2024-03-28T11:14:28Zhttp://nur.nu.edu.kz/oai/requestoai:nur.nu.edu.kz:123456789/3352018-08-15T03:50:24Zcom_123456789_100com_123456789_67col_123456789_334
DEVELOPMENT OF STRATEGIC DIRECTIONS FOR EDUCATION REFORMS IN KAZAKHSTAN FOR 2015 – 2020
Sagintayeva, A.
Bridges, David
McLaughlin, Colleen
Mehisto, Peeter
Drummond, Mary Jane
Ayubayeva, Nazipa
Kishkentayeva, Marina
Kulakhmetova, Anel
Sadvakassova, Meruyert
Gasskov, Vladimir
Ganimurat, Nurzhan
Canning, Mary
Finney, Joni
Jones, Dennis
McGuinness, Aims
Harvey, Darcie
Bilyalov, Darkhan
Sagyndykova, Zhanna
education reform in Kazakhstan
educational system
Higher education
education
diagnostic report
The final report on the first phase (2013) of the “Development of the strategic directions for education reform in Kazakh- stan for 2015-2020” project was implemented by the Graduate School of Education at Nazarbayev University on behalf of the Ministry of Education and Science of the Republic of Kazakhstan. The purpose of this research is to conduct a diagnosis of the education system of the Republic of Kazakhstan in order to identify the strengths and weaknesses of the educational system and the subsequent identification of areas for further modernization at each level.
2015-09-14
2015-09-14
2014
Other
978-601-7417-35-2
http://nur.nu.edu.kz/handle/123456789/335
en
oai:nur.nu.edu.kz:123456789/3362018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
РАЗРАБОТКА СТРАТЕГИЧЕСКИХ НАПРАВЛЕНИЙ РЕФОРМИРОВАНИЯ ОБРАЗОВАНИЯ РЕСПУБЛИКИ КАЗАХСТАН на 2015 – 2020 гг.
Сагинтаева, Аида
Бриджес, Дэвид
МакЛафлин, Коллин
Мехисто, Питер
Драммонд, Мери-Джейн
Аюбаева, Назипа
Кишкентаева, Марина
Кулахметова, Анель
Садвакасова, Меруерт
Гаськов, Владимир
Ганимурат, Нуржан
Кэннинг, Мэри
Фини, Джонни
Джонс, Дэннис
МакГиннес, Эймс
Харви, Дарси
Билялов, Дархан
Сагындыкова, Жанна
диагностика системы образования РК
диагностический отчет
разработка стратегических направлений
образование
дошкольное образование
национальные стандарты
трехъязычное образование
высшее образование и наука
Назарбаев Университет
Итоговый отчет по первому этапу проекта (2013 г.) «Разработка стратегических направлений реформирования образования Республики Казахстан на 2015-2020гг.» был реализован Высшей школой образования Назарбаев Университета по поручению Министерства образования и науки Республики Казахстан. Целью данной научной работы является проведение диагностики системы образования Республики Казахстан с целью выявления сильных и слабых сторон образовательной системы и последующее определение направлений для дальнейшей модернизации на каждом из уровней.
2015-09-14
2015-09-14
2014
Other
978-601-7417-35-2
http://nur.nu.edu.kz/handle/123456789/336
other
oai:nur.nu.edu.kz:123456789/3372018-08-15T03:49:33Zcom_123456789_100com_123456789_67col_123456789_334
ҚАЗАҚСТАН РЕСПУБЛИКАСЫНДА 2015–2020 жж. БІЛІМ БЕРУДІ РЕФОРМАЛАУДЫҢ СТРАТЕГИЯЛЫҚ БАҒЫТТАРЫН ЖҮЗЕГЕ АСЫРУ
Сағынтаева, Аида
Бриджес, Дэвид
Кэннинг, Мэри
білім беру жүйесін реформалау
ДИАГНОСТИКАЛЫҚ ЕСЕП
Жоғары білім беру мектебі
жоғары білім
«Қазақстан Республикасының 2015-2020 жылдарға арналған білім беру жүйесін реформалаудағы стратегиялық бағыттарды әзірлеу» жобасының бірінші кезең бойынша (2013 ж.) қорытынды есебі Қазақстан Республикасы Білім және ғылым министрлігінің тапсырысы бойынша Назарбаев Университеті Жоғары білім беру мектебімен іске асырылды. Аталмыш ғылыми жұмыстың негізгі мақсаты - білім беру жүйесінің мықты және осал тұстарын анықтау, сонымен қатар кейіннен білім беру саласының барлық деңгейлерін модернизациялау үшін Қазақстан Республикасы білім беру жүйесінің диагностикасын өткізу.
2015-09-14
2015-09-14
2014
Other
978-601-7417-36-9
http://nur.nu.edu.kz/handle/123456789/337
other
oai:nur.nu.edu.kz:123456789/3402018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
Trading or teaching: dilemmas of everyday life economy in Central Asia
Niyozov, Sarfaroz
Shamatov, Duishon
teaching
rading
Central Asia
corruption
post-Soviet education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The paper discusses the effects of the collapse of the Soviet Union on teachers'
life and work in Badakhshan and Osh provinces of Tajikistan and Kyrgyzstan.
Challenging some of the assumptions of the Soviet studies about the interaction
between teaching and other sources of moneymaking by teachers, the paper illus
trates continuities and changes in the pre -Soviet, Soviet and post-Soviet times in
terms of role, nature, forms, and ethics of trading and commercial activities in the
life of the teachers in the two countries. The paper draws from the two ethnographic
case studies carried out in Tajikistan and Kyrgyzstan between 1999 and
2005. The drastic actual changes in the status and work of the teachers in post
Soviet Central Asia has presented teachers with tough choices. One of such
choices was whether to become involved in trading and commerce. Teachers'
experience of trading and commercialisation has been contradictory: necessary,
possible, rewarding; yet challenging and often disgusting and contrary to the very
morality of the teaching profession. The teachers' life and work serves as
windows to the larger issues that have both local and global ramifications. The
challenges teachers face in the paper speak to basic issues of human experience:
dignity,j ustice, hope, equity, care and humanity. The paper's major argument is
that while teachers are increasingly gaining from their involvement in trading, it
is the societies that are losing, both by loss of the best teachers and by the
implications of trading and commercial activities on the education systems in
Kyrgyzstan and Tajikistan. The policy makers must make decisions about how
teachers could be provided with conditions that enable them to focus on the major
priority of their work for the benefit of the future generations of Central Asia.
2015-10-13
2015-10-13
2006
Article
http://nur.nu.edu.kz/handle/123456789/340
en
Global Oriental Ltd
oai:nur.nu.edu.kz:123456789/3412018-08-15T03:49:32Zcom_123456789_100com_123456789_67col_123456789_334
The impact of standardized testing on university entrance issues in Kyrgyzstan
Shamatov, Duishon
European education
Kyrgyz education in the Soviet era
Kyrgyz education
Soviet Union
national scholarship
post-Soviet Kyrgyzstan
national scholarship testing
the impact of standardized testing
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
In Kyrgyzstan, the breakup of the USSR raised many issues related to
equity and fairness in education, one of which is the distribution of public
funds to support scholarship admissions to higher education institutions.
After 1992, public institutions could begin to charge tuition fees, but as
a legacy of the USSR, Kyrgyzstan continues providing “budget-funded
places” (public scholarships) for higher education study. In recent years,
the number of these scholarships has been shrinking, resulting in increased
competition for budget-funded places, and unfortunately, their distribution
has been unfair and discriminatory against students from remote regions
and poorer families. To address these issues, the merit-based National
Scholarship Test (NST) was introduced in 2002 to identify the most deserving
youth, irrespective of where they live and their backgrounds.
Moreover, as a crucial part of the test implementation, quota categories
have been introduced to ensure the proportional representation of youth
from various geographic backgrounds at institutions of higher education.
In the years since its introduction the NST has achieved both successes
and setbacks. Generally considered a huge step forward, the NST has
been able to impact equity in education on a broad scale. However, challenges
still remain.
2015-10-13
2015-10-13
2012
Article
1056–4934 (print)/1944–7086 (online)
http://nur.nu.edu.kz/handle/123456789/341
en
M.E. Sharpe, Inc
oai:nur.nu.edu.kz:123456789/3422018-08-15T03:49:33Zcom_123456789_100com_123456789_67col_123456789_334
Reconceptualization of teacher education experiences from the context of a multicultural developing country
Ashraf, Dilshad
Khaki, Jan-e-Alam
Shamatov, Duishon
Tajik, Mir Afzal
Vazir, Nilofar
professional development of teachers
reconceptualization of teaching and learning
positive interdependence
Aga Khan University Institute for Educational Development
reflective practice
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Teacher education in developing countries faces great challenges attributable to economic
constraints, including shrinking resources, the low status of teachers—exacerbated
by declining incentives—and an entirely theoretical approach in teacher training
programs. These challenges are further intensified by variations in the trainees’
cultural, regional, and religious backgrounds and by the lack of collaboration between
different education sectors. In this context, the Aga Khan University Institute for Educational
Development (AKU-IED) in Karachi, Pakistan, is attempting to provide
contextually appropriate, effective teacher education programs for Pakistan and other
developing countries. This article draws on the authors’ personal experiences in the
teacher education programs at AKU-IED and on studies that examine the impact of
these programs on participants. Several studies show that teacher education transforms
teachers’ beliefs and practices if accomplished through more effective approaches.
The article discusses how teacher education programs are conceptualized
and implemented in the multicultural context of AKU-IED, where the course participants
come from various developing countries and diverse backgrounds.
2015-10-13
2015-10-13
2005
Article
http://nur.nu.edu.kz/handle/123456789/342
en
Sage Publications
oai:nur.nu.edu.kz:123456789/13212018-08-15T03:50:25Zcom_123456789_100com_123456789_67col_123456789_334
Challenges of Improving Teachers’ Assessment Practices
Shamatov, Duishon
qualitative approach
paradigm shift
assessment practices
reconceptualization
change
This article reports the outcomes of a qualitative case study
which explored how school teachers develop their assessment while
attending an in-service teacher education programme. Semi-structured
interviews and document analysis were two methods used to explore
the Master of Education students at Aga Khan University Institute for
Educational Development (AKU-IED). These students come from
developing countries in Central Asia, South Asia and East Africa. Prior
to joining AKU-IED, most of these students have had experienced
assessment practices characterized in my study as ‘traditional’, teaching
and learning have been geared towards examinations and tests. The
selective purpose of assessment selects and rejects people, and social
reproduction is maintained by the traditional assessment. Additionally,
traditional assessment has often caused great deal of psychological
discomfort and elements of ‘unproductive competition’ reflecting on
extrinsic reward in schooling. At AKU-IED, the M.Ed. students have a
very intensive transformative learning experience. They are
encouraged to critically examine their existing educational philosophy,
including assessment notions. As a result, many students re-modify
their assessment theories and practices. After the completion of the
M.Ed. program the students are potentially in a position where they are
able to influence assessment practices, to varying degree, when they
return to their home work environments.
2016-02-29
2016-02-29
2007-06
Article
http://nur.nu.edu.kz/handle/123456789/1321
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Research and Reflections in Education
oai:nur.nu.edu.kz:123456789/13222018-08-15T03:49:54Zcom_123456789_100com_123456789_67col_123456789_334
Beginning teachers’ professional socialization in post-Soviet Kyrgyzstan: The challenges and coping strategies
Shamatov, Duishon
post-Soviet Kyrgyzstan
challenges
coping strategies
professional socialization
classroom
school
community
This qualitative study examines and develops an in-depth understanding of two
beginning teachers’ professional socializations in post-Soviet Kyrgyzstan. The study
is a historical and descriptive account that provides insights into the impact of
socio-political upheaval on the lives of two beginning teachers. The study focuses on
the challenges the teachers faced in their initial stages of work and on how they
addressed these. The teachers’ professional socialization stories are described in
three realms: classroom, school and community. The study examines in greater
detail the professional and relational challenges that the two beginning teachers
faced while interacting with their pupils, administrators, colleagues, pupils’ parents
and education officials.
In addition to the typical challenges of adjusting to school culture, rules and
regulations and classroom management faced by beginning teachers, these
individuals had to deal with additional tribulations that have manifested after and
because of the collapse of the former USSR. These include insufficient resources for
schools, inadequately qualified and inexperienced colleagues, high student drop-out
rates, a constantly changing curriculum, lack of textbooks, low salaries with
frequent delays and deductions.These young teachers, despite their circumstances, emerge as caring and considerate
individuals who adopted a variety of responses, including maintaining their values
and performance, while at the same time attempting to influence others as they
protected themselves from criticisms. The combination of social strategies and
micropolitical tactics proved useful in examining the beginning teachers’ broader
positions and specific tactics of addressing the crucial challenges.
The study offers insights for school administrators, experienced teachers and
education authorities at district, provincial and national levels. It points out the
importance of assisting beginning teachers in improving performance, retention and
long-term personal and professional well-being. The thesis also highlights some of
the major challenges of conducting qualitative studies in the Central Asian context.
Finally, the study also revealed that there is a need to develop educational research capacity in Kyrgyzstan, a situation which must be addressed in order to improve
the educational system.
2016-02-29
2016-02-29
2006
Book chapter
http://nur.nu.edu.kz/handle/123456789/1322
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13242018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Teachers’ Pedagogical Approaches in Kyrgyzstan: Changes and Challenges
Shamatov, Duishon
teachers’ pedagogical approaches in Kyrgyzstan
changes
challenges
This chapter describes pedagogical approaches that are used by teachers in
primary and secondary schools of Kyrgyzstan, and presents the results of a
study, conducted in 2013, which was designed to increase understanding of
pedagogical approaches and thereby contribute to future reforms in national
education policies and educational practices for improved learning.
2016-02-29
2016-02-29
2012-09
Article
http://nur.nu.edu.kz/handle/123456789/1324
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Geneva, UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States.
oai:nur.nu.edu.kz:123456789/13252018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Researching education and society in Central Asia
Niyozov Sarfaroz, Shamatov, Duishon
researching education
society in Central Asia
post-Soviet
Although researching of and publishing on different aspects of the society in
Central Asia and the post-Soviet world has become a popular activity in the
international context, little attention is paid to the concept, processes, and
conditions of researching in Central Asia itself. Yet, the quality of the research
outcomes, which depend on the above factors, and which constitutes a
foundation for policy and practice decisions, including in education is of
paramount importance. This paper is about themes, concepts, issues and
challenges involved in the process of understanding and carrying out research in
Central Asia. It draws upon the outcomes of a number of experiences, namely:
(a) the presenter’s personal experiences of conducting research in Central Asia,
(b) interviews and informal conversations with a number of scholars involved in
studying education and society in Central Asia, and (c) review of literature on
research. The concepts and processes of researching are connected with
literature on Soviet and post-Soviet research conditions. The paper highlights
implications for the quality of research products, researching capacity, conditions
of researching, and for training local and external researchers to undertake
qualitative inquiry in Central Asia. Writing a paper on the challenges of
educational research in Central Asia is a challenging task for a number of
reasons, the most important of which is the dearth of reliable and valid data due
to the underdeveloped research tradition in Central Asia, the lack of research
facilities, critical scholarship and a lack of confidence in sharing the research
data for identifying solutions to the problems.
2016-02-29
2016-02-29
2006-02
Article
http://nur.nu.edu.kz/handle/123456789/1325
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13262018-08-15T03:49:52Zcom_123456789_100com_123456789_67col_123456789_334
Teaching and trading: Local voices and global issues from Central Asia
Niyozov Sarfaroz, Shamatov, Duishon
teaching and trading
local voices
global issues from Central Asia
This paper is based on an analysis of data gathered through two qualitative
studies conducted by the authors in Tajikistan and Kyrgyzstan, I accompanied
by our continuous involvement in, and reflections on, the transformation
process in the region, as well as by our review of other studies of education
and society done by international agencies (e.g., Khorog Joint Research
Team, 2001; Kuder, 1996), and individual scholars (Humphrey, 2002; Keshavjee,
1998; Ries, 2002). The paper presents a complex picture of teachers'
life and work in Central Asia. It examines how teachers are seeking various
means for survival and coping with the multiple challenges they face in their
everyday practices, In particular, we discuss the role of trade and trading in
teachers' lives, hoW and why they become traders, what effect it has on their
lives and practices, and what are the implications of this impoverishment and
intensification for education and society in Central Asia.
The collapse of the USSR, one of the most dramatic events of the 20th
century, has hit teachers, who had seemed to be at the top of the social ladder
in the communist system, hardest; it demoted them to the bottom of the social
hierarchy in the new market-oriented post-Soviet landscape. Faced with
enormous economic, social, and psychological hardships of life and work, a
great number of teachers became traders, leaving their teaching jobs partially,
or even completely, in order to make a. living. Thus, for many teachers, trading
has become an important weapon in their struggle for survival. Trading,
in other words, has not only offered a way out for teachers, but has also become
a profession that affects their status, position, values and reasons for
teaching. Their success, as well as the increasing apathy of officials towards
the teachers' plight, has made those who remain in the profession also see
trading: and commercial businesses as a way out of the poverty, while maintaining
their dignity and also continuing the teaching to which, for a variety
of reasons, they remain committed.
