Index
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ISBN: 978-1-83867-107-5, eISBN: 978-1-83867-106-8
Publication date: 28 September 2020
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(2020), "Index", Flavian, H. (Ed.) From
Publisher
:Emerald Publishing Limited
Copyright © 2020 Edited material Heidi Flavian
INDEX
Note: Page numbers followed by “n” indicate notes.
A Nation at Risk report
, 18
Academic achievement
, 38, 73
Accreditation Board for Engineering and Technology (ABET)
, 141
Active learning
, 21
Adult education (AE). (see also Distant education; Higher education)
, 8–9, 154
adult learner needs
, 161
adult self-directed learning
, 158
humanistic approach to AL
, 157–158
in Latvia
, 156
licensing and accreditation of AE programmes
, 164
QA in context of AE in Latvia
, 157, 162–165
research methodology
, 165
research outcomes concerning QA in Latvia
, 165–170
Adult learner needs
, 161
Adult learning (AL)
, 157
experience
, 158–160
motivation
, 160–161
orientation
, 161–162
Adult self-directed learning
, 158
American education, critical thinking in
, 16–18
American Psychological Association
, 18
Andragogy principles
, 157
Argument mapping
, 21–22
ASEAN University Network–Quality Criteria Assurance (AUN-QA)
, 139
Assessment
, 92–93
Assessment and Quality Assurance Committee (AQAC)
, 47
Association to Advance Collegiate Schools of Business (AACSB)
, 141
Atatürk nationalism
, 65
Atatürk’s revolutions and principles
, 65
Attention
, 36–37
Attitudes of teachers
, 121
Authentic conversations
, 41
Benchmark
, 46
Circuit office
, 90
Classroom climate
, 76
Co-education, principle of
, 65
Cognitive skills
, 112
Collaboration, communication, creativity, and critical thinking of learning (four Cs of learning)
, 6, 20
Collaborative learning
, 21
Collaborative teaching
, 112
Collegiate pedagogical leadership
, 41
Compulsory education
, 35, 64, 131
Constructivism
, 68
Constructivist learning approaches
, 68
Continuity, principle of
, 65
Cooperation between school and family, principle of
, 65
Cooperative education system
, 134
Council for Higher Education (CHE)
, 105–106
Council of the University of Thailand QA (CUPT QA)
, 140
Critical thinking
, 6, 14, 15
in American education
, 16–18
challenges
, 14–15
in elementary school
, 24
general, infusion, immersion, and mixed approaches to teaching of
, 19
at high school level
, 23
in middle school
, 23–24
models and theories
, 16
pedagogy in United States
, 19–22
taxonomies
, 15
at university level
, 22–23
Curriculum
, 36
Curriculum and Assessment Policy Statement (CAPS)
, 88–89
Curriculum level, IQA procedures at
, 139–140
Delphi Report
, 18
Democracy education, principle of
, 65
Department of Basic Education (DBE)
, 88
Distant education. (see also Adult education (AE))
high school
, 66–67
secondary school
, 66
Diversity
, 118–119
e-Learning
, 20
Eastern Cape (EC)
, 90
EBSCO database
, 165, 167
Education Act (1999)
, 130
Education Criteria for Performance Excellence (EdPEx)
, 139
Education Law (1999)
, 156, 163
Education Quality Assurance Law
, 6, 46
Education(al)
, 5–7, 64, 67, 88
development
, 3
development policy
, 156–157
inclusion
, 118
institutions
, 143
management
, 70
principle of education everywhere
, 65
project in institutions
, 37–38
quality
, 29–30
reform frame
, 133
system
, 107, 118
Effective schools
, 74–76
Effectiveness
, 34, 75
Efficiency
, 34
Elementary school, critical thinking in
, 24
Emotional skills
, 112
Equal opportunity, principle of
, 61
Equity
, 34
European Proficiency Framework
, 78
European Union (EU)
, 156
‘Evidence culture’
, 48
External assessment
, 47–48
External QA (EQA)
, 130, 136, 141–145
indicators for
, 150–153
Faculty levels, IQA procedures at
, 140–141
Flipped Classroom Model
, 21
Functional inclusion
, 107
General secondary education
, 66
Generality and equality, principle of
, 64
High school level, critical thinking at
, 23
Higher education
, 8–9
quality assessment in
, 71–73
TQF for
, 135–137
Higher Education Act (2019)
, 135
Higher Education Council (YÖK)
, 72
Higher education institutions (HEI)
, 130
Higher-order thinking
, 15
‘Human development’
, 38
Human education process
, 156
Humanistic approach to AL
, 157–158
Imam hatip secondary school
, 66
Inclusion
, 49
advantages and challenges for parents during
, 111–112
advantages and challenges for pupils during
