Gulf Comparative Education Society’s Third Annual Symposium on Global Innovation, Local Transformation: Trends & Reactions

2012 ◽  
Keyword(s):  
Public Schools ◽  
United Arab Emirates ◽  
Comparative Education ◽  
English Language ◽  
Policy Research ◽  
Vice President ◽  
The United States ◽  
Local Transformation ◽  
Annual Symposium ◽  
Global Innovation

"The Gulf Comparative Education Society (GCES) organized its third annual symposium under the sponsorship of the Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research and in collaboration with Bahrain Teachers College. Entitled ‘Global Innovation, Local Transformation: Trends & Reactions,’ the symposium was held at the Crown Plaza Hotel, Kingdom of Bahrain on Saturday March 24 and Sunday March 25, 2012. The symposium consisted of one keynote address, three panels, and four breakout sessions with a total of 45 presentations made by invited speakers as well as those who submitted abstracts. The speakers came from a wide variety of countries, including the United Arab Emirates (UAE), Oman, Bahrain, Qatar, Switzerland, England, and the United States and represented different voices in the education sector, ranging from policy makers, academics and researchers, school providers and leaders, consultants, and teachers. The purpose of this year’s GCES symposium was to identify and examine the use of global innovations in education in the Gulf Cooperation Council (GCC) countries as well as the ways in which they are adapted (or not) to suit the needs of the environment. Delivering the keynote on the role of and relationship between professional and vocational education in the GCC was Dr. David Guile, Professor of Education and Work at the Institute of Education, University of LondonThe remaining panels and breakout sessions addressed the following topics: • Education Reforms in Bahrain • Technology & Innovation • Student Participation in Education: Trends & Reactions • Systems & Standards in GCC Schools • Transforming Science Curricula • The Use of E-portfolio in Evaluating Public Schools • Relationships and Academic Achievement • English Language Programs in the GCC In addition, the symposium brought together over 200 participants working in a range of organizations across Bahrain, the Gulf states, and beyond, all of whom shared an interest in comparative education in the GCC. Following the symposium presenters were asked if they would like to submit a 1500 – 3000 word paper on their presentation. This volume is the compilation of those who submitted papers. While it does not cover all of the presentations that were made at the symposium, presentation slides for all the presentations are available on the GCES website (www.gulfcomped.ning.com). Dr. Ali Ibrahim - President Dr. Hamood Al-Harthi - Vice President Samar Farah - Secretary"

scholarly journals The Gulf Comparative Education Society's (GCES) Eighth Biannual Symposium Public, Private, and Philanthropy: Exploring the Impact of New Actors on Education in the GCC

2018 ◽  
Keyword(s):  
United Arab Emirates ◽  
Comparative Education ◽  
Panel Discussion ◽  
Policy Research ◽  
Approaches To Learning ◽  
Vice President ◽  
The United States ◽  
Blind Review ◽  
Private Donations ◽  
The Impact

"The Gulf Comparative Education Society (GCES) held its eighth biannual symposium under the sponsorship of the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research from April 7th to 9th, 2018. Guided by the theme “Public, Private, and Philanthropy: Exploring the Impact of New Actors on Education in the GCC,” attendees presented research and discussed developments in the field of education in the Gulf. The symposium was held at the Hilton Garden Inn Ras Al Khaimah in the United Arab Emirates and consisted of a pre-conference workshop, three keynote addresses, four featured panels, two special panels, and six breakout sessions with over 40 presentations by invited speakers, as well as by those who submitted abstracts that had been selected by a blind review. In its eighth year, the symposium continued the tradition of convening a diverse group of guests and attendees from across the globe. This year’s presenters came from a wide variety of countries including the UAE, Oman, Kuwait, Saudi Arabia, Bahrain, Canada, Spain, Australia, Germany, Sweden and the United States, representing different voices in the education sector, such as policymakers, academics and researchers, school providers and leaders, consultants, and teachers. The theme for 2018 drew upon the growing involvement of emerging actors in GCC education and put a spotlight on the impact of philanthropy on education in the Gulf. In 2015, reports estimated a combined $34bn worth of private donations to foundations. Philanthropic contributions, closely intertwined with private and public education, therefore hold the power to shape GCC education ecosystems, through scholarships and mentoring, as well as the creation of entire school systems and universities. While the philanthropic sector is still in its infancy in the GCC, this years’ symposium took the opportunity to apply a comparative lens through keynote speeches delivered by Professor Bob Lingard (University of Queensland), Professor Megan Tompkins-Stange (University of Michigan), and Professor Antoni Verger (Universitat Autònoma de Barcelona). The speakers discussed topics, such as the emergence of philanthropists, edupreneurs, and consultants as new policy actors in education, the power and influence of elite private philanthropies in the US, and the main omissions and shortcomings of translating public- private partnerships (PPPs) into the educational policy field. The featured panels and breakout sessions addressed the following key topics, among others:  Higher Education in the GCC  Informing Education Policy and Transforming Systems through Evidence  Motivation, and Alternative Approaches to Learning 2  Evaluating the Emergence of Private Actors in Education  The Challenges and Prospects of Philanthropy in Education in the GCC  Internationalization of Education: Effects on Students, Educators, and Institutions  Globalization in Philanthropy and Human Resources In addition, the symposium brought together over 80 participants working in a range of organizations across the Gulf and beyond, all of whom shared an interest in comparative education in the GCC countries. This year’s symposium was further enriched by a special panel discussion joined by representatives from UNESCO, UNDP, and the Arab Gulf Program for Development (AGFUND). The discussion revolved around the Sustainable Development Goal 4 in the Gulf States and how partnerships can ensure quality education and promote lifelong learning opportunities for all. Following the symposium, speakers were asked if they would like to submit an approximately 3,000-word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were given at the symposium, slides for some of the other presentations are available on the GCES website (www.gces.ae). Dr. Abdullah Alajmi, President Dr. Ahoud Alasfour, Vice President Dr. Natasha Ridge, Secretariat Representative David Dingus, Max B. Eckert, and Elizabeth Bruce, Proceedings Editors"