2016-02-29
2016-02-29
2005-05
Article
http://nur.nu.edu.kz/handle/123456789/1326
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Aga Khan University, Institute for Educational Development, Karachi
oai:nur.nu.edu.kz:123456789/13392018-08-15T03:49:53Zcom_123456789_100com_123456789_67col_123456789_334
Implementing English as a medium of instruction in Ukrainian University: challenges, adjustments, and opportunities
Goodman, Bridget
medium of instruction
English
Ukraine
language policy
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
English as a medium of instruction (EMI) programs are an increasing
phenomenon in European universities. This paper takes an ethnographic
approach to understanding the impact of EMI on pedagogy in a private
university in eastern Ukraine. Fieldwork was conducted over the 2010-2011
academic year in 9 English-medium and 3 Russian-medium classes. Data
indicated that EMI education posed staffing challenges, as teachers were either
language experts with low content knowledge or were content experts with
anxiety about their English language skills. In addition, it was at times difficult
to obtain textbooks and other print resources in English. Some teachers found
teaching in a foreign language necessitated adjustments to speaking pace,
discipline, and general classroom
2016-03-02
2016-03-02
2014
Article
http://nur.nu.edu.kz/handle/123456789/1339
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Pedagogies and Learning. DOI:10.1080/18334105.2014.11082026
oai:nur.nu.edu.kz:123456789/16802018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
О перспективах развития высшего образования в РК
Даиров, Талгат
высшее образование РК
профессиональное образование
качество образования
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
"...наличие 125 вузов со всей необходимой инфраструктурой является не проблемой, а нашим конкурентным преимуществом". Одним из итогов развития Казахстана является создание сравнительно развитой инфраструктуры высшего образования. На сегодня в стране существует 125 вузов. Здесь необходимо подчеркнуть, что речь идет именно об инфраструктуре, а не об академической начинке...
2016-07-29
2016-07-29
2016-01-17
Article
http://nur.nu.edu.kz/handle/123456789/1680
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/16812018-08-15T03:49:56Zcom_123456789_100com_123456789_67col_123456789_334
О прикладном образовании на примере казахстанского финансового сектора
Даиров, Талгат
профтех
профессиональное образование
высшее образование РК
прикладное образование
"Просчеты в образовательной политике вкупе с низкой финансовой грамотностью населения являются предпосылками социальной нестабильности и, как следствие, проблем в экономике..."
2016-07-29
2016-07-29
2016-01-17
Article
http://nur.nu.edu.kz/handle/123456789/1681
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
oai:nur.nu.edu.kz:123456789/17282018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
Promoting children's reading in Kyrgyzstan
Shamatov, Duishon
Promoting children's reading
children's reading
children's reading in Kyrgyzstan
Research Subject Categories::HUMANITIES and RELIGION::Aesthetic subjects::Literature
This paper is on family reading for children in Kyrgyzstan a Central Asian former USSR state. Poor reading skills lead to poor learning in all other subjects. This paper presents the research study on the Reading for Children project, which aimed to promote a love for reading and enthusiasm for books from early ages. The study also identifies whether the Reading for Children project has had any impact on language skills of small children...
2016-10-17
2016-10-17
2015-12
Article
Duishon Shamatov (2015) Promoting children's reading in Kyrgyzstan. TARBIYA: Journal of Education in Muslim Society, 2(2), 105-116 http://journal.uinjkt.ac.id/index.php/tarbiya
http://nur.nu.edu.kz/handle/123456789/1728
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
TARBIYA: Journal of Education in Muslim Society, 2(2), 2015, 105-116 http://journal.uinjkt.ac.id/index.php/tarbiya
oai:nur.nu.edu.kz:123456789/17602018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
Публикация статей в журналах с импакт-фактором PHD студентов Казахстана: современное состояние, проблемы перспективы развития.
Шаматов, Д.
Исенова, Ф.
публикация статей
импакт фактор
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
2016-11-01
2016-11-01
2016
Article
http://nur.nu.edu.kz/handle/123456789/1760
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Қазақстанның жоғары мектебі/ Высшая школа Казахстана
oai:nur.nu.edu.kz:123456789/18652018-08-15T03:49:48Zcom_123456789_100com_123456789_67col_123456789_334
Сognitive justice: a road map for equitable inclusive learning environments
Makoelle, Tsediso
cognitive justice
equitable learning
inclusive education
inclusion
indigenous knowledge
The conceptualization of the notion of inclusive education is mostly drawn from western
forms of conceptions, thought and knowledge. Few studies actually prioritize indigenous
forms of knowledge in understanding the concept of inclusion based on local African
livelihoods and lifestyles. This paper therefore argues that cognitive justice which
articulates recognition of alternative indigenous forms of knowledge provides a theoretical basis for enabling dialogue without qualifying standards of western hegemonic discourse of thought and practice.
2016-11-16
2016-11-16
2014-07
Article
Tsediso, Makoelle (2014) Сognitive justice: a road map for equitable inclusive learning environments. Vol. 2 No. 7 July
http://nur.nu.edu.kz/handle/123456789/1865
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Education and Research. Vol. 2 No. 7 July 2014
oai:nur.nu.edu.kz:123456789/18662018-08-15T03:49:52Zcom_123456789_100com_123456789_67col_123456789_334
Educational change and inclusion: lessons from a collaborative action research
Makoelle, Tsediso
Merwe, MP Van Der
Community of enquiry
education change
collaborative action research
Inclusive practice
teacher collaboration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
There is a global reform process to change education towards inclusive education. This process is sometimes complicated because the process of developing practices of inclusion often involves a change in teacher beliefs, attitudes and practices.
This paper therefore attempts to draw lessons from collaborative action research and teacher collaboration in implementing change towards inclusive settings in a selected secondary school in the Free State Province of South Africa.
2016-11-16
2016-11-16
2014-07
Article
Makoelle, Tsediso., MP Van Der Merwe (2014) Educational change and inclusion: lessons from a collaborative action research. Mediterranean Journal of Social Sciences. Vol 5 No 14
http://nur.nu.edu.kz/handle/123456789/1866
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences. Vol 5 No 14
oai:nur.nu.edu.kz:123456789/18672018-08-15T03:50:25Zcom_123456789_100com_123456789_67col_123456789_334
Exploring factors contributing to school improvement in South African secondary schools in the free state province
Makoelle, Tsediso
Curriculum
Leadership
management
School Effectiveness
teaching
Since the advent of the new educational dispensation in 1994, the South African National Department of education has embarked on a process of enhancing the improvement of pass-rates in secondary schools. However, despite these efforts the process has not been very smooth as some schools have not improved or least show signs of the improvement of their performances. This paper therefore explores factors contributing to
school improvement in secondary schools...
2016-11-16
2016-11-16
2014
Article
Makoelle, Tsediso (2014) Exploring factors contributing to school improvement in South African secondary schools in the free state province. International Journal of Educational Sciences. 7(1): 119-130 (2014)
http://nur.nu.edu.kz/handle/123456789/1867
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18682018-08-15T03:49:58Zcom_123456789_100com_123456789_67col_123456789_334
Exploring Practices Determining School Effectiveness: A Case Study in Selected South African Secondary Schools
Botha, R. J.
Makoelle, Tsediso
practices
School Effectiveness
Secondary Schools
South Africa
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
When parents choose a school for their children to attend, especially a secondary school, they usually look for an effective school’ so that their children can receive what they regard as a good, quality education. In this process, it is most common that parents evaluate or assess the effectiveness of secondary schools on the basis of the school’s academic results or outputs. But what other factors, apart from academic results, constitute school effectiveness?
2016-11-16
2016-11-16
2012
Article
Botha, R. J., Makoelle, Tsediso (2012) Exploring Practices Determining School Effectiveness: A Case Study in Selected South African Secondary Schools. International Journal of Educational Sciences. 4(2): 79-90
http://nur.nu.edu.kz/handle/123456789/1868
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18692018-08-15T03:50:00Zcom_123456789_100com_123456789_67col_123456789_334
INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE
Makoelle, Tsediso
Merwe, M van Der
information and communication technology
inclusive education
inclusion
inclusive pedagogy
teaching and learning
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The world of technology in education has grown rapidly and at an alarming rate. In South Africa, in particular more and more technology has been adopted towards teaching and learning. This came amidst the implementation of inclusive education. This study therefore sought to analyse the role of ICTs and social media in relation to enhancing the pedagogy of inclusion. The study was a qualitative Participatory Action Research.
2016-11-16
2016-11-16
2014-07
Article
Makoelle, Tsediso. Merwe, M van Der (2014) INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE. International Journal of Education and Research. Vol. 2 No. 7 July 2014
http://nur.nu.edu.kz/handle/123456789/1869
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Education and Research. Vol. 2 No. 7 July 2014
oai:nur.nu.edu.kz:123456789/18702018-08-15T03:50:01Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion and Sport: Analysis of Selected South African Township Schools
Makoelle, Tsediso
agency
education
inclusive education
inclusive sport
sport
structure
In 1994, South Africa adopted an inclusive system of education in line with the rest of
the world. The doors of learning were opened to all learners regardless of their background or disability. However, in spite of the changes, the notion of inclusive school sport as enshrined and articulated in White Paper 6 on special needs’ education published by the South African Department of Basic Education in 2001 has not been fully realized in terms of enabling a diverse inclusive sporting environment for all learners. The research on which this article is based therefore attempted to analyze the nature of school sport and suggest mechanisms for making school sport inclusive.
2016-11-16
2016-11-16
2014
Article
Makoelle, Tsediso (2014) Inclusion and Sport: Analysis of Selected South African Township Schools. Volume 8, Number 2, 2014, 164-180
2201-4624
http://nur.nu.edu.kz/handle/123456789/1870
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Studies in Social Sciences
oai:nur.nu.edu.kz:123456789/18712018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University
Kioko, Victor K.
Makoelle, Tsediso
Deleuze
disability
Guattari
higher education
inclusion
inclusive education
rhyzo-analytic
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The qualitative study reported on in this article was motivated by the widely held belief that an inclusive approach to teaching and learning is a productive way of enhancing the participation and achievement of all students. In particular, the study was informed by theories of inclusion and the view that disability as a social construct recognizes the challenges that exist within a social setup. In total, four students and three lecturers
participated and the interviews were loosely structured and conversational in order to elicit as much information as possible.
2016-11-16
2016-11-16
2014-05-28
Article
Kioko, Victor K. Makoelle, Tsediso (2014) Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University. International Education Studies. Vol. 7, No. 6; 2014
http://nur.nu.edu.kz/handle/123456789/1871
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Education Studies
oai:nur.nu.edu.kz:123456789/18722018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Inclusion or Exclusion Ramifications of Teenage Pregnancy: A Comparative Analysis of Namibia and South African Schools Pregnancy Policies
Mashishi, N.
Makoelle, Tsediso
inclusive education
inclusion policy
teenage pregnancy
teenager
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pregnancy of learners for most South African schools has reached alarming proportions. To most governing bodies and teachers, it has becomes difficult to deal with pregnancy of learners. What makes this a conundrum is that teachers don’t know what should be done for the well-being of the pregnant leaner, the baby and the fear that learners and teachers who may have to provide medical help should medical problems arise are not prepared.
2016-11-16
2016-11-16
2014-07
Article
Mashishi, N., Makoelle, Tsediso (2014) Inclusion or Exclusion Ramifications of Teenage Pregnancy: A Comparative Analysis of Namibia and South African Schools Pregnancy Policies. Mediterranean Journal of Social Sciences. Vol 5 No 14
http://nur.nu.edu.kz/handle/123456789/1872
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18732018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research
Makoelle, Tsediso
educational change
Community of enquiry
inclusive education
Inclusive practice
Inclusive Learning Community
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Worldwide there is a challenge to change teacher beliefs and attitudes towards implementing full inclusive education. This paper therefore reports on a collaborative action research process that sought to change teacher beliefs and conceptions about inclusion. The study was conducted qualitatively and adopted a critical
emancipatory stance. Data were collected during action research stages through collaborative action research meetings, research diaries, participant observations and interviews. The data were then analysed using both group
interpretative and inductive analytical frameworks. The findings indicated, inter alia, that while change through participation is crucial, changing teacher beliefs and attitudes about inclusion requires local context-relevant practices that teachers can relate to.
2016-11-16
2016-11-16
2014
Article
Makoelle, Tsediso (2014) Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research. The Social Science Journal. 38(2): 125-134
http://nur.nu.edu.kz/handle/123456789/1873
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
The Social Science Journal
oai:nur.nu.edu.kz:123456789/18762018-08-15T03:50:07Zcom_123456789_100com_123456789_67col_123456789_334
Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies
Makoelle, Tsediso
inclusion
inclusive education
inclusive pedagogy
Implementation
Integration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Since the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The
study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the implementation of inclusive education globally. Various articles by leading scholars in the field of inclusive education were reviewed. The findings indicate, inter alia, that inclusive education has not yet come into its own
right due to the varied contexts, conceptualisations and interpretations of the notion. It follows that leading scholars and practitioners in the field of inclusion should review the status quo, as well as reconceptualise and redesign the strategies to enhance its pedagogical implementation.
2016-11-18
2016-11-18
2014
Article
Makoelle, Tsediso (2014) Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies. The Journal of Sociology and Social Anthropology. 5(3): 303-309
http://nur.nu.edu.kz/handle/123456789/1876
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
The Journal of Sociology and Social Anthropology
oai:nur.nu.edu.kz:123456789/18772018-08-15T03:50:07Zcom_123456789_100com_123456789_67col_123456789_334
Multi-Grade Teaching and Inclusion: Selected Cases in the Free State Province of South Africa
Makoelle, Tsediso
Malindi, M. J.
inclusion
inclusive pedagogy
Integration
Mainstreaming
multi-grade teaching
Multi-grade teaching is a commonly used pedagogic strategy in rural schools. However, this form of teaching continues to present challenges to both the teacher and the learner in particular since the advent of inclusive education in South Africa. The policy on inclusive education is silent on how it could be enhanced in a multi-grade class. This paper therefore attempts to analyse and deconstruct the tensions, contradictions and
anomalies within the practice of inclusion as a pedagogic discourse in a multi-grade teaching system. The qualitative study on which this article is based employed a critical emancipatory lens and critical realist analysis as instruments with which to analyse narratives from selected cases at multi-grade schools in the Free State province of South
Africa. The findings of the study indicated that, while the knowledge and skills teachers need to enhance inclusion within a multi-graded system were limited, well-designed teaching practices in a multi-grade class may enhance an inclusive pedagogy and promote inclusive learning.
2016-11-18
2016-11-18
2014
Article
Makoelle, Tsediso., Malindi, M. J. (2014) Multi-Grade Teaching and Inclusion: Selected Cases in the Free State Province of South Africa. International Journal of Educational Sciences. 7(1): 77-86
http://nur.nu.edu.kz/handle/123456789/1877
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18782018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning
Makoelle, Tsediso
behaviouristic teaching
inclusion
inclusive pedagogy
constructivist teaching
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Since the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define the elusive concept of inclusive pedagogy have been largely unsuccessful. This qualitative study therefore seeks to highlight the state of current debates around the development of the notion of inclusive pedagogy, its definition, conception and operationalization. A detailed review of the current literature was conducted to synthesise a conceptual framework. Interviews were conducted with six purposefully selected inclusive practitioners in secondary schools in one education district of South Africa. An inductive analytical framework was used to analyse the data. The main findings of the study indicate that there is no universally accepted definition of inclusive pedagogy but that its meaning is contextually, philosophically and operationally determined. The study demonstrates that more research is required to redefine the notion of inclusive pedagogy.
2016-11-18
2016-11-18
2014-09
Article
Makoelle, Tsediso (2014) Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning. Mediterranean Journal of Social Sciences. Vol 5. No 20.
http://nur.nu.edu.kz/handle/123456789/1878
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18792018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
Race and Inclusion in South African Education: Analysis of Black-African Learners’ Perceptions in Previously Advantaged White Schools
Makoelle, Tsediso
Black learner
Critical Race Theory
inclusive education
inclusion
race
white learner
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
South Africa has adopted inclusive education system since 2001. The White Paper 6 was the first indication that inclusive education was to be implemented in schools. The implementation of inclusive education coincided with the political changes to
de-racialize the population and bring national unity and cohesion. However South African remains one of the racially and ethnically divided nation in the world. This paper therefore analyses the role of race in relation to inclusive education. Critical
Race Theory (CRT) and Critical Realism (CR) were used as lenses to understand the phenomena of race and inclusion. Interviews were conducted with selected black-African learners who attended school in previously advantaged white South
African Secondary schools. An inductive analytical framework was used to understand the patterns and trends from the interview data. Among the findings is that while there have been policy shift towards inclusive education, exclusionary
tendencies are still prevalent due to racially based attitudes in South African schools.
