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Article

Amel Abdyssalam Alhaag, Goran Savic, Gordana Milosavljevic, Milan Tima Segedinac and Milorad Filipovic

The purpose of this research is to enable dynamic customization of metadata that describes educational resources in digital repositories.

Abstract

Purpose

The purpose of this research is to enable dynamic customization of metadata that describes educational resources in digital repositories.

Design/methodology/approach

Users need to describe educational resources in digital repositories according to a user-specific metadata set. As users generally do not have the skills to customize the software application manually, this approach relies on the techniques of model-driven software engineering, which should allow customization of the software application programmatically with no need to develop or order a new software application. An experiment was conducted to evaluate the proposed solution.

Findings

A software platform for managing educational resources described by dynamically extendable metadata is proposed. The platform enables the creation of data models that are programmatically transformed to a Web application for the management of educational resources. In this way, users can create their own models of metadata that are relevant in a particular domain.

Research limitations/implications

The solution has been verified by users with technical knowledge. The appropriateness of the model should still be explored for domain experts with little technical knowledge who desire to define new metadata in their domain.

Practical implications

The solution can be used for digital repositories that store diverse educational resources. Each resource could be described using metadata that relates to the domain the resource belongs to.

Originality/value

Digital repositories standardly describe educational resources using some general metadata, which are more focused on the physical characteristics of resources rather than their semantics. The proposed solution introduces custom domain-specific semantics into the description of the resources, which improves their retrieval.

Details

The Electronic Library, vol. 36 no. 6
Type: Research Article
ISSN: 0264-0473

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Article

Di Wu, Lei Wu, Alexis Palmer, Dr Kinshuk and Peng Zhou

Interaction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused…

Abstract

Purpose

Interaction content is created during online learning interaction for the exchanged information to convey experience and share knowledge. Prior studies have mainly focused on the quantity of online learning interaction content (OLIC) from the perspective of types or frequency, resulting in a limited analysis of the quality of OLIC. Domain concepts as the highest form of interaction are shown as entities or things that are particularly relevant to the educational domain of an online course. The purpose of this paper is to explore a new method to evaluate the quality of OLIC using domain concepts.

Design/methodology/approach

This paper proposes a novel approach to automatically evaluate the quality of OLIC regarding relevance, completeness and usefulness. A sample of OLIC corpus is classified and evaluated based on domain concepts and textual features.

Findings

Experimental results show that random forest classifiers not only outperform logistic regression and support vector machines but also their performance is improved by considering the quality dimensions of relevance and completeness. In addition, domain concepts contribute to improving the performance of evaluating OLIC.

Research limitations/implications

This paper adopts a limited sample to train the classification models. It has great benefits in monitoring students’ knowledge performance, supporting teachers’ decision-making and even enhancing the efficiency of school management.

Originality/value

This study extends the research of domain concepts in quality evaluation, especially in the online learning domain. It also has great potential for other domains.

Details

The Electronic Library , vol. 38 no. 3
Type: Research Article
ISSN: 0264-0473

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Article

Lance Vincent Watkins and Robert Colgate

To develop and implement an educational programme to improve medical students’ attitudes towards intellectual disabilities. The purpose of this paper is to improve the…

Abstract

Purpose

To develop and implement an educational programme to improve medical students’ attitudes towards intellectual disabilities. The purpose of this paper is to improve the healthcare outcomes for individuals with intellectual disability.

Design/methodology/approach

The development of an educational programme involving actors with an intellectual disability as simulated patients. Scenarios were developed involving basic healthcare interactions. The programme was piloted in three sessions with 45 students. A qualitative analysis of student feedback was then used to develop a student attitude questionnaire for completion pre- and post-educational intervention.

Findings

The student attitude questionnaire was completed by 23 different medical students. Two domains were analysed: affect and understanding domain scores, mean difference (95% CI) 3.17(2.41-3.94) p<0.001, knowledge and skills domain scores, mean difference (95% CI) 4.22(3.3-5.14) p<0.001.

