A Case Study of Educational Development Cooperation for Strengthening National Assessment Capacity in Cambodia

2017 ◽  
Vol 26 (2) ◽  
pp. 145-168
Author(s):  
Deokgeun Kim ◽  
◽  
Hyekyung Jung ◽  
Keyword(s):  
Educational Development ◽  
Development Cooperation ◽  
National Assessment

The Urban Spatial Pattern of the Pseudo-Colonial City in Southeast Asia: A Case Study of the Eastern Area of Bangkok, Thailand, during the Thai-Imperialism Period (1855-1932)

2021 ◽  
pp. 009614422110129
Author(s):  
Nicha Tantivess ◽  
David J. Edelman
Keyword(s):  
Rural Communities ◽  
Educational Development ◽  
Transitional Zone ◽  
Administrative Reform ◽  
Urban Transformation ◽  
Urban Spaces ◽  
Eastern Area ◽  
Commercial Center ◽  
Administrative Center

This article discusses the urban spaces of the pseudo-colonial city via the urban transformation in the eastern area of Bangkok between 1855 and 1932. During this period, the Thai royal government was under pressure from colonialism in the Southeast Asian region. To prevent colonization of the country, the kings aimed to strengthen their economic and political powers through administrative reform, educational development, infrastructure construction, and land commodification Thus, the urban spaces in Bangkok were significantly transformed. The eastern area became a transitional zone between the administrative center of the royal government and the commercial center where foreign traders resided. Furthermore, this transitional zone continued expanding into the area of rural communities, and, consequently, the traditional settlements of the local people gradually lost population.

scholarly journals Sub-national assessment of aid effectiveness: A case study of post-conflict districts in Uganda

2017 ◽  
Vol 13 (1) ◽  
Author(s):  
Freddie Ssengooba ◽  
Justine Namakula ◽  
Vincent Kawooya ◽  
Suzanne Fustukian
Keyword(s):  
Aid Effectiveness ◽  
National Assessment ◽  
Post Conflict

Sense Making and Professional Identity in the Implementation of edTPA

2018 ◽  
Vol 71 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Julie Cohen ◽  
Ethan Hutt ◽  
Rebekah L. Berlin ◽  
Hannah M. Mathews ◽  
Jillian P. McGraw ◽  
...  
Keyword(s):  
Teacher Educators ◽  
Public University ◽  
Sense Making ◽  
National Assessment ◽  
Organizational Complexity ◽  
Case Study Design ◽  
Teacher Professionalization ◽  
Mixed Methods Case Study ◽  
Internal Variation

edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.

scholarly journals Leucaena for paper industry in Gujarat, India: Case study

2019 ◽  
Vol 7 (2) ◽  
pp. 200-209
Author(s):  
N. K. Khanna ◽  
O. P. Shukla ◽  
M. G. Gogate ◽  
S. L. Narkhede
Keyword(s):  
International Development ◽  
Genetic Improvement ◽  
Agricultural Land ◽  
Paper Industry ◽  
Development Cooperation ◽  
Raw Material ◽  
Farm Forestry ◽  
Fuel Wood ◽  
Private Lands

Keynote paper presented at the International Leucaena Conference, 1‒3 November 2018, Brisbane, Queensland, Australia.India is one of the major producers/consumers of paper and pulp products (3–4% of global share). Approximately one-fourth of industry raw material has come from wood-based plantations from the 1990s onwards. The greatest development challenge faced by the industry since that time is sourcing robust raw material from agroforestry on private lands. Following genetic improvement of leucaena (Leucaena leucocephala) and realization of its potential as a multiple-use species, it was introduced into India in 1980 under an international cooperation effort with support from the Swedish International Development Cooperation Agency (SIDA). It has since spread across the country as a panacea for rural needs of fuel wood, small timber and cattle forage.The paper industry has found that it has potential as raw material for paper making. One of the largest Indian paper companies is JK Paper Ltd, which has an annual production capacity of 550,000 t/yr with 3 integrated pulp and paper plants located at Songadh (Gujarat), Rayagada (Orissa) and Kagaznagar (Telangana) producing writing and printing paper and virgin packaging boards.This case study describes the leucaena farm forestry plantation program initiated by JK Paper Ltd, Unit CPM (Central Pulp Mills). The unit, under its agroforestry and farm forestry plantation approach, planted leucaena plantations in 2009-2010 in parts of Gujarat, Maharashtra and Madhya Pradesh States. To motivate farmers in the mill’s catchment area, and to build confidence in on-farm plantations, exposure visits were arranged to Andhra Pradesh, where huge tracts of agricultural land were under leucaena plantations. As a result, to date, this unit has engaged >7,800 farmers who have established leucaena plantations covering an area of >18,400 ha.A robust plantation R&D network addressed issues such as seed treatment, seed germination, rhizobial inoculation, geometry of plantations, agro-forestry models, selection and development of high production clones, establishment of clonal seed orchards, genetic improvement through mutation techniques and hybridization programs for wood quality improvement.