2016-11-18
2016-11-18
2014
Article
Makoelle, Tsediso (2014) Race and Inclusion in South African Education: Analysis of Black-African Learners’ Perceptions in Previously Advantaged White Schools. Mediterranean Journal of Social Sciences. Vol 5. No 14
http://nur.nu.edu.kz/handle/123456789/1879
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Mediterranean Journal of Social Sciences.
oai:nur.nu.edu.kz:123456789/18802018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Resilience: A Framework for Inclusive Pedagogy in a South African
Makoelle, Tsediso
Malindi, M.
pedagogy
teaching
Learning
educational Success
inclusion
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The social ecology of resilience perspective sees resilience as the
capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology.
2016-11-18
2016-11-18
2015
Article
Makoelle, Tsediso. Malindi, M. (2015) Resilience: A Framework for Inclusive Pedagogy in a South African. Electronic Journal for Inclusive Education. Vol. 3, No. 3
http://nur.nu.edu.kz/handle/123456789/1880
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Electronic Journal for Inclusive Education
oai:nur.nu.edu.kz:123456789/18812018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
School-based Support Teams as Communities of Enquiry: A Case of Developing Inclusive Practices in the Free State Province of South Africa
Makoelle, Tsediso
reflection.
inclusion
case study
collaboration
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
School-Based Support Teams were established by the South African National Department of Education in schools to deal with inclusive education and its implementation at school level. The role of these teams include, among others, organising support and establishing the individualised education programmes for vulnerable and learners perceived to be having barriers to learning.
2016-11-18
2016-11-18
2014
Article
Makoelle, Tsediso (2014) School-based Support Teams as Communities of Enquiry: A Case of Developing Inclusive Practices in the Free State Province of South Africa. International Journal of Educational Sciences. 7(1): 67-76
http://nur.nu.edu.kz/handle/123456789/1881
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18822018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
School Effectiveness and Inclusion: Cases of Selected Secondary Schools in the Free State, South Africa
Makoelle, Tsediso
effective school
effective leadership
inclusive education
Integration
Learner Attainment
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The promulgation of the White Paper 6 in 2001 has laid the basis for the implementation of inclusive education in South Africa. However, South Africa has both effective schools which are known of quality teaching and learning and also less effective schools with poor teaching and learning. School effectiveness is mostly thought to be at the heart of effective implementation of educational practices including inclusive education.
Therefore this paper examines the relationship between school effectiveness and the extent to which it impacts the practice of inclusion in secondary schools.
2016-11-18
2016-11-18
2014
Article
Makoelle, Tsediso (2014) School Effectiveness and Inclusion: Cases of Selected Secondary Schools in the Free State, South Africa. International Journal of Educational Sciences. 7(1): 131-140
http://nur.nu.edu.kz/handle/123456789/1882
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Sciences
oai:nur.nu.edu.kz:123456789/18832018-08-15T03:49:45Zcom_123456789_100com_123456789_67col_123456789_334
The State of Inclusive Pedagogy in South Africa: A Literature Review
Makoelle, Tsediso
inclusive teaching
inclusion
barriers to learning
pedagogic practice
behavioral teaching
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
The states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts.
2016-11-18
2016-11-18
2012
Article
Makoelle, Tsediso (2012) The State of Inclusive Pedagogy in South Africa: A Literature Review. The Journal of Sociology and Social Anthropology. 3(2): 93-102
http://nur.nu.edu.kz/handle/123456789/1883
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
The Journal of Sociology and Social Anthropology
oai:nur.nu.edu.kz:123456789/21312018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the transition of public universities to institutional autonomy in Kazakhstan
Sagintayeva, A.
Kurakbayev, Kairat
accountability
institutional autonomy
transition
university leadership
Although institutional autonomy has recently received significant attention from scholars and policy-makers in much of the world, few studies have been made of the universities in transition towards institutional autonomy in post-Soviet countries. Autonomy and its related concept of public accountability are relatively new phenomena in Kazakhstan's higher education system. Learning to be autonomous presents challenges for the universities in transition from state central control to the decentralization of education system. Based on qualitative data analysis, this paper examines university leaders and faculty members' understandings, experiences and perspectives in relation to the transition to autonomy at their institutions. Our findings show that the challenges of the transition to institutional autonomy combine Soviet legacies, current difficulties of central control, entrenched practices of university leadership and legally limited practices of the faculty. We argue that for actual autonomy to take place, the discussed socially and ideologically constructed complexities of the universities in transition need to be dealt with by policy-makers and researchers and, more importantly, university leadership.
2017-01-05
2017-01-05
2014-10-24
Article
Sagintayeva, A., & Kurakbayev, K. (2014). Understanding the transition of public universities to institutional autonomy in Kazakhstan. European Journal of Higher Education, 5(2), 197-210.
http://nur.nu.edu.kz/handle/123456789/2131
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
European Journal of Higher Education
oai:nur.nu.edu.kz:123456789/21322018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Mapping the emerging field of genome editing
Kuzhabekova, Aliya
Kuzma, Jennifer
bibliometrics
biotechnology
genome editing
governance
targeted genetic modification
Targeted genetic modification (TagMo) technologies are being used for new approaches to genetic engineering often called 'genome editing'. These approaches are in the early stages of development, and basic understandings of what TagMo is, of its likely future, and how it should be governed are still being established. In order to inform these discussions and increase their transparency, we map the scientific landscape of TagMo using advances in tech mining and bibliometrics and in consultation with experts in the field. We assess the sub-topics and disciplines associated with TagMo research, and the actors, institutions, and nations involved, while making observations about the funding of research and the collaborative patterns among actors. The technology assessment approach used in this article has important implications for anticipatory governance of TagMo plant products. It is designed to help scientists, managers, and policy-makers understand trends in TagMo technological development in order to prepare for future governance. © 2013 © 2013 Taylor & Francis.
2017-01-05
2017-01-05
2014-03
Article
Kuzhabekova, A., & Kuzma, J. (2014). Mapping the emerging field of genome editing. Technology Analysis and Strategic Management, 26(3), 321-352. DOI: 10.1080/09537325.2013.850657
http://nur.nu.edu.kz/handle/123456789/2132
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Technology Analysis and Strategic Management
oai:nur.nu.edu.kz:123456789/21342018-08-15T03:50:09Zcom_123456789_100com_123456789_67col_123456789_334
Multilevel drivers of human immunodeficiency virus/acquired immune deficiency syndrome among black Philadelphians: Exploration using community ethnography and geographic information systems
Brawner, Bridgette M.
Reason, Janaiya L.
Goodman, Bridget
Schensul, Jean J.
Guthrie, Barbara
ethnography
geographic mapping
HIV
public health
Background: Unequal human immunodeficiency virus (HIV)/acquired immune deficiency syndrome (AIDS) distribution is influenced by certain social and structural contexts that facilitate HIV transmission and concentrate HIV in disease epicenters. Thus, one of the first steps in designing effective community-level HIV/AIDS initiatives is to disentangle the influence of individual, social, and structural factors on HIV risk. Combining ethnographic methodology with geographic information systems mapping can allow for a complex exploration of multilevel factors within communities that facilitate HIV transmission in highly affected areas. Objectives: We present the formative comparative community-based case study findings of an investigation of individual-, social-, and structural-level factors that contribute to the HIV/AIDS epidemic among Black Philadelphians. Methods: Communities were defined using census tracts. The methodology included ethnographic and geographic information systems mapping, observation, informal conversations with residents and business owners, and secondary analyses of census tract-level data in four Philadelphia neighborhoods. Results: Factors such as overcrowding, disadvantage, permeability in community boundaries, and availability and accessibility of health-related resources varied significantly. Furthermore, HIV/AIDS trended with social and structural inequities above and beyond the community's racial composition. Discussion: This study was a first step to disentangle relationships between community-level factors and potential risk for HIV in an HIV epicenter. The findings also highlight stark sociodemographic differences within and across racial groups and further substantiate the need for comprehensive, community-level HIV prevention interventions. These findings from targeted U.S. urban communities have potential applicability for examining the distribution of HIV/AIDS in broader national and international geosocial contexts.
2017-01-05
2017-01-05
2015-03-25
Article
Brawner, B. M., Reason, J. L., Goodman, B. A., Schensul, J. J., & Guthrie, B. (2015). Multilevel drivers of human immunodeficiency virus/acquired immune deficiency syndrome among black Philadelphians: Exploration using community ethnography and geographic information systems. Nursing Research, 64(2), 100-110. DOI: 10.1097/NNR.0000000000000076
http://nur.nu.edu.kz/handle/123456789/2134
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Nursing Research
oai:nur.nu.edu.kz:123456789/21352018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model
Hernández-Torrano, Daniel
Saranli, Gulsah
gifted education
talent development
cultural adaptation
schoolwide enrichment model
Gifted education and talent development are considered today as key elements for developing human capital and increasing competitiveness within education and the economy. Within this framework, a growing number of countries have begun to invest large amounts of resources to discover and nurture their most able students. As boundaries and differences between cultures become less pronounced in a global world, educational models to guide gifted education and talent development are also becoming more widely applicable. In this context, the Schoolwide Enrichment Model (SEM) stands as a flexible model that enables schools in different regions of the world to provide individuals with opportunities to identify their potentials and to help them reach their highest levels of competence. This paper provides an overview of the SEM and the broad range of regions in which the model is currently implemented, as well as an examination of the reasons for its widespread acceptance among educators around the world. In addition, this paper includes an interview with Dr Joseph Renzulli, inventor of SEM, in which several issues related to the cultural adaptation of the SEM are discussed. Finally, the paper presents an introduction to the SEM International Network, a newly developed project created to connect SEM users around the world and to facilitate the sharing and accessing of ideas and resources for talent development.
2017-01-05
2017-01-05
2015
Article
Hernández-Torrano, D., & Saranli, G. (2015). A Cross-Cultural Perspective about the Implementation and Adaptation Process of the Schoolwide Enrichment Model. Gifted Education International, 31(3), 257. DOI: 10.1177/0261429414526335
http://nur.nu.edu.kz/handle/123456789/2135
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Gifted Education International
oai:nur.nu.edu.kz:123456789/21362018-08-15T03:50:01Zcom_123456789_100com_123456789_67col_123456789_334
Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan
Hernández-Torrano, Daniel
Tursunbayeva, Xeniya
ethnicity
gender
gifted
Kazakhstan
socioeconomic status
teacher referral
The purpose of this experimental, vignette study was to analyze whether certain demographic characteristics of students (i.e. gender, ethnicity, and socioeconomic status) influence secondary education teachers in referring students for gifted services in Kazakhstan. A sample of 132 teachers were randomly assigned to one of eight profiles describing a typical gifted student with particular demographics and requested to indicate how strongly they believed the student should or should not be recommended for gifted services. Results evidenced that gender, ethnicity, and SES did not influence the Kazakhstani teachers’ referrals. The implications of teacher nominations in students’ identification for gifted programs and the discussion on the role of gifted education as perceived by school teachers in Kazakhstan and elsewhere are provided.
2017-01-05
2017-01-05
2015-11-07
Article
Hernández-Torrano, D., & Tursunbayeva, X. (2015). Are teachers biased when nominating students for gifted services? Evidence from Kazakhstan. High Ability Studies, 1-13. DOI: 10.1080/13598139.2015.1108187
http://nur.nu.edu.kz/handle/123456789/2136
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
High Ability Studies
oai:nur.nu.edu.kz:123456789/21372018-08-15T03:50:09Zcom_123456789_100com_123456789_67col_123456789_334
The new scalar politics of evaluation: An emerging governance role for evaluation
Rutkowski, David
Sparks, J.
complex multilateralism
evaluation standards
global governance
impact evaluation
international development
soft power
In this article we analyze how roles for evaluation are described and argued for in key texts produced and/or promoted by three influential international networks: the High Level Forum on Aid Effectiveness; the Organisation for Economic Cooperation and Development Assistance Committee’s Network on Development Evaluation; and the Network of Networks for Impact Evaluation. We contend that these complex multilateral networks are working supranationally through soft power to promote: common standards of evaluation practice; a dominant model of evaluation (impact evaluation); and new evaluation roles, relationships and practices for the field of development. Moreover, we argue that this emerging complex multilateral agenda for evaluation may position evaluation and evaluators within a global governance strategy allowing greater influence to international development organizations. We conclude with a discussion of the implications of the analysis for evaluators working in the field of international development.
2017-01-05
2017-01-05
2014-10-12
Article
Rutkowski, D., & Sparks, J. (2014). The new scalar politics of evaluation: An emerging governance role for evaluation. Evaluation, 20(4), 492-508. DOI: 10.1177/1356389014550561
http://nur.nu.edu.kz/handle/123456789/2137
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Evaluation
oai:nur.nu.edu.kz:123456789/21382018-08-15T03:50:26Zcom_123456789_100com_123456789_67col_123456789_334
Soft power and cultural diplomacy: emerging education hubs in Asia
Lee, Jack T.
education
power
diplomacy
Several education hubs have emerged in Asia and the Middle East in recent years with a specific focus on cross-border higher education. Through considerable efforts in policy planning and generous funding, these hubs aim to transform a country or city into an eminent destination for education, research, and training. The inherent design of these hubs raises many questions about higher education’s contribution to international relations as large numbers of local and foreign actors congregate. Specifically, some education hubs are leveraging cultural heritage and colonial legacy as an instrument of soft power by emphasising shared cultural identities and values. By engaging in cultural diplomacy, education hubs seek to exert influence on the international stage. However, assumptions about shared identities and values as well as the prevailing political climate of the local society present serious challenges for policy implementation. Alternatively, an education hub can also engage with international actors based on an enduring faith in the venture of science to propel the knowledge economy – another kind of norm that underpins soft power. This paper compares Malaysia, Singapore, and Hong Kong as education hubs that engage in soft power and cultural diplomacy.
2017-01-05
2017-01-05
2015-07-03
Article
Lee, J. T. (2015). Soft power and cultural diplomacy: emerging education hubs in Asia. Comparative Education, 51(3), 353-374. DOI: 10.1080/03050068.2015.1037551
http://nur.nu.edu.kz/handle/123456789/2138
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Comparative Education
oai:nur.nu.edu.kz:123456789/21392018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
The regional dimension of education hubs: Leading and brokering geopolitics
Lee, Jack T.
cross-border education
education hub
geopolitics
internationalization
regional
soft power
Several education hubs have emerged in the last decade in Asia and the Middle East. These ambitious policy initiatives share a common interest in cross-border higher education even though diverse rationales underpin their development. While some claim to be an international education hub, others claim to be a regional education hub or simultaneously international and regional. Considerable rhetoric and assumptions of uniformity exist in the discourse of education hub development. This paper clarifies the regional dimension of education hubs in terms of concepts, rationales, and strategies of regional engagement. Policymakers pursue different definitions of region as they leverage higher education to gain geopolitical influence in targeted spheres. Furthermore, the distinction between the role of a regional leader and regional broker presents different opportunities for an education hub. The paper compares the development of three key education hubs in Asia: Malaysia, Singapore, and Hong Kong.
2017-01-05
2017-01-05
2015-03-01
Article
Lee, J. T. (2015). The regional dimension of education hubs: Leading and brokering geopolitics. Higher Education Policy, 28(1), 69-89. DOI: 10.1057/hep.2014.32
http://nur.nu.edu.kz/handle/123456789/2139
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education Policy
oai:nur.nu.edu.kz:123456789/21402018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education
Perna, Laura W.
Orosz, Kata
Gopaul, Bryan
Jumakulov, Zakir
Ashirbekov, Adil
Kishkentayeva, Marina
cluster analysis
foreign education
human capital
policy
student mobility
taxonomy
This article sheds light on the availability and characteristics of international scholarship programs that are sponsored by national and federal governments worldwide and that are intended to promote student mobility. Utilizing descriptive and cluster analyses, the article produces a framework for organizing the population of these programs. The analyses take into account both the central characteristics of programs and economic and political characteristics of the nations sponsoring the program. The typology produced in this analysis may be used by policy makers and researchers to facilitate cross-national comparisons of program design, implementation, and outcomes. © 2014 AERA.
2017-01-05
2017-01-05
2014-03
Article
Perna, L. W., Orosz, K., Gopaul, B., Jumakulov, Z., Ashirbekov, A., & Kishkentayeva, M. (2014). Promoting Human Capital Development: A Typology of International Scholarship Programs in Higher Education. Educational Researcher, 43(2), 63-73. DOI: 10.3102/0013189X14521863
http://nur.nu.edu.kz/handle/123456789/2140
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Educational Researcher
oai:nur.nu.edu.kz:123456789/21412018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program
Perna, Laura W.