Social implications

Student feedback reveals significant positive changes in affect and understanding, and an improvement in knowledge and skill levels when interacting with people with an intellectual disability following the educational intervention. Some major institutions now offer comprehensive programmes involving people with intellectual disabilities as tutors, and in the role of simulated patients. However, more needs to be done to encourage the increased participation and good practice for all of tomorrow’s doctors to benefit.

Originality/value

Following the publication of recent enquiries into the deaths of people with intellectual disabilities. We know that many of these deaths are premature and potentially preventable. The main failing identified repeatedly is that healthcare staff lack of awareness of the needs of people with intellectual disabilities. This emanates from poor quality and limited curricula time dedicated to intellectual disabilities. There is a need to drastically change the approach to teaching about intellectual disabilities to medical students. All the evidence promotes the involvement of people with intellectual disabilities and their careers in designing and delivering this teaching.

Details

Advances in Mental Health and Intellectual Disabilities, vol. 10 no. 6
Type: Research Article
ISSN: 2044-1282

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Article

Jeffrey S. Brooks, Anthony H. Normore and Jane Wilkinson

The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify…

Abstract

Purpose

The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice.

Design/methodology/approach

This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration.

Findings

Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration.

Originality/value

This study offers a novel theoretical perspective on leadership, social justice and immigration.

Details

International Journal of Educational Management, vol. 31 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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Abstract

Details

School-Based Evaluation: An International Perspective
Type: Book
ISBN: 978-1-84950-143-9

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Book part

Roxana Ghiaţău

In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a…

Abstract

In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a student in a communist country, interpreting her lived experiences in light of their impact upon her education and teaching profession. The second perspective is that of the researcher who looks to the future, initially lacking in resources but willing to connect to the global research in his or her field of interest, educational ethics. The international studies that substantiated and inspired our research in the domain of educational ethics include philosophical works, moral psychology studies, and resources from sociology and organizational psychology as well as from pedagogy. Regarding the trends expected in comparative and international education, I have grouped them into three categories: (1) Trends related to the research themes in comparative education: many major themes of education have already been filtered or will be filtered through the comparative lens (the history of education, philosophy of education, curriculum and didactics, sociology of education, politics and economy of education and psychology of education); (2) Methodological trends – joint quantitative and qualitative methodology will support the research processes in comparative education; and (3) Trends regarding the impact of the research in comparative pedagogy: global models will inspire local initiatives, without being copied.

Details

Annual Review of Comparative and International Education 2016
Type: Book
ISBN: 978-1-78635-528-7

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Article

Izhar Oplatka

The purpose of this article is to describe the aims, rationale and design of a principal preparation programme that draws, partially, on career stage perspectives, and to…

Abstract

Purpose

The purpose of this article is to describe the aims, rationale and design of a principal preparation programme that draws, partially, on career stage perspectives, and to provide an assessment report of it gleaned from two cohort groups of participants.

Design/methodology/approach

The programme was evaluated using two modes of inquiry: an open‐ended questionnaire aimed at examining the participants' perceived benefits of every course, and a semi‐structured interview with six participants intended to gain more understanding of the interpretations of the programme's unique contents.

Findings

Despite some criticism, most participants found the field‐based courses and those based on career‐stage theories to be of much benefit to their professional development, in terms of managerial awareness and identity. In contrast, courses that centred on broad knowledge or focused, to a large extent, on theories and academic knowledge were perceived to be of lesser importance.

Practical implications

It is suggested that those planning future principal preparation programmes should devise courses that handle issues of career transitions, early career stage, stress, burnout, mid‐career, self‐renewal and the like, to enable principal candidates to internalize the high complexity of the principal's role and the many barriers they are likely to encounter during their career cycle.

Originality/value

To the best of the authors' knowledge, the paper presents an initial attempt to incorporate knowledge from the area of career development in the form of specific courses that are intended to evoke an awareness of future internal career experiences of principals.