Seventh Annual GCES Symposium: Innovation and Transformation: Values, Challenges, and Prospects for Education in the GCC

2017 ◽  
Keyword(s):  
United States ◽  
Saudi Arabia ◽  
Comparative Education ◽  
Policy Research ◽  
The United States ◽  
Education Sector ◽  
Open University ◽  
Annual Symposium ◽  
Education Society ◽  
Comparative Education Society

The Gulf Comparative Education Society (GCES) held its seventh annual symposium under the sponsorship of the Arab Open University Kuwait, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research from April 5th to 7th, 2016. Entitled “Innovation and Transformation: Values, Challenges, and Prospects for Education in the GCC,” the symposium was held at the Arab Open University in Kuwait City, Kuwait. It consisted of three different pre-conference workshops, two keynote addresses, three featured panels and seven breakout sessions with over 42 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries including the UAE, Kuwait, Saudi Arabia, Oman, Bahrain, Qatar, Egypt, Switzerland, England, Australia, and the United States, and represented different voices in the education sector, such as policymakers, academics and researchers, school providers and leaders, consultants, and teachers.

The Fifth Annual Gulf Comparative Education Society Symposium Locating the National in the International: Comparative Perspectives on Language, Identity, Policy, and Practice

2014 ◽  
Keyword(s):  
United Arab Emirates ◽  
Comparative Education ◽  
Policy Research ◽  
The United States ◽  
Policy And Practice ◽  
Education Society ◽  
Language Identity ◽  
Comparative Education Society ◽  
International Comparative ◽  
Identity Policy

The Gulf Comparative Education Society (GCES) held its fifth annual symposium under the sponsorship of the Higher Colleges of Technology, the Sheikh Saud bin Saqr Al Qasimi Foundation for Policy Research, and Middlesex University Dubai from April 8 to 10, 2014. Entitled “Locating the National in the International: Comparative Perspectives on Language, Identity, Policy, and Practice,” the symposium was held at the Dubai Women’s College in Dubai, United Arab Emirates (UAE). It consisted of a pre-conference workshop, one keynote address, four featured panels and eleven breakout sessions with over 55 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries including the UAE, Kuwait, Oman, Bahrain, Qatar, Switzerland, England, Australia, Germany, and the United States, and represented different voices in the education sector, such as policymakers, academics and researchers, school providers and leaders, consultants, and teachers.

Virtual Illusion: Comparing Student Achievement and Teacher and Classroom Characteristics in Online and Brick-and-Mortar Charter Schools

2020 ◽  
Vol 49 (3) ◽  
pp. 161-175 ◽  
Author(s):  
Brian R. Fitzpatrick ◽  
Mark Berends ◽  
Joseph J. Ferrare ◽  
R. Joseph Waddington
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Charter Schools ◽  
English Language ◽  
The United States ◽  
Significant Heterogeneity ◽  
Negative Effects ◽  
Classroom Characteristics ◽  
Brick And Mortar ◽  
Virtual Charter Schools

As researchers continue to examine the growing number of charter schools in the United States, they have focused attention on the significant heterogeneity of charter effects on student achievement. Our article contributes to this agenda by examining the achievement effects of virtual charter schools vis-à-vis brick-and-mortar charters and traditional public schools and whether characteristics of teachers and classrooms explain the observed impacts. We found that students who switched to virtual charter schools experienced large, negative effects on mathematics and English/language arts achievement that persisted over time and that these effects could not be explained by observed teacher or classroom characteristics.