Orosz, Kata
Jumakulov, Zakir
Kishkentayeva, Marina
Ashirbekov, Adil
human capital
international student mobility
national context
public policy
Although prior research establishes the forces that “push” and “pull” students to participate in foreign study, the transferability of findings from earlier studies is limited by the absence of theoretical grounding. In addition, relatively little is known about how a government-sponsored student mobility program promotes foreign study in a nation with a transitioning economy. Using case study methods, this study explores the characteristics of students who participate in such a program and identifies the programmatic characteristics and contextual forces that promote and limit participation. The findings shed light on the appropriate theoretical perspectives for understanding student participation in a government-sponsored mobility program and illustrate the need to consider how aspects of the national cultural, economic, and political context influence participation. The findings also raise several questions about how an international student mobility program should be structured to encourage participation and maximize benefits to individuals and society within a particular national context.
2017-01-05
2017-01-05
2015-02-01
Article
Perna, L. W., Orosz, K., Jumakulov, Z., Kishkentayeva, M., & Ashirbekov, A. (2015). Understanding the programmatic and contextual forces that influence participation in a government-sponsored international student-mobility program. Higher Education, 69(2), 173-188. DOI: 10.1007/s10734-014-9767-4
http://nur.nu.edu.kz/handle/123456789/2141
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education
oai:nur.nu.edu.kz:123456789/21422018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program
Perna, Laura W.
Orosz, Kata
Jumakulov, Zakir
educational benefits
higher education
human capital
international education
public policy
This study utilizes qualitative research methods to explore the human capital benefits of one government-sponsored international scholarship program - Kazakhstan's Bolashak Scholars Program - and how program characteristics and other forces promote and limit these benefits. The findings raise a number of questions for policymakers, administrators, and researchers about how a government-sponsored international scholarship program should be structured so as to maximize human capital development for individuals and the sponsoring nation.
2017-01-05
2017-01-05
2015-01-01
Article
Perna, L. W., Orosz, K., & Jumakulov, Z. (2015). Understanding the human capital benefits of a government-funded international scholarship program: An exploration of Kazakhstan's Bolashak program. International Journal of Educational Development, 40, 85-97. DOI: 10.1016/j.ijedudev.2014.12.003
http://nur.nu.edu.kz/handle/123456789/2142
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Development
oai:nur.nu.edu.kz:123456789/21432018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Learning autonomy: higher education reform in Kazakhstan
Hartley, Matthew
Gopaul, Bryan
Sagintayeva, A.
Apergenova, Renata
autonomy
governance
higher education reform
Kazakhstan
Higher education is a key economic and social priority in the global arena. Many countries have sought to advance reforms aimed at increasing access, promoting greater educational quality, and ensuring financial responsibility and sustainability. Often, strategies for achieving these aims are informed by experiences elsewhere. However, transporting education policy reforms can be problematic. Kazakhstan, a signatory of the Bologna Process, offers an example of a country seeking to improve student access and success and promote greater fiscal efficiency to advance the overall quality of its higher education system (Merrill in Int High Educ 59:26–28, 2010). A key strategy for achieving these goals is through reforms in university governance. In Central Asia, policy makers advance education reforms in order to accomplish several goals, including meeting “the new demands of ethnic nationalism, a globally competitive economy, and a labour market freed from administrative control” (Anderson and Heyneman 2005, p. 361). In Kazakhstan, policy makers have concluded that a system predicated on decentralized control with greater institutional autonomy (and accountability), along the lines of the US system, offers a promising strategy for improving the overall quality of its higher education system. This research collected on-site data on Kazakhstani higher education and presents the most recent data since efforts from OECD and World Bank in 2006 [OECD in Higher education in Kazakhstan (reviews of National Policies for Education). OECD, Paris 2007]. This research utilized semi-structured interviews with senior higher education administrators (53), members of the Ministry of Education and Science (6), a representative from the government (1), and experts from the World Bank (2) for a total of 62 participants. The results of the study show that academic leaders in Kazakhstan want greater autonomy. However, there is no clear consensus about what level of fiscal and academic autonomy is desirable and whether all institutions are prepared to manage themselves without Ministerial oversight. The roles of key constituents in academic governance have also not yet been clearly defined.
2017-01-05
2017-01-05
2015-10-22
Article
Hartley, M., Gopaul, B., Sagintayeva, A., & Apergenova, R. (2015). Learning autonomy: higher education reform in Kazakhstan. Higher Education. DOI: 10.1007/s10734-015-9953-z
http://nur.nu.edu.kz/handle/123456789/2143
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education
oai:nur.nu.edu.kz:123456789/21442018-08-15T03:50:06Zcom_123456789_100com_123456789_67col_123456789_334
Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality and Self-Concept
Ferrando, Mercedes
Prieto, María Dolores
Almeida, Leandro S.
Ferrándiz, Carmen
Bermejo, Rosario
López-Pina, José Antonio
Hernández-Torrano, Daniel
Sáinz, Marta
Carmen Fernández, Maria
adolescence
academic performance
trait emotional intelligence
This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire—Adolescents Short Form (TEIQue-ASF); (b) Children’s Personality Questionnaire (CPQ; Form A, Part A); (c) IQ test TIDI-2; (d) Adaptation Questionnaire (CAI-1); and (e) academic performance. A positive and significant correlation coefficient between trait EI measured by the TEIQue-ASF and general academic performance was found. The TEIQue-ASF showed incremental validity to predict general academic performance, after controlling for intelligence, personality, and self-concept characteristics.
2017-01-05
2017-01-05
2011
Article
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., ... Fernández, M. C. (2011). Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality and Self-Concept. Journal of Psychoeducational Assessment, 29(2), 150. DOI: 10.1177/0734282910374707
http://nur.nu.edu.kz/handle/123456789/2144
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Psychoeducational Assessment
oai:nur.nu.edu.kz:123456789/21452018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
Multiliteracies of Transnational and Immigrant Pre-teens: Meditating Intercultural Meaning
Boivin, Nettie
immigrant teens
intercultural capital
intercultural meaning
multiliteracy
Nepalese immigrants
pre-adolescences
With the increase in cultural and economic globalization and technological advancements, the very nature of communication has become more fluid. As a result, communication practices move past defining socio-cultural identity to become intercultural capital from which a more constructive bi-cultural identity can emerge. This study compares immigrant and transnational migrant multiliteracies at the transitional age of pre-adolescence, comparing both global and socio-cultural types. The study utilised ethnographic collective case study observation of three Nepalese families in the United Kingdom. The year-long study comparatively investigated; what types of multiliteracies do immigrant and transnational pre-teens participate in? And do these multiliteracies better enable constructive identity through intercultural capital? The research utilised 150 hours of ethnographic observation, meta-historical narratives and semi-structured interviews with three case study families who were transnational Gorkha and immigrant Nepalese in the U.K. Moreover, the study newly categorized three types of multiliteracies relevant to both transnational and immigrant pre-teens: those that are transnational, global cultural and peripheral ritualised multiliteracies. Findings from this article revealed that while pre-adolescences transnationals participated in transnational cultural and globalized multiliteracies, immigrant pre-teens partook predominately in globalized multiliteracies.
2017-01-05
2017-01-05
2016-09-01
Article
Boivin, N. (2016). Multiliteracies of Transnational and Immigrant Pre-teens: Meditating Intercultural Meaning. Journal of Intercultural Communication Research, 1-17. DOI: 10.1080/17475759.2016.1226932
http://nur.nu.edu.kz/handle/123456789/2145
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Intercultural Communication Research
oai:nur.nu.edu.kz:123456789/21462018-08-15T03:50:03Zcom_123456789_100com_123456789_67col_123456789_334
‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners
Fimyar, Olena
Kurakbayev, Kairat
education reform
Kazakhstan
soviet education
soviet legacies
This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda.
2017-01-05
2017-01-05
2016-01-02
Article
Fimyar, O., & Kurakbayev, K. (2016). ‘Soviet’ in teachers’ memories and professional beliefs in Kazakhstan: points for reflection for reformers, international consultants and practitioners. International Journal of Qualitative Studies in Education, 29(1), 86-103. DOI: 10.1080/09518398.2015.1017850
http://nur.nu.edu.kz/handle/123456789/2146
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Qualitative Studies in Education
oai:nur.nu.edu.kz:123456789/21472018-08-15T03:50:08Zcom_123456789_100com_123456789_67col_123456789_334
Higher Education Internationalization: Insights from Kazakhstan
Jumakulov, Zakir
Ashirbekov, Adil
higher education
international education
educational quality
universities
student mobility
faculty mobility
Kazakhstan
This paper sheds light on the approaches, forms, goals and influencing factors of internationalization of higher education in Kazakhstan. Kazakhstan’s education system is regulated centrally by the Ministry of Education and Science, thus most internationalization initiatives are set by the Ministry. The Ministry sees the role of internationalization of higher education in advancing Kazakhstan’s education system, increasing the attractiveness of higher education, and developing a multicultural society. The government promotes higher education internationalization by: sponsoring degree and non-degree student and faculty mobility programs; signing intergovernmental agreements on educational exchange; incentivizing the internationalization of curriculum by setting accreditation regulations; creating an international university; and signing the Bologna Process which requires universities to make deeper structural reforms. These governmental initiatives were the main drivers for Kazakhstani universities to internationalize. Although most universities adopted strategies on internationalization, their approaches could be characterized as an activity approach rather than a comprehensive approach to internationalization.
2017-01-05
2017-01-05
2016-03-01
Article
Jumakulov, Z., & Ashirbekov, A. (2016). Higher Education Internationalization: Insights from Kazakhstan. Hungarian Journal of Educational Research, 6(1), 38-58. DOI: DOI:10.14413/HERJ.2016.01.03
http://nur.nu.edu.kz/handle/123456789/2147
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Hungarian Journal of Educational Research
oai:nur.nu.edu.kz:123456789/33712018-08-15T03:50:28Zcom_123456789_100com_123456789_67col_123456789_334
Artful Research Approaches in #amwritingwithbaby: Qualitative Analysis of Academic Mothers on Facebook
CohenMiller, A. S.
qualitative research
arts-based methods
mothers in academia
gender
diversity
online data
Facebook
gender
higher education
arts-based research
social media research
This study contemplates one facet of academic motherhood through the use of artful research approaches in qualitative research to examine the (im)balance of being a mother writing academic works while raising and caring for a young child, as presented in an online hashtag Facebook campaign, #amwritingwithbaby. Specifically, this study uses an analysis of online posts and arts-based representations of findings through a comparison of narrative, poem, and word clouds. Through using popular media for representing the findings, this study helps address the accessibility of artful inquiry into the growing body of works seeking equity for women and mothers in academia.
2018-06-26
2018-06-26
2016
Article
CohenMiller, A. S. (2016). Artful research approaches in #amwritingwithbaby: Qualitative analysis of academic mothers on Facebook. LEARNING Landscapes, 9(2) Special Issue, Artful Inquiry: Transforming Understanding Through Creative Engagement. Retrieved from http://www.learninglandscapes.ca/index.php/learnland/article/view/770
http://nur.nu.edu.kz/handle/123456789/3371
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Open Access - the content is available to the general public
Attribution-NonCommercial-ShareAlike 3.0 United States
LEARNing Landscapes. Special Issue, Artful Inquiry: Transforming Understanding Through Creative Engagement
oai:nur.nu.edu.kz:123456789/28542018-08-15T03:50:17Zcom_123456789_100com_123456789_67col_123456789_334
Chapter 6 Quality Assurance in Higher Education of Kazakhstan A Review of the System and Issues
Kerimkulova, Sulushash
Kuzhabekova, Aliya
quality assurance
higher education
reform
Kazakhstan
Abstract This chapter describes the changes in the quality assurance system, which took place in Kazakhstan during the years of its independence. Largely driven by the standards and guidelines of the Bologna Process that the country has been informally following and has officially joined in 2010, the quality assurance system in Kazakhstan has undergone two stages in its development. Over the early years of independence, the system retained the highly centralized approach to quality assurance that was adopted in the Soviet Union. The primary role at the early stage was played by the Ministry of Education, which performed a complicated set of quality assurance procedures, including licensing, attestation, accreditation, and external assessment. More recently, the approach has become more decentralized, whereby the responsibility for quality assurance has been transferred to higher educational institutions incentivized to pursue higher quality to attract more public funding and fee-paying students. Under the new regime accreditation has become the core mechanism of external quality assurance. The function of accreditation was taken away from the Ministry of Education and is performed by a combination of independent international and domestic agencies. The chapter describes the processes underlying the changes in the quality assurance approach at each of the stages, and summarizes the corresponding structure of the system. It also discusses the challenges and opportunities, which emerged in the process of implementation of the approaches.
2017-12-12
2017-12-12
2017-01-01
Article
Kerimkulova, Sulushash. Kuzhabekova, Aliya. (2017) Quality Assurance in Higher Education of Kazakhstan A Review of the System and Issues. The Rise of Quality Assurance in Asian Higher Education. Chapter 6, pp 87-108
9780081005538
https://www.sciencedirect.com/science/article/pii/B9780081005538000069
https://doi.org/10.1016/B978-0-08-100553-8.00006-9
http://nur.nu.edu.kz/handle/123456789/2854
en
The Rise of Quality Assurance in Asian Higher Education
Copyright © 2017 Mahsood Shah and Quyen T.N. Do. Published by Elsevier Ltd. All rights reserved.
Open Access - the content is available to the general public
Chandos Publishing
oai:nur.nu.edu.kz:123456789/28722018-08-15T03:50:17Zcom_123456789_100com_123456789_67col_123456789_334
Nazarbayev University: Integration of Western and Central Asian Educational Systems
Seidimbek, Ayana
Nazarbayev University
Central Asia
post-Soviet Union
education
integration
Abstract In 2010 the President of the Republic of Kazakhstan, Nursultan Nazarbayev, attended the opening ceremony of a new university in Astana, the capital city of Kazakhstan. The ambitious enterprise, named Nazarbayev University, enjoyed unprecedented privileges, such as complete independence and autonomy from the Ministry of Education and Science in determining its academic policies and curriculum, as well as exorbitant state funding in order to bring in the brightest minds of universal scholarship, and to partner with some of the most globally-reputed universities such as University College London, University of Cambridge, Carnegie Mellon University, University Wisconsin-Madison and others. All with the aim of ultimately creating an educational basis and infrastructure for a high-quality international university through adopting Western educational standards, and incorporating them with the best practices of Central Asian and ex-Soviet Union educational systems to offer world-class education to 20,000 students every year. Will the project idea be able to sustain itself for the years ahead and what are the problems in the teaching process and management that the university is experiencing during the first years of its establishment? The aim of this paper is to browse through and analyze some of the topical issues.
2017-12-13
2017-12-13
2013-10-10
Article
Ayana Seidimbek, Nazarbayev University: Integration of Western and Central Asian Educational Systems, In Procedia - Social and Behavioral Sciences, Volume 89, 2013, Pages 682-686
18770428
https://www.sciencedirect.com/science/article/pii/S1877042813030462
http://nur.nu.edu.kz/handle/123456789/2872
en
Procedia - Social and Behavioral Sciences
Copyright © 2013 The Authors. Published by Elsevier Ltd.
Procedia - Social and Behavioral Sciences
oai:nur.nu.edu.kz:123456789/30172018-08-15T03:50:21Zcom_123456789_100com_123456789_67col_123456789_334
Chapter 9 Global Perspectives on the Postdoctoral Scholar Experience
Holley, Karri
Kuzhabekova, Aliya
Osbaldiston, Nick
Cannizzo, Fabian
Mauri, Christian
Simmonds, Shan
Teelken, Christine
van der Weijden, Inge
Australia
Career trajectories
Kazakhstan
Postdoctoral fellows
Postdocs
South Africa
The Netherlands
Abstract While widespread concerns exist over the experiences and career trajectories of postdoctoral fellows in higher education, these concerns are not always examined through the lens of a social and cultural context unique to a national system. Postdoctoral fellows do exist in various forms at academic institutions around the world. Understanding their experiences offer insight not only into the nuanced nature of doctoral and postdoctoral work but also the larger question about how various higher education systems engage in a globalized knowledge economy. This chapter examines the postdoctoral fellow's experience in various national contexts. Researchers from Australia, Kazakhstan, the Netherlands, and South Africa reflect on their higher education systems; the role of the postdoctoral fellow within the system; and how internal and external influences shape the postdoctoral experience.