scholarly journals PERANAN ORANG TUA DALAM MENINGKATKAN PARTISIPASI ANAK PENDIDIKAN 12 TAHUN DI DESA BERANGAS KECAMATAN PULAU LAUT TIMUR KABUPATEN KOTABARU

Jurnal Socius ◽  
2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Herlinayani Herlinayani
Keyword(s):  
Educational Development ◽  
Educational Equity ◽  
Qualitative Approach ◽  
Advantages And Disadvantages ◽  
School Committee ◽  
Several Variables ◽  
Human Quality ◽  
The Impact

In principle, the government's efforts to continue to advance education is as a part of 12 years educational development in Berangas village, East Pulau Laut district of Kotabaru regency. By requiring children to study up to 12 years, it is hoped that they will be able to find out what steps should be taken to implement totally. The approach used in this study was a qualitative approach with a case study. Sources of data were parents, students, principals, teachers and school committee as well as documents relating to the school and Berangas village. The results revealed that: (1) The role of 12 years education in Berangas village, East Pulau Laut district of Kotabaru regency, clarifies that this policy is made to develop education and improve the human quality in Indonesia, (2) the parents’ role in 12 years educationin Berangas village, East Pulau Laut district of Kotabaru regency finds a lot of advantages and disadvantages. It can be viewed from educational equity and completion of 12 years education, (3) The impact of free education can be measured by several variables including the completion of 12 years education in Berangas village, as well as schools’ quality improvement and the extent of the increasing participation of children to education, (4) The constraints of 12 years education in Berangas village did not run well; therefore, this policy has an impact on the achievement of 12 years education.Keywords: Parents’ Role, Children Participation

scholarly journals Positioning an academic literacies framework in an EAP context: case study of a university Pre-sessional course

2019 ◽  
Author(s):  
Paul Breen
Keyword(s):  
21St Century ◽  
Educational Development ◽  
Theoretical Perspective ◽  
Academic Literacy ◽  
English For Academic Purposes ◽  
Theory And Practice ◽  
Academic Literacies ◽  
The Future ◽  
Teaching Learning

Historically, there has been a strong element of crossover between English for Academic Purposes (EAP) and academic literacies approaches, as originally conceptualised by Lea and Street (1998). However, a recurring cause of concern for the latter has been its perceived lack of focus on pedagogy, with greater emphasis on construction of text (Lea, 2004). Lillis (2003) highlights another concern being the lack of ‘a design frame’ (Kress, 2000) which can harness synergy between theory and practice. As such, the strength of academic literacy from a theoretical perspective can simultaneously be an Achilles heel in its practical pedagogic application. Consequently, examples of sustained academic literacies approaches in practice are rare. This paper thus argues for EAP acting as a fulcrum between theory and practice and provides one instance of enacting academic literacies approaches in the practical context of a Pre-sessional course in a post-92 university. Therein academic literacies approaches have shaped the design and delivery of an EAP curriculum. Through presenting a case study of this story, I hope to provide one ‘exemplar’ (Shulman, 1986) of integrating pedagogic practice and theory to serve as a model for the future. In doing so, academic literacies can better meet both the practical and theoretical demands of 21st century teaching, learning and educational development.  

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