Education Commons^™

Circular Pedagogy To Advance The Integration Of Learning Technologies: Supporting Technological Universities Cultural Transformation, Nadia Barkoczi, Iulia Stefan, Ivaylo Peev, Todor Todorov, Lia Pop, Claudia Marian, Cristina Campian, Sonia Munteanu, Patrick Flynn, Jon-Hans Coetzer, Lucia Morales

Working Papers

European countries need active and proactive educational systems assisted by models that can drive a cultural transformation that supports sustainable socio-economic and environmental development. In this paper, we reflect on the future of European education. We offer some insights on how the foundations of a new educational model (ANEM) could be cemented and solidly supported by pillars that acknowledge our societies' rich and diverse cultures. Furthermore, the European University of Technology's (EUt+) future educational model is taken as a case study to enable us to reflect and analyse the need for novel pedagogies that drive change for a more sustainable …

Circular Pedagogy And Digitisation A New Educational Paradigm, Lucia Morales, Lia Pop, Jon-Hans Coetzer, Iulia Stefan, Ivaylo Peev

Working Papers

Existing educational systems and models are insufficient to address the challenges associated with our evolving socio-economic and environmental systems. In this paper, we offer critical insights on the core elements defining Higher Education Institutions, the digitisation of teaching and learning practices with a dominant trend favouring STEM education that overlooks the value of social sciences. The neglection of social sciences and the criticism and negative connotations that affect research in the field of pedagogy are also considered as they are essential in articulating our vision of the need for pedagogical innovations that acknowledge our new learning and teaching realities and …

Circular Pedagogy For Smart, Inclusive And Sustainable Education, Lia Pop, Nadia Barkoczi, Lucia Morales, Jon-Hans Coetzer, Claudia Marian, Patrick Flynn

Working Papers

Higher education institutions seem to be engaged in a reactive process when thinking about education for sustainable development, instead of being proactive. A every stage, educational models remain very limited to specific goals and agendas driven by the fad of the moment and without articulating a sustainable educational model that we argue should be uttered within the concepts of intercultural competencies, smart, inclusive, and sustainable education where learners engage on a circular learning process as captured by the circular pedagogy for higher education. If the academic community is serious about driving actions that help us to enact change and impact …

A Circular Pedagogy For Higher Education, Lucia Morales, Jon-Hans Coetzer, Nadia Barkoczi, Lia Pop, Claudia Marian, Patrick Flynn

Working Papers

Over the last two decades, higher education has been subject to significant scrutiny due to increasing pressures to provide a meaningful and relevant learning experience to the student population, and by their strong connection to the functioning of the economic and political systems. By reflecting on the controversies surrounding pedagogy, this paper contributes to the current debate by exploring pedagogy as a circular process where learners grow and develop by taking different roles and identities as they navigate a research-informed learning continuum defined by growing levels of complexity and uncertainty. This study introduces a new pedagogical paradigm for adult education, …

Compounded Inequities: Assessing School Finance Equity For Low-Income English Language Learners, David S. Knight, Jesus E. Mendoza

Working Papers

School districts face different costs to produce the same level of educational opportunity because of differences in student population, geographical costs of living, and district size. However, in many states, the school finance system fails to take these factors into account when distributing funds to school districts. Most prior analyses of state school finance systems focus on the relationship between district funding and the percent of low-income students in that district or the percent of emergent bilinguals, who are typically classified as English language learners (ELLs).

We present the first longitudinal descriptive evidence of the extent to which state school …

Assessing The Educational Opportunity Of Emergent Bilingual Students: Why Are Some State School Finance Systems More Equitable Than Others?, David S. Knight, David E. Dematthews

Working Papers

Despite the rapid increase in enrollment of students who speak a language other than English at home, little prior research examines whether school districts receive adequate funding for instructional programs for emergent bilinguals. We show that prior to the Great Recession, districts with greater proportions of students classified as English language learners (ELL) received approximately 10 percent more funding than otherwise similar low-ELL districts. However, recessionary budget cuts disproportionately impacted high-ELL districts, effectively removing resource advantages. Cross-state analyses suggest that states using direct reimbursement methods and those with smaller ELL student weights in their formula funding tend to have less …

Cost-Effectiveness Of Early Childhood Interventions To Enhance Head Start: Evidence From A Randomized Experiment, David S. Knight, Susan H. Landry, Tricia Zucker, Jeffrey M. Williams, Emily C. Merz, Heather B. Taylor

Working Papers

We evaluated the cost-effectiveness of instructional coaching and parent coaching models in Head Start using a randomized trial. The study design allowed us to compare the individual effects of each coaching model as well as their combined effect on student outcomes. Teachers receiving instructional coaching improved their use of language and literacy instructional practices, while parents receiving family coaching showed increases in numerous responsive parenting behaviors associated with positive child outcomes. Instructional coaching was more cost-effective than parent coaching in promoting these evidence-based practices. However, only the parent coaching model showed significant impacts on student outcomes. Parent coaching alone with …

Are High-Poverty School Districts Disproportionately Impacted By State Funding Cuts? School Finance Equity Following The Great Recession, David S. Knight

Working Papers

The Great Recession caused states around the country to make substantial budget cuts to public education. As a result, districts that rely more heavily on state funding – those with greater concentrations of students in poverty – may be disproportionately impacted by the Great Recession funding cuts; however, little prior research examines this issue. This study examines how state school finance systems responded to recessionary funding cuts on average nationally. The study then draws on state specific data to examine local district taxation patterns in response to state spending cuts. The study finds that (a) on average across states, high-poverty …