scholarly journals Equity, Equality and Diversity—Putting Educational Justice in the Nordic Model to a Test

2020 ◽  
pp. 13-41
Author(s):  
Nils Buchholtz ◽  
Amelie Stuart ◽  
Tove Stjern Frønes
Keyword(s):  
Educational Policy ◽  
Comparative Studies ◽  
Large Scale ◽  
Common Ground ◽  
Educational Equity ◽  
Nordic Countries ◽  
Policy Measures ◽  
The Common ◽  
International Comparative ◽  
Equality And Diversity

AbstractEquity, equality and diversity are often linked to educational policy within the Nordic countries in the form of goals and principles. This can be traced back to the common educational tradition of these countries within the Nordic model of education. Because the terms are often used interchangeably, it seems appropriate to first grasp the theoretical and philosophical understanding of the terms before concrete educational policy measures can be assessed regarding to these goals. The chapter provides an overview of the terms and concretises educational policy measures to achieve equity, equality and diversity in the context of the Nordic countries. Today, societal developments and political changes call into question the common ground of the Nordic countries when it comes to matters of educational equity. Among other things, it will be discussed what contribution large scale international comparative studies can make to understanding equity, equality and diversity.

scholarly journals Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context

2018 ◽  
Vol 1 (3) ◽  
pp. 31-51
Author(s):  
Iztok Šori ◽  
Nika Šušterič ◽  
Slavko Gaber
Keyword(s):  
Large Scale ◽  
International Student ◽  
Immigrant Students ◽  
Educational Equity ◽  
Student Assessment ◽  
New Democracies ◽  
International Student Assessment ◽  
Labour Immigration ◽  
The Common ◽  
Migration Regimes

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic(linguistic) origin. 

Bridge Design for India - from Kolkata to New Delhi

2018 ◽  
Author(s):  
Mike Schlaich ◽  
Uwe Burkhardt
Keyword(s):  
Developing Country ◽  
Large Scale ◽  
Common Ground ◽  
New Delhi ◽  
Bridge Design ◽  
Aesthetic Design ◽  
Fast Pace ◽  
Bridge Type ◽  
The Common ◽  
Cable Stayed Bridges

<p>This paper is about cable-stayed bridges built in India during the last forty years. The common ground for these bridges not only is their location and that most are made with composite decks, also their stories touch many of the themes of this conference. They are large scale infrastructure projects in a rapidly developing country where old and new need to learn to coexist at a fast pace and they certainly illustrate the issue of aesthetic design.</p><p>Several cable-stayed bridges from the author´s office and the issue of composite decks for this bridge type serve as examples to illustrate how bridge design has evolved in India from the 1970s until today.</p>

scholarly journals Assessing global competence in PISA 2018: Challenges and approaches to capturing a complex construct

2018 ◽  
Vol 10 (1) ◽  
pp. 5-20 ◽  
Author(s):  
Christine Sälzer ◽  
Nina Roczen
Keyword(s):  
Student Achievement ◽  
Comparative Studies ◽  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Quality Standards ◽  
Global Competence ◽  
International Student Assessment ◽  
Large Scale Assessments ◽  
International Comparative

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met.

The Influence of Teacher Education on Teacher Beliefs

2019 ◽  
Author(s):  
Maria Teresa Tatto
Keyword(s):  
Teacher Education ◽  
Teacher Beliefs ◽  
Prospective Teachers ◽  
Comparative Studies ◽  
Large Scale ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Opportunities To Learn ◽  
Powerful Learning ◽  
International Comparative

Beliefs defined as the cognitive basis for the articulation of values and behaviors that mediate teaching practice can serve as powerful indicators of teacher education influence on current and prospective teachers’ thinking. Notwithstanding the importance of this construct, the field seems to lack across the board agreement concerning the kinds of beliefs that are essential for effective teaching, and whether and how opportunities to learn and other experiences have the potential to influence beliefs and knowledge in ways that may equip teachers to interpret, frame and guide action, and to fruitfully engage all pupils with powerful learning experiences. Large-scale international comparative studies provide the opportunity to develop shared definitions that facilitate the exploration of these questions within and across nations.

Student Perceptions of Community: A Different Perspective

NASPA Journal ◽  
1998 ◽  
Vol 35 (4) ◽  
Author(s):  
Jackie Clark ◽  
Joan Hirt
Keyword(s):  
Student Perceptions ◽  
Large Scale ◽  
Research University ◽  
Small Scale ◽  
Social Environments ◽  
Common Assumption ◽  
Small Communities ◽  
Public Research University ◽  
The Common ◽  
Using Data

The creation of small communities has been proposed as a way of enhancing the educational experience of students at large institutions. Using data from a survey of students living in large and small residences at a public research university, this study does not support the common assumption that small-scale social environments are more conducive to positive community life than large-scale social environments.

The Semantics of Evidentials

2017 ◽  
Author(s):  
Sarah E. Murray
Keyword(s):  
Recent Work ◽  
Common Ground ◽  
Formal Semantics ◽  
Empirical Support ◽  
Propositional Content ◽  
Primary Data ◽  
Truth Conditional ◽  
The Common ◽  
Issue Content

This book gives a compositional, truth‐conditional, crosslinguistic semantics for evidentials set in a theory of the semantics for sentential mood. Central to this semantics is a proposal about a distinction between what propositional content is at‐issue, roughly primary or proffered, and what content is not‐at‐issue. Evidentials contribute not‐at‐issue content, more specifically what I will call a not‐at‐issue restriction. In addition, evidentials can affect the level of commitment a sentence makes to the main proposition, contributed by sentential mood. Building on recent work in the formal semantics of evidentials and related phenomena, the proposed semantics does not appeal to separate dimensions of illocutionary meaning. Instead, I argue that all sentences make three contributions: at‐issue content, not‐at‐issue content, and an illocutionary relation. At‐issue content is presented, made available for subsequent anaphora, but is not directly added to the common ground. Not‐at‐issue content directly updates the common ground. The illocutionary relation uses the at‐issue content to impose structure on the common ground, which, depending on the clause type (e.g., declarative, interrogative), can trigger further updates. Empirical support for this proposal comes from Cheyenne (Algonquian, primary data from the author’s fieldwork), English, and a wide variety of languages that have been discussed in the literature on evidentials.

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