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 2018

The educational transition between early childhood education and primary education is a complex moment of change with repercussions throughout the academic life of the students. For this reason, it is important to seek continuity between both educational stages. A successful transition produces for the social, cognitive and emotional well-being of the student. The aim of this study is to find out how transition-related factors apply in ten European Union (EU) countries. The factors analyzed are the age of onset of transition, the teacher–student ratio, types of clustering, financing of the stage, responsibility, and both initial and in-service teacher training. The methodology followed in this study is documentary analysis and the main source of data search has been the European Commission's Eurydice portal. The results show differences in stage change within each country, especially in the explicit consideration of a transition period. The main conclusion is that there is a great difference between the northern and southern countries. The main differences between countries in the transitions from early childhood education to primary education in the EU are in the years of compulsory education, the teacher/student/unit ratio, the initial teacher training, and the decentralization of education.

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Comparative Analysis of the Transition from Early Childhood Education to Primary Education: Factors Affecting Continuity between Stages.

Adverse childhood experiences and trauma informed practices in second chance education settings in the Republic of Ireland: An inquiry-based study

The review of research, when carried out systematically, is a methodology that can be embedded within existing paradigms - qualitative, quantitative or mixed - and aims to generate evidence: a) which reports research continuity in a given line of research, or b) which guides decision-making for the improvement of educational practices and policies The article focuses on the characteristics, and stages of the methodological process of systematic review applied to a particular educational investigation, in order to illustrate its usefulness as a methodology for obtaining evidence More precisely, an integrative and mixed method of systematic review is applied to a specific topic - the research on Final Degree Projects (FDP) Or Final Projects- as examples to answer the review question: What data collection and data analysis techniques are researched on FDP or Final Projects in the scientific literature? Both quantitative and qualitative results are presented As a conclusion, in this research topic, practice and education policy continue to build on prevailing beliefs, and these beliefs do not always have as a basis the results of the research, from which evidence is generated The limitations relating to the establishment of criteria for evidence calculation are highlighted, as well as the contributions of this methodology on both the research topic chosen as an example and, in general, for scientific advancement in education

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Hacia la educación basada en la evidencia: un método y un tema

Rethinking the role of education in the 21st century implies acknowledging the power of learning and the urgency of making learning provision more meaningful, inclusive, and student-centred, which assumes particular importance when learner disengagement is still a global issue in elementary and secondary education. Rooted in social constructivism principles, peer learning is a learner-centred approach that facilitates the development of soft and technical skills, with evidence-based contributions to learners’ academic performance under the cognitive, affective, and social dimensions. This study aims to find evidence of the transformative role of peer learning projects in four Portuguese secondary schools and a higher education institution through teachers and peer teacher students’ (PTS) perceptions of these projects’ purpose, implementation, and impact on the educational community, particularly on PTS. Data were collected by means of a semi-structured in-depth interview and a survey by questionnaire, and content analysis and descriptive statistics were the techniques used. Results show cooperation and interpersonal skills’ improvement as major strengths of these projects, whereas the challenges are mostly organisational, e.g., reduced teacher service time and coordination of learners’ schedules. Conclusions highlight the potential of peer learning projects to promote pedagogical transformation and innovation in 21st century schools.

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The Transformative Role of Peer Learning Projects in 21st Century Schools—Achievements from Five Portuguese Educational Institutions

Background: Early school leaving (ESL) is a significant and complex problem for most educational systems. Research has analysed this problem from a number of different perspectives but has been mai...

Factors that influence early school leaving: a comprehensive model

INTRODUCCION. Las transiciones entre etapas, concretamente, el paso de la educacion primaria a la educacion secundaria, son uno de los cambios mas complejos que el estudiante experimenta a lo largo de su vida academica. Proporcionar pautas para mejorar este proceso de transicion es una tarea compleja que debe ser llevada a cabo teniendo en cuenta todas las variables (academicas y no academicas) que rodean al sujeto. El objetivo del presente estudio es conocer cuales son las variables que influyen en el estudiante que se encuentra realizando la transicion a la educacion secundaria desde una perspectiva global, atendiendo tanto a la parte academica como a la no academica y crear un modelo comprensivo que nos ayude a diagnosticar a aquellos estudiantes mas vulnerables al proceso de transicion. METODO. Se ha realizado una revision sistematica con una seleccion de articulos que abarcan desde el ano 1985 hasta febrero de 2018. La busqueda se realizo utilizando cuatro bases de datos: Scopus, Web of Science, Eric y Dialnet. RESULTADOS. 80 estudios han formado la muestra final de esta revision. Los resultados muestran 70 variables descritas que influyen en este proceso de transicion. Estas variables han sido clasificadas en seis factores academicos y no academicos (individuales, familiares, estudiante, companeros de clase, profesorado y centro). DISCUSION. De todas las variables revisadas, las relacionadas con el individuo (individuales y del estudiante) y la familia son aquellas que han sido mas estudiadas en la literatura. Se concluye que la identificacion de variables de riesgo que pueden influir en el estudiante que realiza el proceso de transicion es compleja. Por tanto, es necesario disponer de un modelo comprensivo que facilite el diseno de acciones para la mejora de su rendimiento.

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Diego González-Rodríguez

Papers

Factors that influence early school leaving: a comprehensive model

Variables que influyen en la transición de la educación primaria a la educación secundaria obligatoria. un modelo comprensivo