen understanding of the relationship
between education policy and development. The International Journal of Educational Development
welcomes papers from all prospective authors, especially from scholars and practitioners who come
from low and middle income countries.
Technical Requirements
Authors are requested to submit their papers electronically by using the online manuscript submission
gateway at: http://www.ees.elsevier.com/edev. This site will guide authors stepwise through the
submission process. Authors, reviewers, and editors send and receive all correspondence by e-mail
and no paper correspondence is necessary. The Publisher and Editor regret that they are not able to
consider submissions that do not follow these procedures.
BEFORE YOU BEGIN
Ethics in publishing
For information on Ethics in publishing and Ethical guidelines for journal publication see
http://www.elsevier.com/publishingethics and http://www.elsevier.com/journal-authors/ethics.
If you have ethical concerns on a paper, whether published or in review, please contact the
editor in the first instance. The editor will then follow the COPE guidelines as explained here
http://www.elsevier.com/wps/find/intro.cws_home/publishing.
Conflict of interest
All authors are requested to disclose any actual or potential conflict of interest including any financial,
personal or other relationships with other people or organizations within three years of beginning the
submitted work that could inappropriately influence, or be perceived to influence, their work. See
also http://www.elsevier.com/conflictsofinterest. Further information and an example of a Conflict of
Interest form can be found at: http://help.elsevier.com/app/answers/detail/a_id/286/p/7923.
Submission declaration and verification
Submission of an article implies that the work described has not been published previously (except
in the form of an abstract or as part of a published lecture or academic thesis or as an electronic
preprint, see http://www.elsevier.com/sharingpolicy), that it is not under consideration for publication
elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible
authorities where the work was carried out, and that, if accepted, it will not be published elsewhere
in the same form, in English or in any other language, including electronically without the written
consent of the copyright-holder. To verify originality, your article may be checked by the originality
detection service CrossCheck http://www.elsevier.com/editors/plagdetect.
5. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 5
Changes to authorship
This policy concerns the addition, deletion, or rearrangement of author names in the authorship of
accepted manuscripts:
Before the accepted manuscript is published in an online issue: Requests to add or remove an author,
or to rearrange the author names, must be sent to the Journal Manager from the corresponding author
of the accepted manuscript and must include: (a) the reason the name should be added or removed,
or the author names rearranged and (b) written confirmation (e-mail, fax, letter) from all authors that
they agree with the addition, removal or rearrangement. In the case of addition or removal of authors,
this includes confirmation from the author being added or removed. Requests that are not sent by
the corresponding author will be forwarded by the Journal Manager to the corresponding author, who
must follow the procedure as described above. Note that: (1) Journal Managers will inform the Journal
Editors of any such requests and (2) publication of the accepted manuscript in an online issue is
suspended until authorship has been agreed.
After the accepted manuscript is published in an online issue: Any requests to add, delete, or rearrange
author names in an article published in an online issue will follow the same policies as noted above
and result in a corrigendum.
Copyright
Upon acceptance of an article, authors will be asked to complete a 'Journal Publishing Agreement' (for
more information on this and copyright, see http://www.elsevier.com/copyright). An e-mail will be
sent to the corresponding author confirming receipt of the manuscript together with a 'Journal
Publishing Agreement' form or a link to the online version of this agreement.
Subscribers may reproduce tables of contents or prepare lists of articles including abstracts for internal
circulation within their institutions. Permission of the Publisher is required for resale or distribution
outside the institution and for all other derivative works, including compilations and translations
(please consult http://www.elsevier.com/permissions). If excerpts from other copyrighted works are
included, the author(s) must obtain written permission from the copyright owners and credit the
source(s) in the article. Elsevier has preprinted forms for use by authors in these cases: please consult
http://www.elsevier.com/permissions.
For open access articles: Upon acceptance of an article, authors will be asked to complete an 'Exclusive
License Agreement' (for more information see http://www.elsevier.com/OAauthoragreement).
Permitted third party reuse of open access articles is determined by the author's choice of user license
(see http://www.elsevier.com/openaccesslicenses).
Author rights
As an author you (or your employer or institution) have certain rights to reuse your work. For more
information see http://www.elsevier.com/copyright.
Role of the funding source
You are requested to identify who provided financial support for the conduct of the research and/or
preparation of the article and to briefly describe the role of the sponsor(s), if any, in study design; in
the collection, analysis and interpretation of data; in the writing of the report; and in the decision to
submit the article for publication. If the funding source(s) had no such involvement then this should
be stated.