2017-12-22
2017-12-22
2018-01-01
Article
Karri Holley, Aliya Kuzhabekova, Nick Osbaldiston, Fabian Cannizzo, Christian Mauri, Shan Simmonds, Christine Teelken and Inge van der Weijden, Chapter 9 - Global Perspectives on the Postdoctoral Scholar Experience, In The Postdoc Landscape, edited by Audrey Jaeger and Alessandra J. Dinin, Academic Press, 2018, Pages 203-226
9780128131695
https://www.sciencedirect.com/science/article/pii/B9780128131695000094
http://nur.nu.edu.kz/handle/123456789/3017
en
The Postdoc Landscape The Invisible Scholars
Copyright © 2018 Elsevier Inc. All rights reserved.
The Postdoc Landscape
oai:nur.nu.edu.kz:123456789/33602018-08-15T03:50:29Zcom_123456789_100com_123456789_67col_123456789_334
The impact of global university rankings on higher education management and policy in Kazakhstan
Sagintayeva, Aida
Kurakbayev, Kairat
Kazakhstan
global rankings
higher education
This paper discusses the relevance of global ranking systems as a policy instrument of strategic planning, quality management and public accountability of higher education institutions (HEI) in Kazakhstan. Being one of the world’s fastest growing economies, Kazakhstan has set priorities on developing a knowledge-based society for global competition. Celebrating its 20th anniversary of independence from the former Soviet Union, the nation has become the first of five Central-Asian countries to introduce its higher education institutions in global rankings. Yet, there is little empirical work or theoretical treatment of the influence of global rankings on the government’s educational policy of Central Asian states. In addition, both the increasing impact of global and national rankings of HEIs in Kazakhstan and the government’s decision to motivate local academic institutions to take top tiers in global ranking systems prompt us to better understand how higher education institutions respond to the rankings.
2018-06-20
2018-06-20
2012
Article
Sagintayeva, A. & Kurakbayev, K. (2012). The Impact of Global University Rankings on Higher Education Management and Policy in Kazakhstan. Evaluation in Higher Education, 6 (2), 47-57.
http://nur.nu.edu.kz/handle/123456789/3360
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Evaluation in Higher Education
oai:nur.nu.edu.kz:123456789/33722018-08-15T03:50:20Zcom_123456789_100com_123456789_67col_123456789_334
Effective teaching strategies: A brief overview
CohenMiller, A. S.
Shamatov, Duishon
Merril, Martha
teaching
pedagogy
collaborative learning
cooperative learning
professional development
higher education
teacher training
This article discusses and presents a brief overview for effective teaching strategies within the school or university classroom. As teachers know, teaching is a challenging task. There are many people who may know their subjects very well. However, not everyone is able to convey what he or she knows to others. In fact, despite the fact teachers know a lot, many struggle to explain their knowledge to others. The main reason is that those specialists do not have knowledge, skills and competencies of sharing what they know with others. Thus, this paper attempts to address the mismatch between having knowledge about a topic and being able to share it with others by providing an overview of effective teaching strategies.
2018-06-26
2018-06-26
2018
Article
http://nur.nu.edu.kz/handle/123456789/3372
en_US
1;23
http://creativecommons.org/publicdomain/zero/1.0/
CC0 1.0 Universal
Pedagogical Dialogue
oai:nur.nu.edu.kz:123456789/33732018-08-15T03:50:28Zcom_123456789_100com_123456789_67col_123456789_334
Тиімді оқыту стратегиялары: қысқаша шолу
CohenMiller, A. S.
Shamatov, Duishon
Merril, Martha
тиімді оқыту стратегиялары
Бұл мақалада мектеп қабырғасында немесе университеттерде оқытуға арналған тиімді стратегияларға қысқаша шолу жасалады және талқыланады. Оқытудың
күрделі міндет екендігін мұғалімдердің барлығы жақсы біледі. Өзінің пәнін өте жақсы
білетін адамдар көп. Дегенмен, өзінің білгенін басқаға жеткізе алу барлығының қолынан келе бермейді. Шын мәнінде, мұғалімдердің мол білімі бола тұра, өзінің білімін басқаға жеткізуде бірқатар қиындықтарға кездеседі. Көп жағдайда мұның басты себебі мұндай мамандардың өз білетінін басқалармен бөлісуге қажетті білімі, дағдылары мен құзыреттілігі болмауына байланысты. Бұл мақала тиімді оқыту әдіс-тәсілдеріне шолу жасау арқылы тақырып бойынша білімді меңгеру мен оны басқалармен бөлісе білудің арасындағы сәйкессіздікті шешу мүмкіндіктерін қарастыруға арналады.
2018-06-26
2018-06-26
2018
Article
CohenMiller, A. S., Shamatov, Duishon, Merril, Martha. (2018) Тиімді оқыту стратегиялары: қысқаша шолу. Педагогикалық диалог
http://nur.nu.edu.kz/handle/123456789/3373
kk
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Педагокикалық диалог
oai:nur.nu.edu.kz:123456789/33742018-08-15T03:50:28Zcom_123456789_100com_123456789_67col_123456789_334
Эффективные стратегии преподавания: краткий обзор
CohenMiller, A. S.
Merril, Martha
Shamatov, Duishon
эффективные стратегий преподавания
В данной статье рассматривается и представляется краткий обзор эффективных стратегий преподавания в стенах школ и университетов. Ни для одного из учителей
не секрет, что преподавание является сложной задачей. Существует много людей, которые обладают профессиональными знаниями. Однако не каждый может передать другим то, что он или она знает. На самом деле, несмотря на то, что учителя имеют огромный багаж знаний, многие сталкиваются с трудностями
в процессе передачи своих знаний другим. Основная причина заключается в том, что у этих специалистов нет знаний, навыков и «Школа не является подготовкой к жизни. Школа - это сама жизнь». Джон Дьюи компетенций по обмену с другими тем, что они знают. Таким образом, в статье делается попытка устранить несоответствие между знаниями по теме и возможностью поделиться ею с другими посредством обзора эффективных стратегий преподавания.
2018-06-26
2018-06-26
2018
Article
CohenMiller, A. S., Shamatov, Duishon, Merril, Martha. (2018) Эффективные стратегии преподавания: краткий обзор. Педагогический диалог
http://nur.nu.edu.kz/handle/123456789/3374
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Педагогический диалог
oai:nur.nu.edu.kz:123456789/33772018-08-15T03:50:29Zcom_123456789_100com_123456789_67col_123456789_334
Creating a Participatory Arts-Based Online Focus Group: Highlighting the Transition from DocMama to Motherscholar
CohenMiller, Anna
research methods
qualitative research
innovative research methods
focus groups
mothers in academia
gender
women in higher education
online research methods
Using Facebook to create a participatory, arts-based online focus group, this study had two primary purposes: (1) to examine how mothers in academia present themselves as they transition from doctoral student mother (“DocMama”) to full time position as motherscholars and (2) to explore the use of a participatory, arts-based online focus group on Facebook to facilitate participant description of experiences and feelings. This study adds both to the research on online research by emphasizing a collaborative nature and art to share experiences, and also to the research about motherscholars, examining the oft overlooked transition from doctoral program to academic career as the first step in the academic ladder (CohenMiller, 2014). The four participants participated through a secret Facebook group to post images and text from geographically disperse locations across the US, Central Asia, and New Zealand. In using an arts-based online format, participants were able to continually add to and adjust their responses to best explain their experiences. Using this online dynamic format provided a useful opportunity for participants to share their experiences across time and space. To analyze the data, I used self-presentation theory (Goffman, 1959) to discover common themes relating to work and family consistent with the literature as well as an unexpected finding regarding the concept of the “ideal” motherscholar. Furthermore, results highlighted the utility of a participatory arts-based online focus group to create a supportive format for ongoing, dynamic communication, interaction, and sharing of experience across geographically distant locations.
2018-07-31
2018-07-31
2018-07
Article
CohenMiller, A. S. (2018). Creating a participatory arts-based online focus group: Highlighting the transition from docmama to motherscholar. The Qualitative Report, 23(7), 1720- 1735. Retrieved from https://nsuworks.nova.edu/tqr/vol23/iss7/17
http://nur.nu.edu.kz/handle/123456789/3377
en_US
23;7
http://creativecommons.org/licenses/by-nc-nd/3.0/us/
Attribution-NonCommercial-NoDerivs 3.0 United States
The Qualitative Report
oai:nur.nu.edu.kz:123456789/34072018-08-25T21:00:30Zcom_123456789_100com_123456789_67col_123456789_334
Breaking the “Fourth Wall” in Qualitative Research: Participant-Led Digital Data Construction
Boivin, Nettie
CohenMiller, A. S.
qualitative research
fourth wall
ethnography
community of learning
co-constructed knowledge
This article reconstructs the typical researcher-participant focus - where the participants are doing for us - instead we followed the participants’ lead in the construction of research. Using a qualitative literacy event case study as an example, we describe how participants unexpectedly co-constructed knowledge through a participant-led digital data collection. In this theoretical article, we provide an explanation of the original study, which used observations, semi-structured interviews, and home visits as a collective qualitative case study on parental participation in social literacy practices. The original investigation led to the important shift that occurred in participant-researcher roles. In this article, using an ethnographic perspective, we explain how unexpected digital data creations created by participants’ family members allowed for enhanced equity between researcher and participant through changing the research dynamic, hearing and seeing participant voice previously unavailable. Situated within socio-cultural construction and the concept of Diderot’s concept of the fourth wall (the invisible barrier between audience and actor), we explain how these new insights provide opportunities for other qualitative researchers to enhance their practices through an ontological shift, intentionally “breaking the fourth wall of research” to integrate participant co-construction of knowledge...
2018-08-25
2018-08-25
2018-03-12
Article
Boivin, N., & CohenMiller, A. S. (2018). Breaking the “Fourth Wall” in Qualitative Research: Participant-Led Digital Data Construction. Qualitative Report, 23(3), 581.
http://nur.nu.edu.kz/handle/123456789/3407
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Qualitative Report
oai:nur.nu.edu.kz:123456789/34082018-08-27T21:00:23Zcom_123456789_100com_123456789_67col_123456789_334
Becoming Bologna Capable: Strategic Cooperation and Capacity Building in International Offices in Kazakhstani HEIs
Sparks, Jason
Ashirbekov, Adil
Li, Aisi
Parmenter, Lynne
Jumakulov, Zakir
Sagintayeva, Aida
Bologna Process
Internationalization office
internationalization
leadership
capacity building
This paper examines the roles and perspectives of International Office staff in universities in Kazakhstan, as they engage in internationalization of higher education within the framework of the Bologna Process. Drawing on data from document analysis, a national survey and in-depth interviews, the paper discusses the practices, strengths and challenges of International Offices, linking empirical data to theories on internationalization, institutional change, networks and capacity building. Main findings are that the International Offices play a role in the leadership of strategic cooperation at international, national and intra-institutional levels, and that they would have the potential to play a more major role given access to the capacity building and professional development opportunities they identify. The paper highlights tensions that need to be resolved in the division of responsibilities between Bologna Offices and International Offices at institutional level, and in the channels of communication between HEIs and the national Bologna Center.
2018-08-27
2018-08-27
2015-10-13
Article
Sparks, J., Ashirbekov, A., Li, A., Parmenter, L., Jumakulov, Z., & Sagintayeva, A. (2015). Becoming Bologna Capable: Strategic Cooperation and Capacity Building in International Offices in Kazakhstani HEIs. In The European Higher Education Area (pp. 109-126). Springer International Publishing. DOI: 10.1007/978-3-319-20877-0_8
http://nur.nu.edu.kz/handle/123456789/3408
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Springer International Publishing
oai:nur.nu.edu.kz:123456789/37572019-12-23T07:48:58Zcom_123456789_100com_123456789_67col_123456789_334oai:nur.nu.edu.kz:123456789/44102019-12-12T21:02:41Zcom_123456789_100com_123456789_67col_123456789_334
A Critical Review of Research on Language Learning Strategies Used by Arab Learners of English
Hajar, Anas
Gender
Arab
Language
Language learning strategies
LLSs
Arab learners of English
Strategy Inventory for Language Learning
SILL
learner autonomy
sociocultural perspectives
https://sisaljournal.org/archives/sep19/hajar/
More than four decades have passed since the language learning strategy (LLS) concept was first brought to wide attention by Joan Rubin (1975). Although LLS research is prolific, it has faced challenges regarding its conceptual and methodological nature. These apparent weaknesses have encouraged some proponents of LLS research (e.g. Oxford, 2011; Rose et al, 2018) to conduct a systematic review of previous LLS research, with the aim of identifying the nature of the vigorous attempts to abandon the construct of LLS in research studies. Surprisingly, perhaps, these reviews did not include any LLS research studies concerning Arab learners. Therefore, this paper examines previous research into the LLSs used by Arab learners of English taken from different databases. The analysis has indicated that the majority (22 out of 27) of studies discovered were exclusively quantitative, using Oxford’s (1990) Strategy Inventory for Language Learning (SILL). These quantitative studies correlated the Arab participants’ LLS use with other individual learner variables, especially those related to gender and language proficiency. The other five were qualitative studies, and no study had adopted a mixed-method approach. This paper concludes by suggesting some areas that deserve further investigation in future research.
2019-12-12
2019-12-12
2019
Article
Hajar, A. (2019). A critical review of research on language learning strategies used by Arab learners of English. Studies in Self-Access Learning Journal, 239-257.
http://nur.nu.edu.kz/handle/123456789/4410
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
KUIS
oai:nur.nu.edu.kz:123456789/44932020-02-11T21:00:37Zcom_123456789_100com_123456789_67col_123456789_334
Returning from study abroad and transitioning as a scholar: Stories of foreign PhD holders from Kazakhstan.
Kuzhabekova, A.
Sparks, J.
Temerbayeva, A.
readjustment
research capacity
returning scholars
study abroad
The article reports the results of an interview-based study exploring how international PhD holders re-integrate into the research environment in Kazakhstan. One of the main results consistent with prior studies is that returning scholars face poor access to international and domestic scholarly societies. Interaction with external peers is problematic due to insufficient funding available for conference participation. Lack of communication with the domestic scholarly community is related to its inaccessibility for junior researchers, as well as to its propensity to operate as an informal network of senior scholars controlling the protectionist distribution of funding and exerting influence on administrative and policy decision-making in academia. To counteract the informal networks, returning scholars get organized into alternative informal networks aimed at information exchange, mutual support and lobbying of interests. This transformative activity of junior scholars cannot be explained with the dominant structural theories in the existing research. An alternative Agency Theory interpretation is considered...
2020-02-11
2020-02-11
2019-01-01
Preprint
Kuzhabekova, A., Sparks, J., & Temerbayeva, A. (Accepted/In press). Returning from study abroad and transitioning as a scholar: Stories of foreign PhD holders from Kazakhstan. Research in Comparative and International Education. https://doi.org/10.1177/1745499919868644
http://nur.nu.edu.kz/handle/123456789/4493
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Research in Comparative and International Education.
oai:nur.nu.edu.kz:123456789/44942020-02-11T21:00:22Zcom_123456789_100com_123456789_67col_123456789_334
Challenges and Benefits of Blended Learning in Higher Education
Namyssova, Gulnara
Tussupbekova, Gulmira
Helmer, Janet
Malone, Kathy
Mir, Afzal
Jonbekova, Dilrabo
Educational leadership
Blended Learning
Higher education
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This exploratory study researched the effectiveness of a graduate level blended learning course on the development of teachers, and educational leaders in Kazakhstan studying a Masters of Science in Educational Leadership at Nazarbayev University Graduate School of Education (NUGSE) in Kazakhstan. All of the student participants in this course were invited to participate in a survey and an interview. The findings include an analysis of the pedagogical practices which promote educational leadership skills among students via blended learning courses as well as the challenges both faculty and students faced during this course. Finally, the paper makes recommendations for policy and practice in relation to enhancing effectiveness of blended learning courses in higher education. It may be of particular interest to schools in the early stages of implementing blended learning...
2020-02-11
2020-02-11
2019
Article
Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Mir, A., & Jonbekova, D. (2019). Challenges and Benefits of Blended Learning in Higher Education. International Journal of Technology in Education, 2(1), 22-31.
http://nur.nu.edu.kz/handle/123456789/4494
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Technology in Education
oai:nur.nu.edu.kz:123456789/44952020-02-11T21:00:34Zcom_123456789_100com_123456789_67col_123456789_334
УЛУЧШЕНИЕ КАЧЕСТВА НАУЧНЫХ ПУБЛИКАЦИЙ В КАЗАХСТАНЕ ПУТЕМ ВНЕДРЕНИЯ «PEER REVIEW» (КОЛЛЕГИАЛЬНОГО РЕЦЕНЗИРОВАНИЯ)
Шаматов, Дуйшон
Ибрашева, Алима
Мазбулова, Жанар
научная публикация
научные журналы
научные статьи
качество научных статей
экспертная оценка и рецензирование
В данной статье излагается о качестве научных публикаций в Казахстане и способах дальнейшего улучшения качества научных публикаций посредством введения научной экспертизы или экспертной оценки «peer review» (коллегиальное рецензирование). Общеизвестно, что важным составляющим научно-исследовательской деятельности является публикация результатов исследования. Эта статья представляет собой информацию о порядке рецензирования научных статей при опубликовании в научных журналах и об обеспечении качества этих публикаций. В статье рассматривается вопрос о способах обеспечения качества публикаций в международных рецензируемых журналах и о поисках путей улучшения качества публикаций в журналах Казахстана.
