Global Education Digest 2020

The Multilingual Global Education Digest is a bibliography of recent published academic and research material, in English, French, German, Italian, Portuguese and Spanish, which is relevant to the field of global education

Global Education Digest 2021

The Multilingual Global Education Digest is a bibliography of recent published academic and research material, in Dutch, English, French, German, Italian, Polish, Portuguese and Spanish, which is relevant to the field of global education and learning

Global Education Digest 2018

This second edition of the Global Education Digest provides a reasoned bibliography of academic and research materials relevant to the field of global education that have been published in 2018. This Digest has been compiled by Development Education Research Centre (DERC) on behalf of Global Education Network Europe (GENE) in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics

Global Education Digest 2022

This fifth edition of the Global Education Digest provides a reasoned bibliography of academic and research materials relevant to the field of global education, as defined in the Maastricht Global Education Declaration (2002). This multilingual edition covers material that has been published recently in English, Dutch, Finnish, French, German, Italian, Polish, Portuguese, Slovakian, and Spanish. This project has been coordinated by Professor Massimiliano Tarozzi and Dr Carla Inguaggiato (UNESCO Chair in Global Citizenship Education in Higher Education, University of Bologna) and Kester Muller (Development Education Research Centre, IOE, UCL’s Faculty of Education & Society), on behalf of Global Education Network Europe, in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics

Global Education Digest 2022

This fifth edition of the Global Education Digest provides a reasoned bibliography of academic and research materials relevant to the field of global education, as defined in the Maastricht Global Education Declaration (2002). This multilingual edition covers material that has been published recently in English, Dutch, Finnish, French, German, Italian, Polish, Portuguese, Slovakian, and Spanish. This project has been coordinated by Professor Massimiliano Tarozzi and Dr Carla Inguaggiato (UNESCO Chair in Global Citizenship Education in Higher Education, University of Bologna) and Kester Muller (Development Education Research Centre, IOE, UCL’s Faculty of Education & Society), on behalf of Global Education Network Europe, in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics

Using an ALA Carnegie-Whitney Grant to Support Women in STEM: A Bibliography Project

In the last decade, the spotlight on science, technology, engineering, and mathematics (STEM) education has resulted in hundreds of studies on various themes. Categorizing the literature on the status of women in STEM is challenging: the word “STEM” can be ambiguous and the topic is intersectional. A comprehensive bibliography could guide users to the relevant research. By understanding the intersectionality of issues facing women in STEM in higher education, librarians can help their organizations engage in local, regional, and national recruitment and retention efforts. Additionally, libraries can develop collections to support students and faculty conducting research in this area

Global Education Digest 2015 - 2017

This is the first edition the Global Education Digest, a bibliography of recent published academic and research material relevant to the field of global education. This Digest has been compiled by Development Education Research Centre (DERC) on behalf of Global Education Network Europe (GENE) in the framework of ANGEL activities. ANGEL (Academic Network on Global Education & Learning) is the academic network of global education researchers and academics. The Digest is divided into eight themes/ areas of work, and within each we have identified policy reports, books, academic articles and doctoral research related to global education. Items for inclusion were found through keyword searches of Scopus, Web of Science, Google Scholar, and British Library (including ETHOS and Proquest) databases, as well as through informal discussions with colleagues in the field. The core focus of the Digest is on literature on global education. Selected literature with a focus on related concepts, such as global citizenship, environmental education, and education for sustainable development, has also been included where these have clear links to concerns in global education

Adaptive Management Annotated Bibliography

The technical knowledge of the elements needed to provide equitable basic education is well established: well-crafted curricula, qualified teachers supported by professional development, adequate infrastructure, appropriate texts and instructional materials, and a regular process for assessing learning achievement. However, in conflict/crisis-affected environments, there are a host of barriers and challenges to providing these elements, including insecurity, weak institutions, inequalities, historical traumas, and fault lines. These contexts are deeply complex, dynamic, often times unpredictable, and difficult to manage. USAID’s programs, while they often provide pilot and demonstration projects that point the way to system change, cannot sustain the delivery of education services and reform – this must ultimately be accomplished by host-country institutions. However, it is precisely in countries affected by conflict that institutions have the weakest capacity to deliver and support basic education. The recent increase in the use of the term theory of change by development agencies and organizations arises from the need for more well-grounded and creative strategies to achieve progress in challenging and complex environments. A theory of change approach calls for greater rigor in examining contexts, systems, organizations, strategies, and project designs in crisis and conflicted environments, seeking to understand both the drivers of conflict and ways that improved access to education can mitigate the effects of conflict on children and youth. The USAID-ECCN Annotated Bibliography on Theories of Change in Development as of 2016 has reviewed more than 150 studies in the form of existing reviews, concept papers, research, cases, and guidance. Documents have been drawn from published sources, institutional and private think tanks, donor agencies, development organizations, and non-governmental organizations. This document contains a selection 36 studies that highlight the major findings and good practices that apply the concept and practice of theory of change in development assistance, with a focus on contexts affected by crisis and conflict. The documents selected for the first phase of the Annotated Bibliography were chosen based on: (i) our judgment on the quality of theory and evidence, (ii) degree to which they are cited in the literature, and (iii) their specific contribution to the concepts and application of theory of change relevant to education in crisis- and conflict-affected settings. The annotated bibliography is an ongoing process that is now available online in the form of evidence gap maps that provide systematic access to research findings

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery

Die Ludwigsburg-Luzerner Bibliographie zur Alltagsvorstellungsforschung in den Geowissenschaften – ein Projekt zur Erfassung der internationalen Forschungsliteratur

This paper is a report about the compilation and structure of the Ludwigsburg-Lucerne bibliography on research about alternative conceptions in geography and the geosciences. The bibliography is of great importance because research on students and teachers conceptual frameworks in geography and the geosciences is attracting more and more attention in geography education. Although the research area concerning alternative conceptions has been flourishing in science education in the last 30 years it has not been very prominent in geography until recently. The bibliography documents publications on conceptual frameworks and conceptual change in the geosciences and is work in progress. It is a valuable source of information that facilitates the accessibility to the relevant research papers. Until March 2008 the authors compiled 317 references concerning empirical investigations and theoretical considerations about students' and teachers' conceptual frameworks and conceptual change as well as research on teaching and learning related to conceptual change in the geosciences. The publications were categorized according to the terminology related to the concept of the nested geosphere (e.g. lithosphere, pedosphere, hydrosphere, atmosphere) and sub-categorized using keywords typical for geoscience phenomena of the distinct spheres. The quantification of the number of references in each geoscience field considered helped to get an overview of what has been achieved so far in conceptual change research in the geosciences and revealed research deficits to be tackled in the future. The bibliography can be downloaded at www.ph-ludwigsburg.de/geographie