Funding body agreements and policies
Elsevier has established a number of agreements with funding bodies which allow authors
to comply with their funder's open access policies. Some authors may also be reimbursed
for associated publication fees. To learn more about existing agreements please visit
http://www.elsevier.com/fundingbodies.
Open access
This journal offers authors a choice in publishing their research:
Open access
• Articles are freely available to both subscribers and the wider public with permitted reuse
• An open access publication fee is payable by authors or on their behalf e.g. by their research funder
or institution
Subscription
6. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 6
• Articles are made available to subscribers as well as developing countries and patient groups through
our universal access programs (http://www.elsevier.com/access).
• No open access publication fee payable by authors.
Regardless of how you choose to publish your article, the journal will apply the same peer review
criteria and acceptance standards.
For open access articles, permitted third party (re)use is defined by the following Creative Commons
user licenses:
Creative Commons Attribution (CC BY)
Lets others distribute and copy the article, create extracts, abstracts, and other revised versions,
adaptations or derivative works of or from an article (such as a translation), include in a collective
work (such as an anthology), text or data mine the article, even for commercial purposes, as long
as they credit the author(s), do not represent the author as endorsing their adaptation of the article,
and do not modify the article in such a way as to damage the author's honor or reputation.
Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND)
For non-commercial purposes, lets others distribute and copy the article, and to include in a collective
work (such as an anthology), as long as they credit the author(s) and provided they do not alter or
modify the article.
The open access publication fee for this journal is USD 1100, excluding taxes. Learn more about
Elsevier's pricing policy: http://www.elsevier.com/openaccesspricing.
Green open access
Authors can share their research in a variety of different ways and Elsevier has a number of green
open access options available. We recommend authors see our green open access page for further
information (http://elsevier.com/greenopenaccess). Authors can also self-archive their manuscripts
immediately and enable public access from their institution's repository after an embargo period. This
is the version that has been accepted for publication and which typically includes author-incorporated
changes suggested during submission, peer review and in editor-author communications. Embargo
period: For subscription articles, an appropriate amount of time is needed for journals to deliver value
to subscribing customers before an article becomes freely available to the public. This is the embargo
period and begins from the publication date of the issue your article appears in.
This journal has an embargo period of 36 months.
Language (usage and editing services)
Please write your text in good English (American or British usage is accepted, but not a
mixture of these). Authors who feel their English language manuscript may require editing
to eliminate possible grammatical or spelling errors and to conform to correct scientific
English may wish to use the English Language Editing service available from Elsevier's
WebShop (http://webshop.elsevier.com/languageediting/) or visit our customer support site
(http://support.elsevier.com) for more information.
Non-Sexist Language
Contributors are reminded that the language and content of papers should be non-sexist. The notion
that 'man' is a generic term which includes women is now unacceptable; thus when reference is to
both sexes, 'man' and 'men' should be avoided. Alternatives are 'person', 'people', human beings' or
'men and women'. The use of 'he' and 'him' can be avoided in most cases by using plural forms 'they'
or 'their'. Examples of non-sexist formulations are:
Children...they, instead of The child ... he
Human achievements, people's achievements, instead of Man's achievements
Headteachers, Heads, Principals instead of Headmasters
Administrators often neglect their spouses/families, instead of Administrators often neglect their wives
In empirical research reports the gender breakdown of the research sample should be given and
acknowledged in discussion. Generalising from a single-sex group or from a heavily unbalanced group
to 'youth', 'children' or 'teachers' should be done with extreme caution.
7. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 7
Submission
Our online submission system guides you stepwise through the process of entering your article
details and uploading your files. The system converts your article files to a single PDF file used in
the peer-review process. Editable files (e.g., Word, LaTeX) are required to typeset your article for
final publication. All correspondence, including notification of the Editor's decision and requests for
revision, is sent by e-mail.
Double-blind Review
This journal uses double-blind review, which means that both the reviewer and author name(s)
are not allowed to be revealed to one another for a manuscript under review. The identities of
the authors are concealed from the reviewers, and vice versa. For more information please refer
to http://www.elsevier.com/reviewers/peer-review. To facilitate this, please include the following
separately:
Title page (with author details): This should include the title, authors' names and affiliations, and a
complete address for the corresponding author including an e-mail address.
Blinded manuscript (no author details): The main body of the paper (including the references, figures,
tables and any Acknowledgements) should not include any identifying information, such as the
authors' names or affiliations.