, 111
advantages and challenges for teachers during
, 110–111
challenges and opportunities through inclusion
, 110
of children with special needs
, 103
as legislated throughout history
, 104–105
policy and processes in Israel
, 106–110
raising quality of teacher training
, 112–113
society
, 103–104
teacher training in Israel
, 105–106
Inclusion Law
, 104, 108–109
Inclusive education
, 40, 119
Individual and society needs, principle of
, 64
Individual pedagogical leadership
, 40
Informal assessment
, 95
Institutional levels, IQA procedures at
, 140–141
Institutional self-assessment
, 69–70
Instructional leadership
, 77
Interdisciplinary teaching
, 112
Internal QA system (IQA system)
, 136, 139–141
Internal quality assurance (IQA)
, 152
International Organisation for Standardisation (ISO)
, 141
Israel, teacher training in
, 105–106
Israeli inclusion law
, 104
Law on Institutions of Higher Education
, 163
Leadership developement in community
, 40–41
Learning
, 91. (see also Adult learning (AL))
environment
, 157
experience
, 159–160
networks
, 39
skills
, 76
and teaching processes
, 70
teamwork
, 111
Lifelong learning (LLL)
, 156, 163
Local inclusion
, 107
Malcolm Baldrige National Quality Award (MBNQA)
, 141
Mediated Learning Experience theory (MLE theory)
, 104
Metacognitive skills
, 112
Middle school, critical thinking in
, 23–24
Milli Eğitim Bakanlığı (MEB)
, 74
Ministry of Education (MOE)
, 108–109, 133
Ministry of Higher Education, Science, Research, and Innovation (MHESI)
, 132
Ministry of National Education (MoNE)
, 69, 78
Ministry of University Affairs (MUA)
, 130
National Economic and Social Development Plan
, 136
National Education Act
, 136–138
National Education Standards
, 134–135
National educational system (NES)
, 47, 67
National Higher Education Plan
, 136
Next Generation Science Standards (NGSS)
, 23
Non-experimental mixed-type research design
, 119–120
Non-formal AE programmes
, 163
Non-university education system quality in Spain
, 35–37
Office of National Education Standards and Quality Assessment (ONESQA)
, 130
Office of the Higher Education Commission (OHEC)
, 132
One-size-fits-all approach
, 40
Organic Law on Education (LOE)
, 35–36
Organic Law on General Regulation of the Educational System (LOGSE)
, 35
Organic Law on the Improvement of Educational Quality (LOMCE)
, 36
Organic Law on the Participation, Evaluation and Governance of Educational Centres (LOPEG)
, 35
Organic Law on the Quality of Education (LOCE)
, 35
Organisation for Economic Co-operation and Development (OECD)
, 18, 89
Orientation, principle of
, 64
Pedagogical/pedagogy
, 3–5
approach
, 94
education and schools
, 5–7
higher education and adult education
, 8–9
leadership
, 40
special education
, 7–8
training
, 38
Performance indicators
, 47
Personally adapted teaching
, 112
Philosophy for Children (P4C)
, 21
Planning, principle of
, 65
Practical skills
, 112
Pre-school education
, 66
Pre-service training
, 38–39
Primary education
, 120
Primary education institutions
, 66
Problem solving
, 14
Problem-based learning
, 20
Professional development
, 38
Programme for International Student Assessment (PISA)
, 32, 36
Project-based design
, 20
Project-based learning
, 19
Qualifications
, 47
Qualitative analysis
, 91
Quality assurance (QA)
, 4–5, 73, 104, 130, 157, 157
developing and managing QA in Thai Higher Education
, 136–139
education management
, 70
field of education
, 79–80
in higher education
, 71–73
initiatives for educational QA
, 78–79
institutional self-assessment
, 69–70
learning and teaching processes
, 70
methodology
, 46
support services
, 70–71
teacher training and initiatives for educational QA
, 77
teacher training in Turkey
, 77–78
in Turkish Education System
, 69
in vocational and technical education
, 71
Quality indicators
, 146
Quality management
, 49
Quality of education
, 29–30, 47. (see also Vocational and technical secondary education)
developing leadership in community
, 40–41
educational project in institutions
, 37–38
elements and strategies to improve educational quality
, 37
non-university education system quality in Spain
, 35–37
perspectives and priorities for
, 33
promoting attention to diversity in educational process
, 39–40
shift from educational goals to indicators
, 30–32
synergy between and integration of pedagogical approaches for quality framework