Sovereignty, citizenship and educating refugees in the United States

2020 ◽  
pp. 147490412096642
Author(s):  
Jill Koyama
Keyword(s):  
United States ◽  
Public Schools ◽  
Public Education ◽  
English Language ◽  
Language Education ◽  
The United States ◽  
Border Region ◽  
Refugee Students ◽  
Proposition 203 ◽  
Mexico Border

Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government’s control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State’s Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district’s approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education.

scholarly journals Mainstreamed English language instruction in a low-incidence rural school district : a case study

2010 ◽  
Author(s):  
◽  
Margaret René Watring Yoesel
Keyword(s):  
United States ◽  
English Language Learners ◽  
Public Schools ◽  
Teacher Perceptions ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Language Instruction ◽  
Low Incidence

Classrooms in the United States are changing as the population of the United States becomes more diverse with growing numbers of English language learners (Banks, 2005; Capps, Fix, Murray, Ost, Passel and Herwantoro, 2005; Cartledge, Gardner, and Ford, 2009; DeVillar, Faltis, and Cummins, 1994; Diaz, 2001; Dilg, 2003; Hernandez, 2001; Ovando and McLaren, 2000; Sadowski, 2004; Sleeter and Grant, 1994). Immigrants and their families have traditionally settled in larger urban communities, but recent trends indicate a growing number of English language learners are enrolling in rural mid-west public schools. Many rural districts have very little experience or resources to meet the needs of this new diverse group of students. As a result teachers, especially in rural and low-incidence districts, are experiencing academic and cultural challenges of educating students whose first language is not English (Berube, 2000; Hill and Flynn, 2004). The purpose of this study was to examine elementary teacher perceptions regarding experience with instructing mainstreamed English language learners in a low-incidence district. This study also explores issues these teachers feel most influence their ability to successfully teach students from diverse cultures and who speak a first language other than English. Research examining teacher perceptions should provide important insight to teachers, administrators and policy makers regarding teacher needs and support in the education of English language learners.

scholarly journals DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES DE INGLÊS DAS ESCOLAS PÚBLICAS: UM ESTUDO AVALIATIVO DO PDPI SOB A PERSPECTIVA DE SEUS EGRESSOS

2020 ◽  
Vol 17 (1) ◽  
pp. 318-335
Author(s):  
Lorena Lins Damasceno ◽  
Mariana Gomes Fontes Bethônico
Keyword(s):  
Professional Development ◽  
United States ◽  
Public Schools ◽  
English Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Cultural Experience ◽  
The Usa ◽  
English Language Teachers

In this article, we analyze the Professional Development Program for English Language Teachers in the United States (PDPI), from the perspective of its graduates. The PDPI is a program developed by Capes in partnership with the United States Embassy and the Fulbright Commission, for the provision of intensive courses at American universities for English language teachers in Brazilian public schools. To identify the results and the possible repercussions of the program on the performance and the professional development of the participating teachers, a questionnaire was sent to the graduates of the courses taken in the USA, one year after their return to Brazil.The questionnaires were applied from Google Forms and the data tabulated and analyzed using the Microsoft Excel tool, with the construction of dynamic tables. Teachers' responses to the questionnaire were analyzedconsidering the objectives listed in the program selection notice. For this, an indicator was created for each of the five objectives: valuing teachers, mastering skills, sharing methodologies, cultural experience in loco, and established partnerships. The results showed that the objectives of the program were partially achieved with regard to the valorization of teachers, the ability to contextualize the cultural experience in the USA in language teaching, the establishment of partnerships, and the sharing and socialization of knowledge after the return to Brazil. On the other hand, the program has shown to have contributed significantly to the increase in the mastery of language skills and to the improvement of teaching and assessment practices in the classroom, according to the participating teachers.