PREPARATION
NEW SUBMISSIONS
Submission to this journal proceeds totally online and you will be guided stepwise through the creation
and uploading of your files. The system automatically converts your files to a single PDF file, which
is used in the peer-review process.
As part of the Your Paper Your Way service, you may choose to submit your manuscript as a single file
to be used in the refereeing process. This can be a PDF file or a Word document, in any format or lay-
out that can be used by referees to evaluate your manuscript. It should contain high enough quality
figures for refereeing. If you prefer to do so, you may still provide all or some of the source files at
the initial submission. Please note that individual figure files larger than 10 MB must be uploaded
separately.
References
There are no strict requirements on reference formatting at submission. References can be in any style
or format as long as the style is consistent. Where applicable, author(s) name(s), journal title/book
title, chapter title/article title, year of publication, volume number/book chapter and the pagination
must be present. Use of DOI is highly encouraged. The reference style used by the journal will be
applied to the accepted article by Elsevier at the proof stage. Note that missing data will be highlighted
at proof stage for the author to correct.
Formatting requirements
There are no strict formatting requirements but all manuscripts must contain the essential elements
needed to convey your manuscript, for example Abstract, Keywords, Introduction, Materials and
Methods, Results, Conclusions, Artwork and Tables with Captions.
If your article includes any Videos and/or other Supplementary material, this should be included in
your initial submission for peer review purposes.
Divide the article into clearly defined sections.
Figures and tables embedded in text
Please ensure the figures and the tables included in the single file are placed next to the relevant text
in the manuscript, rather than at the bottom or the top of the file.
Double-blind review
This journal uses double-blind review, which means that both the reviewer and author name(s)
are not allowed to be revealed to one another for a manuscript under review. The identities of
the authors are concealed from the reviewers, and vice versa. For more information please refer
to http://www.elsevier.com/reviewers/peer-review. To facilitate this, please include the following
separately:
Title page (with author details): This should include the title, authors' names and affiliations, and a
complete address for the corresponding author including an e-mail address.
Blinded manuscript (no author details): The main body of the paper (including the references, figures,
tables and any Acknowledgements) should not include any identifying information, such as the
authors' names or affiliations.
8. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 8
REVISED SUBMISSIONS
Responses to change requested by reviewers
A revised submission should detail how authors have responded to reviewers as well as highlighting
significant changes in the revised version. This can be in "track changes" mode in Word or simply by
highlighting new or revised texts. Minor editorial changes need not be flagged.
Use of word processing software
Regardless of the file format of the original submission, at revision you must provide us with an
editable file of the entire article. Keep the layout of the text as simple as possible. Most formatting
codes will be removed and replaced on processing the article. The electronic text should be prepared in
a way very similar to that of conventional manuscripts (see also the Guide to Publishing with Elsevier:
http://www.elsevier.com/guidepublication). See also the section on Electronic artwork.
To avoid unnecessary errors you are strongly advised to use the 'spell-check' and 'grammar-check'
functions of your word processor.
Article structure
Subdivision - numbered sections
Divide your article into clearly defined and numbered sections. Subsections should be numbered
1.1 (then 1.1.1, 1.1.2, ...), 1.2, etc. (the abstract is not included in section numbering). Use this
numbering also for internal cross-referencing: do not just refer to 'the text'. Any subsection may be
given a brief heading. Each heading should appear on its own separate line.
Introduction
State the objectives of the work and provide an adequate background, avoiding a detailed literature
survey or a summary of the results.
Results
Results should be clear and concise.
Discussion
This should explore the significance of the results of the work, not repeat them. A combined Results
and Discussion section is often appropriate. Avoid extensive citations and discussion of published
literature.
Conclusions
The main conclusions of the study may be presented in a short Conclusions section, which may stand
alone or form a subsection of a Discussion or Results and Discussion section.
Appendices
If there is more than one appendix, they should be identified as A, B, etc. Formulae and equations in
appendices should be given separate numbering: Eq. (A.1), Eq. (A.2), etc.; in a subsequent appendix,
Eq. (B.1) and so on. Similarly for tables and figures: Table A.1; Fig. A.1, etc.
Essential title page information
• Title. Concise and informative. Titles are often used in information-retrieval systems. Avoid
abbreviations and formulae where possible.