This article describes the quality of scholarly publications in Kazakhstan and ways to further improve the quality of scholarly publications by introducing scholarly expertise or peer review (peer review). It is well known that an important component of research activity is the publication of research results. This article provides information on the procedure for reviewing scholarly articles when published in academic journals and on ensuring the quality of these publications. The article considers the issue of how to ensure the quality of publications in international peer-reviewed journals and the search for ways to improve the quality of publications in Kazakhstani journals.
2020-02-11
2020-02-11
2019
Article
Шаматов, Дуйшон., Ибрашева, Алима., Мазбулова, Жанар (2019) УЛУЧШЕНИЕ КАЧЕСТВА НАУЧНЫХ ПУБЛИКАЦИЙ В КАЗАХСТАНЕ ПУТЕМ ВНЕДРЕНИЯ «PEER REVIEW» (КОЛЛЕГИАЛЬНОГО РЕЦЕНЗИРОВАНИЯ). ҚАЗАҚСТАННЫҢ ЖОҒАРЫ МЕКТЕБІ / ВЫСШАЯ ШКОЛА КАЗАХСТАНА / HIGHER SCHOOL OF KAZAKHSTAN.
http://nur.nu.edu.kz/handle/123456789/4495
ru
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
ҚАЗАҚСТАННЫҢ ЖОҒАРЫ МЕКТЕБІ / ВЫСШАЯ ШКОЛА КАЗАХСТАНА / HIGHER SCHOOL OF KAZAKHSTAN
oai:nur.nu.edu.kz:123456789/45352020-03-19T21:00:30Zcom_123456789_100com_123456789_67col_123456789_334
Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion
Makoelle, Tsediso Michael
discourse
inclusive education
inclusive language
inclusion
language
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still
being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference.
2020-03-19
2020-03-19
2020-01-26
Article
Makoelle, T. M. (2020). Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion. SAGE Open. https://doi.org/10.1177/2158244020902089
http://nur.nu.edu.kz/handle/123456789/4535
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
SAGE Open.
oai:nur.nu.edu.kz:123456789/45492020-03-26T21:00:47Zcom_123456789_100com_123456789_67col_123456789_334
A model of attitudinal outcomes of teachers' psychological capital
Karakus, Mehmet
Alpay, Ersozlu
Selcuk, Demir
Muhammet, Usak
Helen, Wildy
This study aims to determine the relationship between psychological capital and job satisfaction, organizational commitment, motivation, and the intent to leave. The sample of this study consists of 323 teachers in 25 schools that were selected randomly with clustered sampling method from the schools. The structural equation model that yields the best-fit indices, states that as teachers’ psychological capital levels increase, job satisfaction levels also increase. Psychological capital has a positive effect on teachers’ commitment and motivation through the full mediation effect of job satisfaction. Psychological capital has a negative effect on intent to leave through the full mediation effects of job satisfaction and organizational commitment. It is beneficial for school managers to invest in developing and strengthening the psychological capital of teachers if they want to increase job satisfaction, organizational commitment and motivation levels of teachers and to decrease their intent to leave school.
2020-03-26
2020-03-26
2019-10-01
Article
Karakus, M. (2019). A model of attitudinal outcomes of teachers' psychological capital. Psihologija, Advance online publication. https://doi.org/10.2298/PSI181114008K
https://doi.org/10.2298/PSI181114008K
http://nur.nu.edu.kz/handle/123456789/4549
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Drustvo Psihologa Srbije
oai:nur.nu.edu.kz:123456789/45642020-03-31T21:00:38Zcom_123456789_100com_123456789_67col_123456789_334
Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills
Stammen, Andria N.
Malone, Kathy L.
Irving, Karen E.
scientific reasoning
in-service teachers
Modeling Instruction
biology teachers
International assessments have revealed that students in numerous nations lack scientific
reasoning skills. Science teachers who support students’ scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills.
2020-03-31
2020-03-31
2018-08-08
Article
Stammen, A.N.; Malone, K.L.; Irving, K.E. Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills. Educ. Sci. 2018, 8, 119.
http://nur.nu.edu.kz/handle/123456789/4564
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Education Sciences
oai:nur.nu.edu.kz:123456789/47842020-06-02T21:00:40Zcom_123456789_100com_123456789_67col_123456789_334
The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools
Malone, Kathy L.
Porter, Teresa
West, Meg E.
Kajfez, Rachel L.
Irving, Karen E.
Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes. Semi-structured focus group interviews were conducted, both prior to and following the implementation of the EiE units over an academic year. The interviews were transcribed and coded using open-coding, resulting in the development of a codebook. The codes were further analyzed until salient themes emerged that can be used to improve the training and better understand how teachers integrate engineering into their classrooms. The results show that many teachers need training to learn about engineering practices, as well as pedagogical guidance on how to incorporate engineering concepts into their lessons. However, not surprisingly, limited resources such as time, money, materials, and knowledge restrict efficient curricula implementation. We believe these findings reemphasize the need for science, technology, engineering, and mathematics professional development programs to educate K–12 teachers about engineering and will be useful to others interested in integrating engineering into K–12 curricula.
2020-06-02
2020-06-02
2019-09-27
Article
Porter, T., West, M. E., Kajfez, R. L., Malone, K. L., & Irving, K. E. (2019). The Effect of Teacher Professional Development on Implementing Engineering in Elementary Schools. Journal of Pre-College Engineering Education Research (J-PEER), 9(2), Article 5.
https://doi.org/10.7771/2157-9288.1246
http://nur.nu.edu.kz/handle/123456789/4784
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Purdue University Press
oai:nur.nu.edu.kz:123456789/49672020-09-21T21:00:28Zcom_123456789_100com_123456789_67col_123456789_334
Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan
Makoelle, Tsediso Michael
barriers to learning
disability
equity
inclusive education
inclusive pedagogy
special needs
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights some challenges, and makes recommendations on how the implementation of inclusive education in schools could (if necessary) be improved. A generic qualitative research design was used, involving semistructured interviews conducted with school directors, teachers, professionals, and regional representatives of the Department of Education, representatives of the Psychological Medical and Pedagogical Commission, nongovernmental organizations, and parents. The study uses Ainscow’s levers of change as a theoretical lens to analyze the implication of the transition and implementation toward inclusive education in schools. The study was conducted in 12 inclusive schools in one region north and one region south of Kazakhstan. Data were analyzed using an inductive and thematic content analysis framework, from which themes were derived and used to harvest findings and draw some conclusions. Among the findings of the study is that although there has been some shift toward inclusive education, the concept is still not well understood by stakeholders in Kazakhstani schools, as it is currently mainly aimed at disabled children rather than other categories of diversity.
2020-09-21
2020-09-21
2020-05-29
Article
Makoelle, T. M. (2020). Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan. SAGE Open, 10(2), 215824402092658. https://doi.org/10.1177/2158244020926586
2158-2440
https://doi.org/10.1177/2158244020926586
https://journals.sagepub.com/doi/10.1177/2158244020926586
http://nur.nu.edu.kz/handle/123456789/4967
en
SAGE Open;10(2)
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
SAGE Publications
oai:nur.nu.edu.kz:123456789/49692020-09-21T21:00:33Zcom_123456789_100com_123456789_67col_123456789_334
A contextually adapted model of school engagement in Kazakhstan
Winter, Liz
Hernández-Torrano, Daniel
McLellan, Ros
Almukhambetova, Ainur
Brown-Hajdukova, Eva
School engagement
Measurement scale
Contributory factors
Post-soviet
Kazakhstan
Attitudes to school
Societal transformation
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This study introduces a culturally adapted 17-item scale of school engagement. It offers an important contribution to the international literature by seeking to measure the school engagement of young people in a society undergoing transition from a collectivist to individualist mind-set alongside an education system focused on improving performance in international benchmarks such as those from the Organisation for Economic Co-operation and Development (OECD Programme for International Student Assessment, PISA) and the International Association for the Evaluation of Educational Achievement (IEA Trends In International Mathematics And Science Study, TIMSS). To date, little has been written on how intra-individual and inter-individual factors contribute to young people’s engagement in education as societal and systemic educational reform occurs. The school engagement scale is validated by testing the empirical fit of a second-order multidimensional factor model of school engagement taken from the Western literature to large-scale data in Kazakhstan. Culturally relevant features are added such as the strong influence of ‘important others’. The model tested was formed from 1) an individual’s cognitions and behaviours associated with school and 2) the social influences of parents, peers, and teachers. 1767 secondary education students in Kazakhstan participated in the study. Confirmatory analyses supported the hypothesized additional contributory factors to school engagement. Use of the overall model indicated differences in means across gender, grade, school-type, and geographic location to show: (1) higher cognitive engagement for young women; (2) rural students with higher levels of behavioural engagement; and (3) substantial differences in social support by grade and rurality.
2020-09-21
2020-09-21
2020-05-01
Article
Winter, L., Hernández-Torrano, D., McLellan, R., Almukhambetova, A., & Brown-Hajdukova, E. (2020). A contextually adapted model of school engagement in Kazakhstan. Current Psychology. https://doi.org/10.1007/s12144-020-00758-5
1046-1310
https://doi.org/10.1007/s12144-020-00758-5
https://link.springer.com/article/10.1007%2Fs12144-020-00758-5
http://nur.nu.edu.kz/handle/123456789/4969
en
Current Psychology;
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Springer
oai:nur.nu.edu.kz:123456789/52932021-02-09T21:00:32Zcom_123456789_100com_123456789_67col_123456789_334
DEVELOPMENT OF UNIVERSITY–INDUSTRY PARTNERSHIPS IN KAZAKHSTAN: INNOVATION UNDER CONSTRAINT
Jonbekova, Dilrabo
Sparks, Jason
Hartley, Matthew
Kuchumova, Gulfiya
university-industry partnerships
Higher education
Employer engagement
Innovation
Kazakhstan
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
This paper examines university–industry partnerships (UIPs) in Kazakhstan. The study described here explored the kinds of collaborations with industry that universities have undertaken, their purposes and benefits, and the contextual barriers to such partnerships. Our findings suggest that UIPs in Kazakhstan remain weak and are largely limited to employers’ involvement in teaching, the provision of internships for students, and technical consultancies. We argue that the goal of policy makers to develop robust research partnerships that contribute to innovation and economic growth is constrained by heavy faculty teaching loads, poor institutional support for research, constant reforms in the higher education system, and little consistency in the priorities of the fast-changing Ministers of Education.
2021-02-09
2021-02-09
2020-11
Article
Jonbekova, D., Sparks, J., Hartley, M., & Kuchumova, G. (2020). Development of university–industry partnerships in Kazakhstan: Innovation under constraint. International Journal of Educational Development, 79, 102291. https://doi.org/10.1016/j.ijedudev.2020.102291
0738-0593
1873-4871
https://doi.org/10.1016/j.ijedudev.2020.102291
https://www.sciencedirect.com/science/article/pii/S0738059320304508?via%3Dihub
http://nur.nu.edu.kz/handle/123456789/5293
en
International Journal of Educational Development;79, 102291
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Elsevier
oai:nur.nu.edu.kz:123456789/55912021-07-15T21:00:23Zcom_123456789_100com_123456789_67col_123456789_334
MENTAL HEALTH AND WELL-BEING OF UNIVERSITY STUDENTS: A BIBLIOMETRIC MAPPING OF THE LITERATURE
Hernández-Torrano, Daniel
Ibrayeva, Laura
Sparks, Jason
Lim, Natalya
Clementi, Alessandra
Almukhambetova, Ainur
Nurtayev, Yerden
Muratkyzy, Ainur
Type of access: Open Access
mental health
The purpose of this study is to map the literature on mental health and well-being of university students using metadata extracted from 5,561 journal articles indexed in the Web of Science database for the period 1975–2020. More specifically, this study uses bibliometric procedures to describe and visually represent the available literature on mental health and well-being in university students in terms of the growth trajectory, productivity, social structure, intellectual structure, and conceptual structure of the field over 45 years. Key findings of the study are that research on mental health and well-being in university students: (a) has experienced a steady growth over the last decades, especially since 2010; (b) is disseminated in a wide range of journals, mainly in the fields of psychology, psychiatry, and education research; (c) is published by scholars with diverse geographical background, although more than half of the publications are produced in the United States; (d) lies on a fragmented research community composed by multiple research groups with little interactions between them; (e) is relatively interdisciplinary and emerges from the convergence of research conducted in the behavioral and biomedical sciences; (f) tends to emphasize pathogenic approaches to mental health (i.e., mental illness); and (g) has mainly addressed seven research topics over the last 45 years: positive mental health, mental disorders, substance abuse, counseling, stigma, stress, and mental health measurement. The findings are discussed, and the implications for the future development of the field are highlighted.
2021-07-15
2021-07-15
2020-06
Article
Hernández-Torrano D, Ibrayeva L, Sparks J, Lim N, Clementi A, Almukhambetova A, Nurtayev Y and Muratkyzy A (2020) Mental Health and Well-Being of University Students: A Bibliometric Mapping of the Literature. Front. Psychol. 11:1226. doi: 10.3389/fpsyg.2020.01226
http://nur.nu.edu.kz/handle/123456789/5591
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Front. Psychol.
oai:nur.nu.edu.kz:123456789/56972021-08-20T21:00:49Zcom_123456789_100com_123456789_67col_123456789_334
A BIBLIOMETRIC ANALYSIS OF PUBLICATIONS IN THE WEB OF SCIENCE CATEGORY OF EDUCATIONAL PSYCHOLOGY IN THE LAST TWO DECADES
Hernández-Torrano, Daniel
Ho, Yuh-Shan
Bibliometric
Educational psychology
Review
SSCI
Web of Science Core Collection
Type of access: Open Access
Educational psychology is a discipline with a relatively long and intricate history. This study contributes to the understanding of the most recent developments of educational psychology research through the exploration of 35,210 articles published in all journals indexed in the Web of Science educational psychology category for the 2000-2019 period. The results of the study show that the volume of research on educational psychology has doubled during this period and a few journals accumulate most of the research produced in the discipline. Most studies have been published in the English language and in the United States, although research produced in China has experienced the greatest growth. Recent research on educational psychology has predominantly addressed 16 research themes over the last 20 years, although research on child-age students, teaching and teacher education, learning and education, assessment and testing, socio-cultural diversity, learning environments, and educational measurement have captured the greatest attention.
2021-08-20
2021-08-20
2021-01-18
Article
Hernández-Torrano, D., & Ho, Y.-S. (2021). A Bibliometric Analysis of Publications in the Web of Science Category of Educational Psychology in the Last Two Decades. Psicología Educativa, 27(2), 101–113. https://doi.org/10.5093/psed2021a19
1135-755X
https://doi.org/10.5093/psed2021a19
https://journals.copmadrid.org/psed/art/psed2021a19
http://nur.nu.edu.kz/handle/123456789/5697
en
Psicología Educativa;Vol. 27. Núm. 2. Junio 2021. Páginas 101 - 113
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Colegio Oficial de Psicologos de Madrid
oai:nur.nu.edu.kz:123456789/57462021-09-07T21:01:00Zcom_123456789_100com_123456789_67col_123456789_334
RIGID FLEXIBILITY: SEEING THE OPPORTUNITIES IN “FAILED” QUALITATIVE RESEARCH
CohenMiller, Anna S.
