Educational Studies 

About: Educational Studies is an academic journal. The journal publishes majorly in the area(s): Higher education & Comparative education. Over the lifetime, 3054 publications have been published receiving 44923 citations.

Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young

Abstract: Milagros Nores, Assistant Research Professor, National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: mnores@nieer.org Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.W. Steven Barnett, Board of Governors Professor and Director of the National Institute for Early Education Research, Rutgers, the State University of New Jersey (NJ, United States). Email: wbarnet@rci.rutgers.edu Address: 57 US Highway 1, New Brunswick, NJ 08901-8554, United States.This paper uses a meta-analysis to review the evidence on the benefits of early childhood interventions. The authors also analyze how the revealed effects are correlated with characteristics of the corrective measures and with the target audience.A total of 38 contrasts of 30 interventions in 23 countries were analyzed. The paper focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen’s D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling.A moderate progress has been revealed in each of the outcomes. The benefits are sustained over time. Interventions that have an educational or mixed (educational and stimulation, or care) component evidenced the largest cognitive effects, as compared to cash infusions or nutrition-specific interventions. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions, unlike children whose development is not supported or promoted. Direct care and education appear to be the most efficient interventions, especially for development of cognitive skills in early childhood.DOI: 10.17323/1814-9545-2012-1-200-228

An Avalanche Is Coming. Higher Education and the Revolution Ahead

Abstract: Michael Barber, Professor, Chief Adviser to the Secretary of State for Education on School Standards (1997-2001), chief education advisor at Pearson, leading Pearson’s worldwide programme of research into education policy and the impact of its products and services on learner outcomes, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Katelyn Donnelly, executive director at Pearson where she leads the Affordable Learning Fund, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Saad Rizvi, Ph.D. in Economics and International Relations, Pearson’s executive director of efficacy, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Prospects for higher education are discussed in the context of technologies and globalization sweeping over the world and affecting many of the world economy sectors. The report describes opportunities that will appear ahead of universities if they go for radical transformations in their key institutions, and analyzes the risks that may arise if such transformations lose to the challenges of the 21st century.The model of a traditional 21st century university and its functions are characterized. The authors examine the factors that can radically change the paradigm of a traditional university and points out that universities need to revise their existing business models and education patterns. Marketization of education has turned students into consumers dictating their own terms and has brought about a number of alternatives to universities for talented students. Therefore, universities need to define clearly what they can offer, differentiate themselves from competitors, and identify their target audience among potential student groups.The authors believe that universities of the future should rearrange functions performed by the existing universities. He also explains why the model of the future is more efficient than the existing one.It is supposed that the promising prospects proposed for higher education by the 21st century can only be reached if all players of the HE system, from students to the government, support the radical transformation initiative to tackle the challenges they are facing. The study defines the essential questions that all players should answer if they want a productive transformation in higher education.

Teaching creatively and teaching for creativity: distinctions and relationships

Abstract: The distinction and relationship between teaching creatively and teaching for creativity identified in the report from the National Advisory Committee on Creative and Cultural Education (NACCCE, 1999), is examined by focusing on empirical research from an early years school, known for its creative approach. The examination uses four characteristics of creativity and pedagogy identified by Peter Woods (1990): relevance, ownership, control and innovation, to show the interdependence of the NACCCE distinctions. We conclude that although the NACCCE distinction between teaching creatively and teaching for creativity has been useful as an analytical tool, it may, at the same time, have dichotomised an integrated practice and we suggest that a more useful distinction for the study of creative pedagogies would be the relationship between teaching creatively and creative learning.