• Author names and affiliations. Please clearly indicate the given name(s) and family name(s)
of each author and check that all names are accurately spelled. Present the authors' affiliation
addresses (where the actual work was done) below the names. Indicate all affiliations with a lower-
case superscript letter immediately after the author's name and in front of the appropriate address.
Provide the full postal address of each affiliation, including the country name and, if available, the
e-mail address of each author.
• Corresponding author. Clearly indicate who will handle correspondence at all stages of refereeing
and publication, also post-publication. Ensure that the e-mail address is given and that contact
details are kept up to date by the corresponding author.
• Present/permanent address. If an author has moved since the work described in the article was
done, or was visiting at the time, a 'Present address' (or 'Permanent address') may be indicated as
a footnote to that author's name. The address at which the author actually did the work must be
retained as the main, affiliation address. Superscript Arabic numerals are used for such footnotes.
Abstract
A concise and factual abstract is required (maximum length 100 words). The abstract should state
briefly the purpose of the research, the principal results and major conclusions. An abstract is often
presented separate from the article, so it must be able to stand alone. References should therefore
9. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 9
be avoided, but if essential, they must be cited in full, without reference to the reference list. Non-
standard or uncommon abbreviations should be avoided, but if essential they must be defined at their
first mention in the abstract itself.
Graphical abstract
Although a graphical abstract is optional, its use is encouraged as it draws more attention to the online
article. The graphical abstract should summarize the contents of the article in a concise, pictorial form
designed to capture the attention of a wide readership. Graphical abstracts should be submitted as a
separate file in the online submission system. Image size: Please provide an image with a minimum
of 531 × 1328 pixels (h × w) or proportionally more. The image should be readable at a size of 5 ×
13 cm using a regular screen resolution of 96 dpi. Preferred file types: TIFF, EPS, PDF or MS Office
files. See http://www.elsevier.com/graphicalabstracts for examples.
Authors can make use of Elsevier's Illustration and Enhancement service to ensure the best
presentation of their images and in accordance with all technical requirements: Illustration Service.
Highlights
Highlights are mandatory for this journal. They consist of a short collection of bullet points that
convey the core findings of the article and should be submitted in a separate editable file in the
online submission system. Please use 'Highlights' in the file name and include 3 to 5 bullet points
(maximum 85 characters, including spaces, per bullet point). See http://www.elsevier.com/highlights
for examples.
Keywords
Immediately after the abstract, provide a maximum of 6 keywords, avoiding general and
plural terms and multiple concepts (avoid, for example, "and", "of"). The controlled list of
key words is based on the ERIC list of index descriptors (see: http://www.eric.ed.gov/)and
includes: comparative education; international education; development; literacy; educational policy;
curriculum; educational administration. In addition, authors may include one or two 'free' words if
they wish to do so. These keywords will be used for indexing purposes.
Abbreviations
Define abbreviations that are not standard in this field in a footnote to be placed on the first page
of the article. Such abbreviations that are unavoidable in the abstract must be defined at their first
mention there, as well as in the footnote. Ensure consistency of abbreviations throughout the article.
Acknowledgements
Collate acknowledgements in a separate section at the end of the article before the references and do
not, therefore, include them on the title page, as a footnote to the title or otherwise. List here those
individuals who provided help during the research (e.g., providing language help, writing assistance
or proof reading the article, etc.).
Footnotes
Footnotes should be used sparingly. Number them consecutively throughout the article. Many word
processors build footnotes into the text, and this feature may be used. Should this not be the case,
indicate the position of footnotes in the text and present the footnotes themselves separately at the
end of the article.
Artwork
Electronic artwork
General points
• Make sure you use uniform lettering and sizing of your original artwork.
• Preferred fonts: Arial (or Helvetica), Times New Roman (or Times), Symbol, Courier.
• Number the illustrations according to their sequence in the text.
• Use a logical naming convention for your artwork files.
• Indicate per figure if it is a single, 1.5 or 2-column fitting image.
• For Word submissions only, you may still provide figures and their captions, and tables within a
single file at the revision stage.
• Please note that individual figure files larger than 10 MB must be provided in separate source files.
A detailed guide on electronic artwork is available on our website:
http://www.elsevier.com/artworkinstructions.
You are urged to visit this site; some excerpts from the detailed information are given here.
Formats
10. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 10
Regardless of the application used, when your electronic artwork is finalized, please 'save as' or
convert the images to one of the following formats (note the resolution requirements for line drawings,
halftones, and line/halftone combinations given below):
EPS (or PDF): Vector drawings. Embed the font or save the text as 'graphics'.