Schnackenberg, Heidi
Demers, Denise
Type of access: Open Access
rigid flexibility
online research
qualitative research methods
synchronous and asynchronous interviewing
texting
video-conference
cross-disciplinary
This article highlights an experience of “failing” within a qualitative research study. Specifically, the authors speak to the failure of recruiting participants in conducting synchronous video and telephone interviews. Drawing from literature in business and examples from research method texts to demonstrate the cross-disciplinary concerns and insights of failure within one’s work, the authors discuss how failure can be reframed as opportunity through the lens of “rigid flexibility” and the innovative steps they implemented. Providing additional insight into the process of framing and reframing failure in research, the authors integrate poetic inquiry as a tool for reflection to highlight their process and suggested steps for new researchers. The authors argue that researchers can approach studies with the idea that failures in the planning and/or execution can lead to opportunities and new insights
2021-09-07
2021-09-07
2020-10-19
Article
CohenMiller, A. S., Schnackenberg, H., & Demers, D. (2020). Rigid Flexibility: Seeing the Opportunities in “Failed” Qualitative Research. International Journal of Qualitative Methods, 19, 160940692096378. https://doi.org/10.1177/1609406920963782
http://nur.nu.edu.kz/handle/123456789/5746
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Qualitative Methods
oai:nur.nu.edu.kz:123456789/59572021-12-24T14:44:37Zcom_123456789_100com_123456789_67col_123456789_334
‘THE FEARFUL KHAN AND THE DELIGHTFUL BEAUTIES’: THE CONSTRUCTION OF GENDER IN SECONDARY SCHOOL TEXTBOOKS IN KAZAKHSTAN
Durrani, Naureen
Cohen Miller, Anna
Kataeva, Zumrad
Bekzhanova, Zhazira
Seitkhadyrova, Assem
Badanova, Aisulu
Gender
Textbooks
Masculinities
Femininities
Kazakhstan
This paper analyses how secondary school textbooks enact gender in post-Soviet Kazakhstan. As a ‘gender paradox’, with universal literacy and yet a higher representation of women at the tertiary level co-existing with multi-sectoral gaps at the expense of women, Kazakhstan offers an interesting context to empirically investigate the taken for granted relationship between education, gender equality and sustainable development. Poststructuralist discursive analysis is complemented with non-discursive methods to illuminate how textbooks entrench gender power relations, construct dominant masculinities and enact emphasised femininities, producing gender hierarchies and naturalising gendered national belonging. Possibilities for transforming gender relations in and through education are discussed.....
2021-12-22
2021-12-22
2021-11-19
Article
Durrani, N., CohenMiller, A., Kataeva, Z., Bekzhanova, Z., Seitkhadyrova, A., & Badanova, A. (2022). ‘The fearful khan and the delightful beauties’: The construction of gender in secondary school textbooks in Kazakhstan. International Journal of Educational Development, 88, [102508]. https://doi.org/10.1016/j.ijedudev.2021.102508
http://nur.nu.edu.kz/handle/123456789/5957
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Educational Development
oai:nur.nu.edu.kz:123456789/59932022-02-04T06:14:36Zcom_123456789_100com_123456789_67col_123456789_334
EMPLOYMENT OF INTERNATIONAL EDUCATION GRADUATES: ISSUES OF ECONOMY AND RESISTANCE TO CHANGE
Jonbekova, Dilrabo
Kim, Tatyana
Kerimkulova, Sulushash
Ruby, Alan
Sparks, Jason
Type of access: Open Access
international education graduates
international scholarship programmes
job market
The use of international scholarship programmes is part of a long-standing approach to human capital development in many developing and middle-income countries that finance studies at universities abroad and locally. Yet, many scholarship alumni struggle to thrive in their home country and encounter numerous difficulties in their transition to the job market. This paper examines the employment experiences of Kazakhstan's government scholarship alumni in science, technology, engineering and mathematics fields and identifies the challenges they encounter navigating the labour market. Our analysis of 45 interviews demonstrated that although alumni hold a positional advantage in the job market and many succeed, there are also many alumni whose employability and career success are impeded by an intersection of socioeconomic and cultural factors, intergenerational clashes and scholarship programme regulations. The implications for scholarship programmes and government policy goals are discussed.
2022-01-21
2022-01-21
2021-03-30
Article
Jonbekova, D., Kim, T., Kerimkulova, S., Ruby, A., & Sparks, J. (2021). Employment of international education graduates: Issues of economy and resistance to change. Higher Education Quarterly, 75(4), 618–633. https://doi.org/10.1111/hequ.12321
http://nur.nu.edu.kz/handle/123456789/5993
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Higher Education Quarterly
oai:nur.nu.edu.kz:123456789/61012023-11-11T14:45:38Zcom_123456789_100com_123456789_67col_123456789_334
EDUCATIONAL REFORM AND INTERNATIONALISATION: THE CASE OF SCHOOL REFORM IN KAZAKHSTAN
Ibrayeva, Laura
Type of access: Open Access
Educational reform
internationalisation
school reform
Kazakhstan
This book includes contributions from 31 authors from Kazakhstan, the UK, and the US, and
analyses reforms to the secondary education system of Kazakhstan. The primary purposes of
these reforms were twofold: first, to “nationalise the curriculum to reflect the cultural and
ethnic history of Kazakhstan” (p. xxxi); second, to internationalise the curriculum and improve
educational quality to enable the country to compete in a global economy. Many authors were
involved in enacting these reforms and in studying them
2022-03-29
2022-03-29
2021-12-13
Article
Ibrayeva, L. (2021). Educational reform and internationalisation: the case of school reform in Kazakhstan. Educational Review, 74(1), 158–159. https://doi.org/10.1080/00131911.2021.2013606
http://nur.nu.edu.kz/handle/123456789/6101
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Cambridge University Press
oai:nur.nu.edu.kz:123456789/63982022-07-11T21:00:39Zcom_123456789_100com_123456789_67col_123456789_334
‘BOYS MOSTLY JUST WANT TO HAVE SEX’: YOUNG INDIGENOUS PEOPLE TALK ABOUT RELATIONSHIPS AND SEXUAL INTIMACY IN REMOTE, RURAL AND REGIONAL AUSTRALIA
Senior, Kate
Chenhall, Richard
Helmer, Janet
Type of access: Open Access
Adolescent health
Indigenous Australian
love
relationships
sexuality
This article seeks to understand Indigenous Australian young people’s relationships and
their experiences of sexual intimacy. A cohort of Indigenous 16–25-year-olds from
urban, rural and remote communities were invited to participate in a collaborative
method involving scenario-based body mapping. In these activities, young people dis cussed the range and complexity of their relationships and how constructions and
interpretations of relationships contribute to both positive and negative experiences.
These rich understandings provide important insights into adolescent sexuality as
‘multidimensional, socially constructed and negotiated’. However, they also point to
the continued gendered power inequalities that subordinate young women’s lives to
the desires and control of young men
2022-07-11
2022-07-11
2020
Article
Senior, K., Chenhall, R., & Helmer, J. (2020). ‘Boys mostly just want to have sex’: Young Indigenous people talk about relationships and sexual intimacy in remote, rural and regional Australia. Sexualities, 23(8), 1457–1479. https://doi.org/10.1177/1363460720902018
http://nur.nu.edu.kz/handle/123456789/6398
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Sexualities
oai:nur.nu.edu.kz:123456789/63992022-07-11T21:00:38Zcom_123456789_100com_123456789_67col_123456789_334
EDUCATION UNDER SIEGE: EXPLORING HOW INTERNATIONAL ECONOMIC SANCTIONS CREATE CRISES OF PEDAGOGY
Hwami, Munyaradzi
Type of access: Open Access
Authoritarian neoliberalism
crises of pedagogy
critical education
international economic sanction
post-truth era
This article examines the adverse impact of international economic sanctions on
pedagogy. The article considers the contemporary times as a period of misinformation, false news,
and untruths. Utilizing anti-hegemonic literature, international economic sanctions are viewed as
neoliberalism’s instrument of coercion, a Western weapon used to enforce Western values on
those with different perceptions toward the free market system.
Design/Approach/Methods: This article utilizes critical scholarship to unmask authoritarian
neoliberalism and a scoping review of sanctioned societies. Critical analytics are deployed to interpret
and make sense of the dominant educational policy framework that appears to be against diversity.
Findings: Neoliberalism has caused a crisis in pedagogy. Education is under siege as academics and
scientific evidence are being disregarded. The call is for pedagogues from all over the world to
continue to avail evidence to power by practicing critical education. Literature is utilized to
propose critical pedagogy when scientific evidence is disputed, and non-Western epistemologies
are considered anachronous
2022-07-11
2022-07-11
2020
Article
Hwami, M. (2020). Education Under Siege: Exploring How International Economic Sanctions Create Crises of Pedagogy. ECNU Review of Education, 209653112095033. https://doi.org/10.1177/2096531120950330
http://nur.nu.edu.kz/handle/123456789/6399
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
ECNU Review of Education
oai:nur.nu.edu.kz:123456789/64002022-07-11T21:00:38Zcom_123456789_100com_123456789_67col_123456789_334
PARTICIPATORY ACTION RESEARCH: A TOOL FOR ENHANCING INCLUSIVE TEACHING PRACTICES AMONG TEACHERS IN SOUTH AFRICAN FULL-SERVICE SCHOOLS
Ayaya, Gladys
Makoelle, Tsediso Michael
Merwe, Martyn van der
Type of access: Open Access
barriers to learning
full-service schools
inclusive practice
learners with diverse needs
reflective and innovative practitioners
Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that
teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is
recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using
their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design
of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory
action research (PAR) in enhancing teachers’ inclusive teaching practices in full-service schools. This qualitative PAR study
was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East
District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To
analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive
qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers’
understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a
full-service school context were also vague. However, the study has found that through PAR participation teachers were
able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a
full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs
in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a
viable change strategy of teaching toward inclusion
2022-07-11
2022-07-11
2020
Article
Ayaya, G., Makoelle, T. M., & van der Merwe, M. (2020). Participatory Action Research: A Tool for Enhancing Inclusive Teaching Practices Among Teachers in South African Full-Service Schools. SAGE Open, 10(4), 215824402096357. https://doi.org/10.1177/2158244020963576
http://nur.nu.edu.kz/handle/123456789/6400
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
SAGE Open
oai:nur.nu.edu.kz:123456789/64012022-07-11T21:00:43Zcom_123456789_100com_123456789_67col_123456789_334
PRESERVICE TEACHERS PERCEPTIONS ABOUT THE USE OF BLENDED LEARNING IN A SCIENCE EDUCATION METHODS COURSE
Yılmaz, Özkan
Malone, Kathy L.
Type of access: Open Access
Science instruction
Blended learning
Learning environment
Elementary preservice teachers
Science methods courses
The purpose of this quantitative study was to determine the effectiveness of blended
learning within the context of a science education methods course for early
childhood elementary preservice teachers in Turkey. Elementary teachers historically
fear science and avoid using it in their classes. This course was blended to allow the
students to experience active science learning during face to face sessions. Student
perceptions about their experiences in a blended methods course were collected
using a previously validated survey. The data analysis of the post-test only survey
research design demonstrated that students’ perceptions were positive towards the
use of blended learning within their science education methods course. However,
the analysis determined that students felt that certain technical aspects of the
blended learning environment hindered their learning
2022-07-11
2022-07-11
2020
Article
Yılmaz, Z., & Malone, K. L. (2020). Preservice teachers perceptions about the use of blended learning in a science education methods course. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00126-7
http://nur.nu.edu.kz/handle/123456789/6401
en
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Attribution-NonCommercial-ShareAlike 3.0 United States
Smart Learning Environments
oai:nur.nu.edu.kz:123456789/64072022-07-13T21:00:37Zcom_123456789_100com_123456789_67col_123456789_334
FUNDING INCLUSIVE EDUCATION FOR EQUITY AND SOCIAL JUSTICE IN SOUTH AFRICAN SCHOOLS
Makoelle, Tsediso Michael
Burmistrova, Valeriya
Type of access: Open Access
equity
inclusion
inclusive education
school financing
social justice
The implementation of inclusive education in South African schools has resulted in more demands being placed on them to
make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought
about substantial changes regarding school financing in order to cater for a diverse learner population. This generic
qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and
advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive
education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive
content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms
and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not
adequately and suitably resourced to implement inclusive education fully
2022-07-13
2022-07-13
2020
Article
Makoelle, T. M., & Burmistrova, V. (2020). Funding inclusive education for equity and social justice in South African schools. South African Journal of Education, 40(4), 1–9. https://doi.org/10.15700/saje.v40n4a2037
http://nur.nu.edu.kz/handle/123456789/6407
en
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South African Journal of Education
oai:nur.nu.edu.kz:123456789/64102022-07-13T21:00:43Zcom_123456789_100com_123456789_67col_123456789_334
STUDY OF NIS TEACHERS’ PERCEPTIONS OF TEACHER PROFESSIONALISM IN KAZAKHSTAN
Amirova, Bakyt
Type of access: Open Access
Intellectual Schools
Nazarbayev
perception
teacher professionalism
Kazakhstan
The purpose of this study is to understand the central phenomenon of teacher professionalism,
identify the perceptions of teacher professionalism and what factors contribute to or inhibit
teacher professionalism. The main research question of this study is how do Nazarbayev
Intellectual Schools teachers perceive teacher professionalism in the school? Subsidiary
research questions were addressed in order to reach the purpose of the study: what are the
teachers’ perceptions of the factors that contribute to teacher professionalism at school?and
what are their perceptions of the factors that inhibit teacher professionalism? Semi-structured
interviews were conducted with ten participants and analyzed with the help of thematic coding
and interpretation. The researcher used purposeful sampling. The study is significant because
it voices teachers’ perceptions of how teacher professionalism is defined in the educational
system of independent Kazakhstan as well as in the Central Asia region. The research findings
revealed that teacher professionalism in Kazakhstan is a complex notion that comprises various
aspects of teaching and learning including commitment to the profession, school-based courses,
professional learning communities, and supportive work environment. There are also certain
factors that inhibit professionalism including lack of time-management skills, lack of
motivation, burnout and paperwork. The study has limitations as only ten participants shared
their perspectives on teacher professionalism. Future studies could extend the research by
conducting a similar study in other Kazakhstani school contexts, or other schools in Central
Asia, to explore other teachers’ perceptions regarding professionalism involving teachers of
different subjects teaching in rural and urban areas
2022-07-13
2022-07-13
2020
Article
Amirova, B. (2020). Study of NIS Teachers’ Perceptions of Teacher Professionalism in Kazakhstan. IAFOR Journal of Education, 8(4), 7–23. https://doi.org/10.22492/ije.8.4.01
http://nur.nu.edu.kz/handle/123456789/6410
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
IAFOR Journal of Education: Studies in Education
oai:nur.nu.edu.kz:123456789/64142022-07-13T21:00:38Zcom_123456789_100com_123456789_67col_123456789_334
ПОСТСОВЕТСКАЯ ИДЕНТИЧНОСТЬ В ПЕДАГОГИЧЕСКОМ ОБРАЗОВАНИИ: ПРОШЛОЕ, НАСТОЯЩЕЕ, БУДУЩЕЕ
Калимуллин, Айдар М.
Жигалова, Мария П.
Ибрашева, Алима Х.
Кобылянская, Лариса И.
Лодатко, Евгений А.
Нурланов, Елдос Б.
Type of access: Open Access
педагогическое образование
постсоветские страны
история педагогики
идентичность
подготовка учителей
Формирование эффективных стратегий, моделей и содержания подготовки учителей насто ятельно требует исследования исторических предпосылок современных реформ на глобаль ном и национальном уровнях. Наиболее перспективны в этом отношении историко-антро пологические исследования в образовании, позволяющие, опираясь на междисциплинарные
и кросс-культурные подходы широкого круга наук, более глубоко осмыслить социокультур ные процессы.
В статье представлен опыт развития педагогического образования в постсоветских странах
(Россия, Беларусь, Казахстан, Молдова, Украина) с момента его возникновения в дореволю ционной России до настоящего времени.
Цель исследования заключается в анализе процесса подготовки учителей от его зарождения
до конца ХХ века и последующей трансформации национальных систем в течение трех по следних десятилетий.
Специфика исследования проявляется в том, что до начала 90-х годов ХХ века эти страны
представляли единое образовательное пространство, которое характеризовалось общими
подходами и содержанием педагогического образования, а затем трансформировалось под
влиянием политических факторов.
Сопоставление конвергентных тенденций и национальных особенностей систем педагоги ческого образования на постсоветском пространстве позволяет дать всестороннюю оценку современной образовательной политике в области подготовки учителей как с педагогических
позиций, так и в контексте перспектив геополитического, экономического и культурного со трудничества стран Содружества независимых государств.
2022-07-13
2022-07-13
2020
Article
Kalimullin, A., Zhigalova, M., Ibrasheva, A., Kobylyanskaya, L., Lodatko, Y., & Nurlanov, Y. (2020). Post-Soviet Identity and Teacher Education: Past, Present, Future. Education & Self Development, 15(3), 145–163. https://doi.org/10.26907/esd15.3.13
http://nur.nu.edu.kz/handle/123456789/6414
ru
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Attribution-NonCommercial-ShareAlike 3.0 United States
Образование и саморазвитие
oai:nur.nu.edu.kz:123456789/64412022-07-14T21:00:22Zcom_123456789_100com_123456789_67col_123456789_334
PERFORMING, PASSING, AND COVERING MOTHERHOOD IN ACADEMIC SPACES: A HEARTFUL AUTOETHNOGRAPHY
CohenMiller, Anna S.