, 32–34
teacher training and professional development
, 38–39
Quantative indicators
, 77–78
Questionnaire-Scale
, 120
Reflexivity
, 34
Relevance
, 34
Research and development (R&D)
, 133
Responsiveness
, 34
Right to education, principle of
, 64
Romanian educational system
, 50
Romanian quality legislation
, 46
Romanian schools, quality assurance in
literature review
, 46–49
methodology
, 49–52
research results
, 52–59
SAGE database
, 165, 167
Schools
, 5–7, 119
Science education
, 88
Scientific, principle of
, 65
SCOPUS database
, 165, 167
Secondary education
, 66
Secularism, principle of
, 65
Self-assessment reports (SAR)
, 139
Self-directed learning
, 158
Skills
, 134
Social inclusion
, 107
Society in education
, 103–105
Sociocultural theory
, 105
Solid pedagogy theories
, 3
South Africa
assessment approaches and alignment to pedagogical approaches
, 94–95
CAPS
, 88–89
congruence between pedagogical and assessment approaches
, 91
methodology
, 90–91
teachers determining assessment method
, 95–96
teachers’ common understanding and rationale for assessment
, 91–94
theoretical framework
, 89–90
Spain, education quality in
, 29–41
Special Education Law
, 106–107
Special educational needs (SEN)
, 51
Standards
, 46, 48
Structural Cognitive Modifiability
, 105
Subject advisors
, 91
Support services
, 70–71
Sustainability
, 34
Systems theory framework
, 89
Systems thinking
, 90
Teacher
conceptual framework
, 119–120
diversity
, 118
methodology
, 120
perception in State of Sonora
, 118
research design and participants
, 120
results
, 120–123
training
, 38
training in Israel
, 105–106
Teaching
, 67
practice
, 118
Teaching and Learning International Survey (TALIS)
, 74
Teaching and Learning Research Programme
, 88
Technocratic rationalisation
, 34
Thai higher education institutions. (see also Turkish Education System)
developing and managing QA in Thai Higher Education
, 136–139
external QA
, 141–145
Higher Education Standards
, 135
indicators for external quality assessment
, 150–153
internal QA
, 139–141
national context and holistic information of Thailand’s higher education system
, 130–134
National Education Standards
, 134–135
research on effectiveness of QA practices in Thai HEIs
, 146–147
structure of education system in Thailand
, 132
TQF for higher education
, 135–136
Thailand Qualification Framework (TQF)
, 135
for higher education
, 135–137
Thailand Quality Award (TQA)
, 141
Traditional teacher-centred approaches
, 67–68
Trends in International Mathematics and Science Study (TIMSS)
, 74
Turkish Education System
, 65
constructivist learning approaches
, 68
formal education
, 65–67
initiatives for quality assurance in
, 69–73
non-formal education
, 67
pedagogical approaches in Turkey
, 67
pedagogical features of National Education System
, 64–65
results from empirical studies on school effectiveness and teacher characteristics
, 73–77
teacher training and initiatives for educational QA
, 77–80
traditional teacher-centred approaches
, 67–68
University level, critical thinking at
, 22–23
Vocational and technical secondary education
, 66
quality assessment in
, 71
Vocational Education Law
, 163
Web of Science (WoS)
, 165–166
QA in
, 168
- Prelims
- Part I: Introduction
- Chapter 1: From Pedagogy to Quality Assurance in Education: An International Perspective
- Part II: Education and Schools
- Chapter 2.1: Critical Thinking Pedagogy and Quality Assurance in the United States
- Chapter 2.2: Proposal to Promote Quality of Education: A View from Spain
- Chapter 2.3: The Management and Assurance of Quality in Romanian Schools
- Chapter 2.4: Pedagogical Approaches and Initiatives for Educational Quality Assurance in Turkey
- Chapter 2.5: Congruence Between Pedagogical and Assessment Approaches: A Case of One Large Province in South Africa
- Part III: Special Education
- Chapter 3.1: Inclusion of Children with Special Needs as an Opportunity to Increase the Quality of Teaching in Israel
- Chapter 3.2: Inclusion, Diversity and Quality in the Mexican Educational Context: Perceptions of Teachers in the State of Sonora (Mexico)
- Part IV: Higher Education and Adult Education
- Chapter 4.1: Pedagogy and Quality Assurance in Thai Higher Education Institutions
- Chapter 4.2: Quality Assurance in Adult Education in Latvia
- Index