TIFF (or JPG): Color or grayscale photographs (halftones): always use a minimum of 300 dpi.
TIFF (or JPG): Bitmapped line drawings: use a minimum of 1000 dpi.
TIFF (or JPG): Combinations bitmapped line/half-tone (color or grayscale): a minimum of 500 dpi
is required.
Please do not:
• Supply files that are optimized for screen use (e.g., GIF, BMP, PICT, WPG); the resolution is too low.
• Supply files that are too low in resolution.
• Submit graphics that are disproportionately large for the content.
Color artwork
Please make sure that artwork files are in an acceptable format (TIFF (or JPEG), EPS (or PDF), or
MS Office files) and with the correct resolution. If, together with your accepted article, you submit
usable color figures then Elsevier will ensure, at no additional charge, that these figures will appear
in color online (e.g., ScienceDirect and other sites) regardless of whether or not these illustrations
are reproduced in color in the printed version. For color reproduction in print, you will receive
information regarding the costs from Elsevier after receipt of your accepted article. Please
indicate your preference for color: in print or online only. For further information on the preparation
of electronic artwork, please see http://www.elsevier.com/artworkinstructions.
Figure captions
Ensure that each illustration has a caption. A caption should comprise a brief title (not on the figure
itself) and a description of the illustration. Keep text in the illustrations themselves to a minimum but
explain all symbols and abbreviations used.
Tables
Please submit tables as editable text and not as images. Tables can be placed either next to the
relevant text in the article, or on separate page(s) at the end. Number tables consecutively in
accordance with their appearance in the text and place any table notes below the table body. Be
sparing in the use of tables and ensure that the data presented in them do not duplicate results
described elsewhere in the article. Please avoid using vertical rules.
References
Citation in text
Please ensure that every reference cited in the text is also present in the reference list (and vice
versa). Any references cited in the abstract must be given in full. Unpublished results and personal
communications are not recommended in the reference list, but may be mentioned in the text. If these
references are included in the reference list they should follow the standard reference style of the
journal and should include a substitution of the publication date with either 'Unpublished results' or
'Personal communication'. Citation of a reference as 'in press' implies that the item has been accepted
for publication.
Reference links
Increased discoverability of research and high quality peer review are ensured by online links to
the sources cited. In order to allow us to create links to abstracting and indexing services, such as
Scopus, CrossRef and PubMed, please ensure that data provided in the references are correct. Please
note that incorrect surnames, journal/book titles, publication year and pagination may prevent link
creation. When copying references, please be careful as they may already contain errors. Use of the
DOI is encouraged.
Web references
As a minimum, the full URL should be given and the date when the reference was last accessed. Any
further information, if known (DOI, author names, dates, reference to a source publication, etc.),
should also be given. Web references can be listed separately (e.g., after the reference list) under a
different heading if desired, or can be included in the reference list.
References in a special issue
Please ensure that the words 'this issue' are added to any references in the list (and any citations in
the text) to other articles in the same Special Issue.
11. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 11
Reference management software
Most Elsevier journals have a standard template available in key reference
management packages. This covers packages using the Citation Style Language,
such as Mendeley (http://www.mendeley.com/features/reference-manager) and also others
like EndNote (http://www.endnote.com/support/enstyles.asp) and Reference Manager
(http://refman.com/downloads/styles). Using plug-ins to word processing packages which are
available from the above sites, authors only need to select the appropriate journal template when
preparing their article and the list of references and citations to these will be formatted according
to the journal style as described in this Guide. The process of including templates in these packages
is constantly ongoing. If the journal you are looking for does not have a template available yet,
please see the list of sample references and citations provided in this Guide to help you format these
according to the journal style.
If you manage your research with Mendeley Desktop, you can easily install the reference style for
this journal by clicking the link below:
http://open.mendeley.com/use-citation-style/international-journal-of-educational-development
When preparing your manuscript, you will then be able to select this style using the Mendeley plug-
ins for Microsoft Word or LibreOffice. For more information about the Citation Style Language, visit
http://citationstyles.org.