Details

International Journal of Educational Management, vol. 23 no. 2
Type: Research Article
ISSN: 0951-354X

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Book part

Khalid Arar, Deniz Örücü and Gülnur Ak Küçükçayır

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers…

Abstract

This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working with refugee and Turkish students in Syrian refugee schools in Ankara. Adopting a qualitative methodology, we explore the experiences, challenges and strategies of the educators in these new school types. In order to investigate this this phenomenon, we adopted the post-migration ecology framework proposed by Anderson et al. (2004) and the conceptualization of five dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering the culture and organization of the school) developed by Banks and Banks (1995). The relevant policy, despite its focus on full integration, is still developing and lack clear technical guidelines for specific issues at school level. The data revealed three themes: perceptions towards the refugees, policy into practice in the schools and the consequent challenges, strategies and needs. Although humanistic ideals are manifest in all the participants’ experience with the new phenomena of refugee education, their needs are multifaceted. They are motivated by a pedagogy of compassion, containment and humanistic universal commitment. The principals employ a style of encouraging social justice and moral leadership, whereas the teachers practise the multicultural pedagogy dimensions with trial and error. Incorporation of Syrian educators and their experience and assistance to the Turkish school staff is also discussed.

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Article

Joachim Griesbaum, Nadine Mahrholz, Kim von Löwe Kiedrowski and Marc Rittberger

– The purpose of this paper is to get a first approximation of the usefulness of online forums with regard to information seeking and knowledge generation.

Abstract

Purpose

The purpose of this paper is to get a first approximation of the usefulness of online forums with regard to information seeking and knowledge generation.

Design/methodology/approach

This study captures the characteristics of knowledge generation by examining the pragmatics and types of information needs of posted questions and by investigating knowledge related characteristics of discussion posts as well as the success of communication. Three online forums were examined. The data set consists of 55 threads, containing 533 posts which were categorized manually by two researchers.

Findings

Results show that questioners often ask for personal estimations. Information needs often aim for actionable insights or uncertainty reduction. With regard to answers, factual information is the dominant content type and has the highest knowledge value as it is the strongest predictor with regard to the generation of new knowledge. Opinions are also relevant, but in a rather subsequent and complementary way. Emotional aspects are scarcely observed. Overall, results indicate that knowledge creation predominantly follows a socio-cultural paradigm of knowledge exchange.

Research limitations/implications

Although the investigation captures important aspects of knowledge building processes, the measurement of the forums’ knowledge value is still rather limited. Success is only partly measurable with the current scheme. The central coding category “new topical knowledge” is only of nominal value and therefore not able to compare different kinds of knowledge gains in the course of discussion.

Originality/value

The investigation reaches out beyond studies that do not consider that the role and relevance of posts is dependent on the state of the discussion. Furthermore, the paper integrates two perspectives of knowledge value: the success of the questioner with regard to the expressed information need and the knowledge building value for communicants and readers.

Details

Aslib Journal of Information Management, vol. 67 no. 1
Type: Research Article
ISSN: 2050-3806

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Article

Tal Gilead and Iris BenDavid-Hadar

The method by which the state allocates resources to its schooling system can serve as an important instrument for achieving desired improvements in levels of educational

Abstract

Purpose

The method by which the state allocates resources to its schooling system can serve as an important instrument for achieving desired improvements in levels of educational attainment, social equity and other social policy goals. In many school systems, the allocation of school resources is done according to a needs-based funding formula. The purpose of this paper is to provide a deeper understanding of some significant tradeoffs involved in employing needs-based funding formulae.

Design/methodology/approach

The paper is based on theoretical investigations of normative aspects involved in using needs-based funding formulae.

Findings

There are a number of underexplored complications and difficulties that arise from the use of needs-based funding formulae. Dealing with these involves significant tradeoffs that require taking normative decisions. Understanding these tradeoffs is important for improving the use of needs-based funding formulae.

Originality/value

The paper highlights three under-examined issues that emerge from the current use of needs-based funding formulae. These issues are: to what extent funding formulae should be responsive to social and economic needs? To what extent should funding formulae allow for the use of discretion in resource allocation? To what degree needs-based formulae funding should be linked to outcomes? By discussing these issues and the tradeoffs involved in them, the paper provides a deeper understanding of significant aspects stemming from the use of needs-based funding formulae. This, in turn, can serve as a basis for an improved and better informed process for decision making regarding the use of funding formulae.

Details

International Journal of Educational Management, vol. 31 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

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