Talking of fabric: a multi‐dimensional model of quality in education

Nikel, Jutta; Lowe, Julian

doi:10.1080/03057920902909477

Cited by 74 publications

(61 citation statements)

References 9 publications

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“…In this conception, the conflicting principles of professionalism and business administration (such as autonomy and control or quality and efficiency) can be employed in cooperation (Noordegraaf, 2015). Thus, it is seen that the pedagogical discourse constituting the essence of teacher professionalism on the one hand, EDUPIJ • Volume 6 • Issue 2 • 2017 and the basic elements of business administration; performance and accountability, on the other coexist in modern educational reforms of many countries (Nikel, & Lowe, 2010). This can also be seen as a reflection of global trends on teacher professionalism.…”

Section: Teachers' Occupational Professionalismmentioning

confidence: 99%

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Ekinci¹,

Ekinci²

2017

EDUPIJ

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The purpose of this descriptive study is to explore the relationships between teachers' critical thinking dispositions and their perceptions of occupational professionalism. The sample of the study has consisted of 242 teachers specified from the population of upper-secondary school teachers working in Mentese, Mugla, Turkey. The data of the study were collected through the administration of the UF/EMI Critical Thinking Dispositions Assessment scale and the Teachers' Occupational Professionalism scale. In the analysis of the data, descriptive statistics, t-test, ANOVA and multiple regression analysis were employed. The results of the study revealed that: (1) Teachers have a high level of critical thinking disposition which does not significantly change for the variables of gender, school type or seniority, but it does for education level; (2) Teachers have a high level perception of their own professionalism within professional awareness and emotional labor dimensions of occupational professionalism. They have a moderate level perception of their own professionalism within contribution to organization and personal development dimensions of occupational professionalism. Their total perception scores do not sinificantly change for the veriables of gender, education, school type or seniority. (3) The dimensions of critical thinking dispositions of teachers together predict a significant part of their occupational professionalism perceptions. In short teachers' critical thinking dispositions seem to be an important component of teacher professionalism.

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Section: Teachers' Occupational Professionalismmentioning

confidence: 99%

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

Ekinci¹,

Ekinci²

2017

EDUPIJ

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“…The wave for quality education reform has mainly focused on internal effectiveness, with efforts made to improve internal school performance, particularly the methods and processes of teaching and learning in the classroom (Lomas, 2002;Manyanga, 2007). Over the last two decades the education sector has undergone another quality education reform focused on the interface effectiveness in terms of education relevance, stakeholders' satisfaction, and market competitiveness (Nikel & Lowe, 2010).…”

Section: How Has the Concept Of Quality Changed Over Time?mentioning

confidence: 99%

“…However, while this dream may have been realised in most western countries, it has not yet occurred in Tanzania. This situation calls for concerted efforts to develop quality SE in Tanzania, a process which is only possible when science practices and programmes are clearly redefined, legislatively protected from any political dictates, owned by relevant stakeholders, adequately financed, and constantly subjected to periodic technical consultations and reviews to ensure that they are in harmony with both local and global challenges (Nikel & Lowe, 2010;Ogunmade, 2005).…”

Section: Implications Of the Se Changes In The Tanzanian Se Practicementioning

confidence: 99%

The Quest for Quality Science Education Experiences in Tanzanian Secondary Schools

Kalolo¹

2015

JSE

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Ensuring that Tanzanian secondary school students receive quality science education (SE) experiences is a desire that Tanzania has looked forward to achieving.Despite clear and well-focused intent to provide quality SE experiences in schools, the progress towards achieving a target has not been so clear over decades. This review paper analyses the SE debates and the efforts made towards achieving such a goal. The analysis in this paper is built on an attempt to trace the progress and the success of the aspiration to provide quality SE in Tanzanian secondary schools. The paper also articulates how such an expectation has been achieved so far. Eventually the paper identifies some new emphases in an effort to provide quality SE and providesa relevant approach towards achieving the goal to provide excellent SE experiences in schools.

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“…2 neoliberalism and the advance of globalization have made an impact on weakening state influence on the public sector and have pushed for competition and the race for development, steering the condition of education. The quality of education has become the focus in education discourse, visible by the increased emphasis on measuring outcomes and insistence on accountability and quality management at all levels (Nikel & Lowe, 2010). The concept of quality education is contextual and value loaded (Penn, 2009) and there is no one definition, but many perspectives: 1) The human capital approach based on the idea that educational quality is a prerequisite for economic development (Soudien, 2012); 2) the human rights approach, which argues that quality and equity must work together to achieve a quality education system (Barrett, 2011); and 3) the perspective of all stakeholders having a voice and participating in defining what quality is (Soudien, 2012).…”

Section: Global Efforts Towards Quality Education 43mentioning

confidence: 99%

“…2 (Organization for Economic Co-operation and Development (OECD), 2012). Some form of comparison is required in order to make judgments of educational quality, or of progress in improving quality (Nikel & Lowe, 2010). National, regional and international assessments allow for the benchmarking of student performance against corresponding international standards.…”

Section: Global Efforts Towards Quality Education 43mentioning

confidence: 99%

Global Efforts towards Quality Education for All : Evidence and Reflections from an International and Comparative Educational Perspective

2013

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In the process of constructing post-2015 development global frameworks, education is increasingly seen globally to be a powerful tool for preparing students to enter labor market as well as to create a peaceful and sustainable society. International and comparative educational research conducted on the achievement of the EFA goals has clearly revealed that despite important efforts accomplished in many countries, there are still serious challenges in terms of the quality of education that is offered. The paper examines the extent to which a minimum Quality of Education for All (QEFA) can be reached through effective use and application of evidence-based international and comparative educational research. Global efforts to attain QEFA are examined by investigating major international surveys of learning outcomes. The case of Arab states demonstrates diverse socio economic and political contexts of each country and should be reflected in regional strategies to achieve QEFA. Evidence from data on national, regional and international assessments indicates that low achievement is globally widespread and stronger government intervention will be needed. This research demonstrates that the diversity of learning conditions and environment across and within countries should be carefully reflected into quality assurance by enhancing each individual"s learning potentials.

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Talking of fabric: a multi‐dimensional model of quality in education

Cited by 74 publications

References 9 publications

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

A Study on the Relationships between Teachers’ Critical Thinking Dispositions and Their Perceptions of Occupational Professionalism

The Quest for Quality Science Education Experiences in Tanzanian Secondary Schools

Global Efforts towards Quality Education for All : Evidence and Reflections from an International and Comparative Educational Perspective

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