Reference formatting
There are no strict requirements on reference formatting at submission. References can be in any style
or format as long as the style is consistent. Where applicable, author(s) name(s), journal title/book
title, chapter title/article title, year of publication, volume number/book chapter and the pagination
must be present. Use of DOI is highly encouraged. The reference style used by the journal will be
applied to the accepted article by Elsevier at the proof stage. Note that missing data will be highlighted
at proof stage for the author to correct. If you do wish to format the references yourself they should
be arranged according to the following examples:
Reference Style
Text: All citations in the text should refer to:
1. Single author: the author's name (without initials, unless there is ambiguity) and the year of
publication;
2. Two authors: both authors names and the year of publication;
3. Three or more authors: first author's name followed by "et al." and the year of publication.
Citations may be made directly (or parenthetically). Groups of references should be listed first
alphabetically, then chronologically.
Examples: "as demonstrated (Allan, 1996a, 1996b, 1999; Allan and Jones, 1995). Kramer et al.
(2000) have recently shown .... "
List: References should be arranged first alphabetically and then further sorted chronologically if
necessary. More than one reference from the same author(s) in the same year must be identified by
the letters "a", "b", "c", etc., placed after the year of publication.
Examples:
Reference to a journal publication:
Surname, A., Surname, B.C., Surname, D.E., 2000. The art of writing a scientific article. Journal of
Scientific Communication 163 (1), 51-59.
Reference to a book:
Surname, A., Surname, B.C., 1979. The Elements of Style, third ed. Macmillan, New York.
Reference to a chapter in an edited book:
Surname, A., Surname, B.C., 1999. How to prepare an electronic version of your article. In: Surname,
D.E., Surname, E.F. (Eds.), Introduction to the Electronic Age. E-Publishing Inc., New York, pp.
281-304.
12. AUTHOR INFORMATION PACK 4 Oct 2015 www.elsevier.com/locate/ijedudev 12
Video data
Elsevier accepts video material and animation sequences to support and enhance your scientific
research. Authors who have video or animation files that they wish to submit with their article are
strongly encouraged to include links to these within the body of the article. This can be done in the
same way as a figure or table by referring to the video or animation content and noting in the body
text where it should be placed. All submitted files should be properly labeled so that they directly
relate to the video file's content. In order to ensure that your video or animation material is directly
usable, please provide the files in one of our recommended file formats with a preferred maximum
size of 150 MB. Video and animation files supplied will be published online in the electronic version
of your article in Elsevier Web products, including ScienceDirect: http://www.sciencedirect.com.
Please supply 'stills' with your files: you can choose any frame from the video or animation or
make a separate image. These will be used instead of standard icons and will personalize the
link to your video data. For more detailed instructions please visit our video instruction pages at
http://www.elsevier.com/artworkinstructions. Note: since video and animation cannot be embedded
in the print version of the journal, please provide text for both the electronic and the print version
for the portions of the article that refer to this content.
AudioSlides
The journal encourages authors to create an AudioSlides presentation with their published article.
AudioSlides are brief, webinar-style presentations that are shown next to the online article on
ScienceDirect. This gives authors the opportunity to summarize their research in their own words and
to help readers understand what the paper is about. More information and examples are available at
http://www.elsevier.com/audioslides. Authors of this journal will automatically receive an invitation
e-mail to create an AudioSlides presentation after acceptance of their paper.
Supplementary material
Elsevier accepts electronic supplementary material to support and enhance your scientific research.
Supplementary files offer the author additional possibilities to publish supporting applications, high-
resolution images, background datasets, sound clips and more. Supplementary files supplied will be
published online alongside the electronic version of your article in Elsevier Web products, including
ScienceDirect: http://www.sciencedirect.com. In order to ensure that your submitted material is
directly usable, please provide the data in one of our recommended file formats. Authors should
submit the material in electronic format together with the article and supply a concise and descriptive
caption for each file. For more detailed instructions please visit our artwork instruction pages at
http://www.elsevier.com/artworkinstructions.
Submission checklist
The following list will be useful during the final checking of an article prior to sending it to the journal
for review. Please consult this Guide for Authors for further details of any item.
Ensure that the following items are present:
One author has been designated as the corresponding author with contact details:
• E-mail address
• Full postal address
All necessary files have been uploaded, and contain:
• Keywords
• All figure captions
• All tables (including title, description, footnotes)
Further considerations
• Manuscript has been 'spell-checked' and 'grammar-checked'
• All references mentioned in the Reference list are cited in the text, and vice versa
• Permission has been obtained for use of copyrighted material from other sources (including the
Internet)
Printed version of figures (if applicable) in color or black-and-white
• Indicate clearly whether or not color or black-and-white in print is required.
For any further information please visit our customer support site at http://support.elsevier.com.
AFTER ACCEPTANCE