The Gulf Comparative Education Society’s Fourth Annual Symposium on Bridging the Policy/Research Divide in Education in the GCC

2013 ◽  
Keyword(s):  
Education Research ◽  
International Education ◽  
Comparative Education ◽  
Policy Research ◽  
Education Sector ◽  
Policy Implications ◽  
Keynote Address ◽  
Annual Symposium ◽  
Policy Makers ◽  
Sultan Qaboos University

"The Gulf Comparative Education Society (GCES) held its fourth annual symposium under the sponsorship of the Sheikh Saud Bin Saqr Al Qasimi Foundation for Policy Research in collaboration with the Sultan Qaboos University from March 16 to 18, 2013. Entitled “Bridging the Policy/Research Divide in Education in the GCC,” the symposium was held at the Sultan Qaboos University in Muscat, Oman. It consisted of a pre-conference workshop, one keynote address, three featured panels, and 20 breakout sessions with a total of over 70 presentations by both invited speakers as well as those who had submitted abstracts. The speakers came from a wide variety of countries, including United Arab Emirates (UAE), Oman, Bahrain, Qatar, Switzerland, England, Australia, Germany, and the United States, and represented different voices in the education sector, such as policy makers, academics and researchers, school providers and leaders, consultants, and teachers. The purpose of this year’s GCES symposium was to examine the potential for policy makers in the Gulf region to devise evidence-based policies through utilizing local research in the education sector with a focus on the promise and possibilities of comparative education research to policy-making. Delivering the keynote address on the relationship between educational research and policy and practice was Professor Fernando Reimers, Ford Foundation Professor of International Education and Director of the International Education Policy Program at the Harvard Graduate School of Education. The featured panels and breakout sessions addressed the following topics: • Linking Research to Educational Policy • Implications of Technology in the Classroom • Lifelong Learning • Applying Transnational Models of Education • Evaluating and Transforming Educational Systems • Regional and International Youth Challenges • Improving Educational Quality • Research in Higher Education in Oman • Student Leadership and Development • Promoting an Education Research Culture • Perspectives on Teaching and Learning • Trends and Innovations in Education In addition, the symposium brought together over 400 participants working in a range of organizations across Oman, the Gulf States, and beyond, all of whom shared an interest in comparative education in the GCC. Following the symposium, presenters were asked if they would like to submit a 1,500 - 3,000 word paper on their presentation. This volume is the compilation of those papers that were submitted. While it does not cover all of the presentations that were made at the symposium, presentation slides for all the presentations are available on the GCES website (www.gulfcomped.ning.com). Dr. Hamood Al-Harthi - President Dr. Christina Gitsaki - Vice President Dr. Natasha Ridge and Soha Shami - Secretary Verena Woeppel - Proceedings Editor"

Complexity, Accountability, and School Improvement

2002 ◽  
Vol 72 (3) ◽  
pp. 293-329 ◽  
Author(s):  
Jennifer O'Day
Keyword(s):  
Public Schools ◽  
School Improvement ◽  
Policy Research ◽  
The United States ◽  
Chicago Public Schools ◽  
Baltimore City ◽  
Professional Accountability ◽  
Standards Based Reform ◽  
Research In Education ◽  
City Schools

In this article, Jennifer O'Day builds on her earlier work defining and examining the standards-based reform movement in the United States. Here, O'Day explores accountability mechanisms currently associated with standards-based reform efforts that "take the school as the unit of accountability and seek to improve student learning by improving the functioning of the school organization." She examines such accountability mechanisms using the theoretical framework of complexity theory and focuses on how information travels through complex systems, with the understanding that information, its existence and usage, is key to improving schools. Drawing on work conducted with researchers at the Consortium for Policy Research in Education(CPRE), she contrasts the Chicago Public Schools' outcomes-based bureaucratic accountability approach with the combination of administrative and professional accountability found in the Baltimore City Schools. She argues that the combination of administrative and professional accountability presents a much more promising approach for implementing lasting and meaningful school reform.

Interests and Representation: Ethnic Advocacy on California School Boards

2009 ◽  
Vol 111 (3) ◽  
pp. 659-682
Author(s):  
Luis Ricardo Fraga ◽  
Roy Elis
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
School Districts ◽  
School Boards ◽  
English Language ◽  
Latino Students ◽  
Original Data ◽  
The United States ◽  
Data Set ◽  
Latino Teachers

Background/Context Researchers have found that school districts with greater representation of Latinos and African Americans on their school boards tend to also have higher percentages of Latino and African American administrators and teachers. This increased presence of coethnics in the educational bureaucracy was then found to predict more favorable educational outcomes for these students. Purpose We determine if these relationships hold for Latinos in California, which has the largest Latino population in the United States and where Latino students make up just under half of all students enrolled in public schools. Research Design Using an original data set of all California school districts in the 2004–2005 school year, we tested these relationships for Latinos in California using multiple regression. Conclusion Contrary to previous research, we found that Latino representation on California school boards was not greater in systems of single-member district election. We did, however, find that the greater presence of Latinos on school boards did increase the likelihood that Latinos would be hired as administrators, but only in Latino-majority districts. After appropriate controls, districts with more Latino administrators also tended to have more Latino teachers. Last, and again contrary to previous research, we found no systematic impact of having more Latino teachers and administrators on enhancing student outcomes for either all Latino students or for English language learners.

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