Type of access: Open Access
Motherhood
Academic Space
This study applies heartful autoethnography to demonstrate the performance of being a mother in
academia. As such, the article addresses (1) motherhood versus mothering, (2) the concepts of
presentation of self, passing, and covering, (3) systematic bias mothers face in academic spaces, and
(4) the ultimate costs of covering motherhood in academia
2022-07-14
2022-07-14
2020
Article
CohenMiller, A. S. (2020). Performing, Passing, and Covering Motherhood in Academic Spaces: A Heartful Autoethnography. LEARNing Landscapes, 13(1), 97–114. https://doi.org/10.36510/learnland.v13i1.1006
http://nur.nu.edu.kz/handle/123456789/6441
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
LEARNing Landscapes
oai:nur.nu.edu.kz:123456789/64972022-07-21T21:00:41Zcom_123456789_100com_123456789_67col_123456789_334
MEASURING SOCIAL DESIRABILITY IN COLLECTIVIST COUNTRIES: A PSYCHOMETRIC STUDY IN A REPRESENTATIVE SAMPLE FROM KAZAKHSTAN
Nurumov, Kaidar
Hernández-Torrano, Daniel
Mhamed, Ali Ait Si
Ospanova, Ulzhan
Type of access: Open Access
social desirability bias
Marlowe-Crowne
MCSDS
validation
Kazakhstan
collectivist culture
Social desirability bias (SDB) is a pervasive measurement challenge in the social
sciences and survey research. More clarity is needed to understand the performance
of social desirability scales in diverse groups, contexts, and cultures. The present study
aims to contribute to the international literature on social desirability measurement by
examining the psychometric performance of a short version of the Marlowe-Crowne
Social Desirability Scale (MCSDS) in a nationally representative sample of teachers in
Kazakhstan. A total of 2,461 Kazakhstani teachers completed the MCSDS – Form
C in their language of choice (i.e., Russian or Kazakh). The results failed to support
the theoretical unidimensionality of the original scale. Instead, the results of Random
Intercept Item Factor Analysis model suggest that the scale answers depend more on
the method factor rather than the substantial factor that represents SDB. In addition,
an alternative explanation indicates that the scale seems better suited to measuring
two SDB correlated factors: attribution and denial. Internal consistency coefficients
demonstrated unsatisfactory reliability scores for the two factors. The Kazakhstani
version of the MCSDS – Form C was invariant across geographic location (i.e., urban
vs. rural), language (i.e., Kazakh vs. Russian), and partially across age groups. However,
no measurement invariance was demonstrated for gender. Despite these limitations,
the analysis of the Kazakhstani version of the MCSDS – Form C presented in this
study constitutes a first step in facilitating further research and measurement of SDB
in post-Soviet Kazakhstan and other collectivist countries.
2022-07-21
2022-07-21
2022
Article
Nurumov, K., Hernández-Torrano, D., Ait Si Mhamed, A., & Ospanova, U. (2022). Measuring Social Desirability in Collectivist Countries: A Psychometric Study in a Representative Sample From Kazakhstan. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.822931
http://nur.nu.edu.kz/handle/123456789/6497
en
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Frontiers in Psychology
oai:nur.nu.edu.kz:123456789/65252022-07-25T21:00:42Zcom_123456789_100com_123456789_67col_123456789_334
MULTILINGUAL ACADEMIC GENRE KNOWLEDGE: INSIGHTS FROM A MIXED-METHOD STUDY OF POST-GRADUATE STUDENTS IN KAZAKHSTAN
Chsherbakov, Andrey
Goodman, Bridget
Type of access: Open Access
Genre-specific knowledge
Trilingual
Factor analysis
Formal
Process
Rhetorical
Subject matter knowledge
Pedagogies
Kazakhstan
In an increasing number of post-graduate programmes in Kazakhstan, students may be expected
to produce academic or professional texts in up to three languages—Kazakh, Russian, and En glish. While previous research has shown the benefits of genre-based approaches to English ac ademic development, this study seeks to understand students’ development of genre knowledge in
multiple languages simultaneously. Using Tardy’s (2009) four-part genre knowledge framework,
a survey measuring self-reported genre knowledge in three languages was developed and
administered to Master’s and PhD students (n=283) at 6 Kazakhstani universities, followed by
interviews of students (n=43), teachers (n=34) and administrators (n=30) on approaches to
genre knowledge development. Survey data revealed students generally have higher genre
knowledge in Russian, followed by Kazakh and English. Students have higher Formal knowledge
than other types of genre knowledge across languages. Interview findings suggest students are
primarily influenced by IELTS exam-based, Formal knowledge approaches to education in En glish. The results suggest a need for both explicit instruction in non-structural elements of genre
knowledge in three languages, and expanded identification of the key components of genre
knowledge in languages other than English.
2022-07-25
2022-07-25
2022
Article
Chsherbakov, A., Goodman, B., & Kapashev, D. (2022). Multilingual academic genre knowledge: Insights from a mixed-method study of post-graduate students in Kazakhstan. Journal of Second Language Writing, 55, 100872. https://doi.org/10.1016/j.jslw.2022.100872
http://nur.nu.edu.kz/handle/123456789/6525
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Journal of Second Language Writing
oai:nur.nu.edu.kz:123456789/65332022-07-25T21:00:44Zcom_123456789_100com_123456789_67col_123456789_334
CONDUCTING FOCUS GROUPS IN MULTICULTURAL EDUCATIONAL CONTEXTS: LESSONS LEARNED AND METHODOLOGICAL INSIGHTS
CohenMiller, Anna
Durrani, Naureen
Kataeva, Zumrad
Makhmetova, Zhadyra
Type of access: Open Access
ethical inquiry
focus groups
feminist research
social justice
arts based methods
methods in qualitative inquiry
What happens when focus groups are conducted in challenging situations across languages, cultures, and educational settings?
What adjustments might need to be made? How can adaptations be made while still maintaining the integrity of the research?
Drawing on a multi-year study of gender and schooling in post-Soviet Kazakhstan, this article brings together researcher data
from (1) informal discussion occurring after each focus group between the researchers, (2) reflections and observations from
notes written during the research process, and (3) individual reflexivity on the topic of conducting focus groups in multicultural
contexts written retrospectively. Using a practical iterative framework, this work adds an important contribution to the
qualitative research literature by leading the reader through our processes, considerations, and lessons learned for improving
culturally relevant and inclusive focus groups in multicultural educational contexts.
2022-07-25
2022-07-25
2022
Article
CohenMiller, A., Durrani, N., Kataeva, Z., & Makhmetova, Z. (2022). Conducting Focus Groups in Multicultural Educational Contexts: Lessons Learned and Methodological Insights. International Journal of Qualitative Methods, 21, 160940692210769. https://doi.org/10.1177/16094069221076928
http://nur.nu.edu.kz/handle/123456789/6533
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
International Journal of Qualitative Methods
oai:nur.nu.edu.kz:123456789/68842022-12-29T21:00:36Zcom_123456789_100com_123456789_67col_123456789_334
THE EFFECTS OF THE COVID-19 PANDEMIC ON THE WELL-BEING OF CHILDREN WITH AUTISM SPECTRUM DISORDER: PARENTS’ PERSPECTIVES
Amirova, Aida
CohenMiller, Anna
Sandygulova, Anara
Type of access: Open Access
autism (ASD)
children
parents
pandemic (COVID-19)
online
inclusion
The COVID-19-related lockdown interrupted children’s learning progress
and discontinued social learning and regular activities that children with
autism spectrum disorder (ASD) rely on socially and physically. Negative
consequences for children with ASD were reported far and wide. To
investigate this problem in Kazakhstan, we conducted a mixed-methods
study that drew on data from an online survey with 97 parents and semistructured
interviews with 14 parents. While parent-report quantitative results
suggest that children were likely to experience negative impacts of the
pandemic due to disrupted educational and therapeutic services, qualitative
findings confirm that they have experienced an elevated mental health
and behavioral challenges during the lockdown. Remote educational and
therapeutic services were not helpful as families coped with pandemic-caused
problems on their own. We highlight that continued support and care during
and after a crisis is vital not only for children with ASD but also for the families
under-resourced mentally and socially.
2022-12-29
2022-12-29
2022-07-25
Article
Amirova, A., CohenMiller, A., & Sandygulova, A. (2022). The effects of the COVID-19 pandemic on the well-being of children with autism spectrum disorder: Parents’ perspectives. Frontiers in Psychiatry, 13. https://doi.org/10.3389/fpsyt.2022.913902
http://nur.nu.edu.kz/handle/123456789/6884
en
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Frontiers in Psychiatry
oai:nur.nu.edu.kz:123456789/68992023-01-31T21:00:15Zcom_123456789_100com_123456789_67col_123456789_334
MOTHERHOOD IN ACADEMIA DURING THE COVID-19 PANDEMIC: AN INTERNATIONAL ONLINE PHOTOVOICE STUDY ADDRESSING ISSUES OF EQUITY AND INCLUSION IN HIGHER EDUCATION
CohenMiller, Anna
Izekenova, Zhanna
Type of access: Open Access
Asynchronous research
Creative qualitative methods
Innovative qualitative research
Mothers and mothering
Online photovoice
Women in higher education
motherscholars
Combining motherhood and academic work in higher education has been discussed for decades with the pandemic further exposing the inequalities. This crisis has significantly impacted the daily life of mothers in academia as they devote more time to keep their careers on track, produce papers, and take on other parenting and schooling responsibilities. This paper employs photovoice as an online methodology to document the real-life experiences of 68 women from nine countries who work and parent children in the sudden transition to remote working and learning environments. By explaining the photographs from their perspective, the participants in this study were able to capture their lived experiences, discuss working from home while guiding children in online learning, and create suggestions for ways academic institutions can alleviate gender inequality. The article explores the critical issues of academic work and childrearing drawing international attention to address issues of equity and inclusion in higher education among researchers, policymakers, and institutions
2023-01-31
2023-01-31
2022
Article
CohenMiller, A., & Izekenova, Z. (2022). Motherhood in Academia during the COVID-19 Pandemic: An International Online Photovoice Study Addressing Issues of Equity and Inclusion in Higher Education. Innovative Higher Education, 47(5), 813–835. https://doi.org/10.1007/s10755-022-09605-w
http://nur.nu.edu.kz/handle/123456789/6899
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Innovative Higher Education
oai:nur.nu.edu.kz:123456789/69262023-02-07T21:00:44Zcom_123456789_100com_123456789_67col_123456789_334
INDIVIDUAL VERSUS COLLABORATIVE NOTE-TAKING: RESULTS OF A QUASI-EXPERIMENTAL STUDY ON STUDENT NOTE COMPLETENESS, TEST PERFORMANCE, AND ACADEMIC WRITING
Courtney, Matthew
Costley, Jamie
Baldwin, Matthew
Lee, Kyungmee
Fanguy, Mik
Type of access: Open Access
Note-taking
Collaborative learning
There is research showing benefits to both collaboration and note-taking, but a lack of research into how they
may both work together in an online context. More specifically, there is a gap in the research looking at how
collaborative note-taking and individual note-taking can be compared when considering the quality of the notes
taken, and how note-quality can impact student performance. The present study looks at the online note-taking
behavior and performance of 186 graduate students studying at a Korean university. The results indicate that
students who collaborate perform better than individual note-takers on measures of recall of course content, but
that individual note-takers perform better on tasks focused on academic writing. Furthermore, the findings
suggest that note-quality has no effect on collaborative note-takers’ recall of course content, and a slight negative
impact on their writing, while individual note-takers benefit from higher quality notes for both recall and
writing.
2023-02-07
2023-02-07
2022
Article
Courtney, M., Costley, J., Baldwin, M., Lee, K., & Fanguy, M. (2022). Individual versus collaborative note-taking: Results of a quasi-experimental study on student note completeness, test performance, and academic writing. The Internet and Higher Education, 55, 100873. https://doi.org/10.1016/j.iheduc.2022.100873
http://nur.nu.edu.kz/handle/123456789/6926
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
The Internet and Higher Education
oai:nur.nu.edu.kz:123456789/69362023-02-08T21:00:53Zcom_123456789_100com_123456789_67col_123456789_334
A PROTOCOL FOR ANALYZING REPEATED MEASURES OF ONLINE GROUP BEHAVIOR
Courtney, Matthew G.R.
Costley, Jamie
Fanguy, Mik
Type of access: Open Access
online collaborative group behavior
Repeated measures of nested data
Weeks in persons
Persons in groups
Two- and three-level multilevel models
R statistical programming
lme4
Lavaan
In this article, we feature a novel protocol that enables the analysis of repeated measures of online group behavior. The protocol accounts for (1) the nested hierarchy of the data with weeks nested in persons, and persons nested in weeks, and (2) the temporal nature of the behavior at the early, mid, and late periods of each week. To manage and analyze such data in a general way, we first give an illustration of the data structure. Thereafter, we propose a five-step Courtney-Fanguy-Costley protocol that (1) considers the data structure, (2) defines the levels of data, (3) considers variable variation, timing, and necessary aggregation, (4) ensures necessary variation, and (5) specifies null and mixed-effects models. We also provide exemplary R code for readers to replicate our approach. •A general five-step protocol for analyzing repeated measures of online group behavior is offered. •A description of the complex nested data structure is offered. •Users can simulate data in R to run through the protocol.
2023-02-08
2023-02-08
2022
Article
Courtney, M. G., Costley, J., & Fanguy, M. (2022). A protocol for analyzing repeated measures of online group behavior. MethodsX, 9, 101667. https://doi.org/10.1016/j.mex.2022.101667
http://nur.nu.edu.kz/handle/123456789/6936
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
MethodsX
oai:nur.nu.edu.kz:123456789/72652023-06-27T21:08:29Zcom_123456789_100com_123456789_67col_123456789_334
COGNITIVE LEARNING AND ROBOTICS: INNOVATIVE TEACHING FOR INCLUSIVITY
Oralbayeva, Nurziya
Amirova, Aida
CohenMiller, Anna
Sandygulova, Anara
Type of access: Open Access
cognitive language learning
robotics
robot-assisted alphabet learning
robot-assisted script learning
alphabet reform
script learning
inclusion
We present the interdisciplinary CoWriting Kazakh project in which a social robot acts
as a peer in learning the new Kazakh Latin alphabet, to which Kazakhstan is going to shift from
the current Kazakh Cyrillic by 2030. We discuss the past literature on cognitive learning and script
acquisition in-depth and present a theoretical framing for this study. The results of word and letter
analyses from two user studies conducted between 2019 and 2020 are presented. Learning the
new alphabet through Kazakh words with two or more syllables and special native letters resulted
in significant learning gains. These results suggest that reciprocal Cyrillic-to-Latin script learning
results in considerable cognitive benefits due to mental conversion, word choice, and handwriting
practices. Overall, this system enables school-age children to practice the new Kazakh Latin script in
an engaging learning scenario. The proposed theoretical framework illuminates the understanding
of teaching and learning within the multimodal robot-assisted script learning scenario and beyond
its scope.
2023-06-27
2023-06-27
2022
Article
Oralbayeva, N., Amirova, A., CohenMiller, A., & Sandygulova, A. (2022). Cognitive Learning and Robotics: Innovative Teaching for Inclusivity. Multimodal Technologies and Interaction, 6(8), 65. https://doi.org/10.3390/mti6080065
http://nur.nu.edu.kz/handle/123456789/7265
en
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Attribution-NonCommercial-ShareAlike 3.0 United States
Multimodal Technologies and Interaction
oai:nur.nu.edu.kz:123456789/73372023-08-03T21:00:18Zcom_123456789_100com_123456789_67col_123456789_334
TRANSLANGUAGING IN THE ACADEMIC WRITING PROCESS: EXPLORING CHINESE BILINGUAL POSTGRADUATE STUDENTS’ PRACTICES AT A BRITISH UNIVERSITY
Zheng, Zhe (Zoey)
Drybrough, Andrew G.
Type of access: Open Access
Translanguaging
Academic writing
Dissertation writing process
Self-regulation
Written translanguaging within educational settings has drawn increasing attention in recent
years, but research which explores translanguaging practice in detail in the postgraduate
dissertation writing process is still limited. This study focuses on five Chinese postgraduate students
who studied at a British university. It investigates their translanguaging practice in the
outlining, note-taking and drafting phases of their master’s dissertation writing process with
reference to Plakans’ reading-to-write test task model. We collected and analysed the texts from
our participants and conducted interviews to introduce emic perspectives to our analysis. The
findings reveal six translanguaging practices in the academic dissertation writing process,
showing that translanguaging supports students’ development of self-regulation and serves as an
efficient self-regulation tool for them to control the recursive and extensive dissertation writing
process, to reach their immediate and global writing goals. The paper problematizes and challenges
the orthodox academic discourse and practice and highlights the need for EAP tutors and
dissertation supervisors to encourage translanguaging in students’ writing practice in response to
the potential issues raised by the monolingual norms in the academic communities
2023-08-03
2023-08-03
2023
Article
Zheng, Z. Drybrough, A. (2023). Translanguaging in the academic writing process: Exploring Chinese bilingual postgraduate students’ practices at a British university. Journal of English for Academic Purposes
http://nur.nu.edu.kz/handle/123456789/7337
en
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Journal of English for Academic Purposes