Template-Type: ReDIF-Article 1.0 Author-Name: Tilo Li Author-Name-First: Tilo Author-Name-Last: Li Author-Email: tiloli@twc.edu.hk Author-Workplace-Name: Tung Wah College Author-Name: Andy Chan Author-Name-First: Andy Author-Name-Last: Chan Author-Email: andychan@twc.edu.hk Author-Workplace-Name: Tung Wah College Author-Name: Eugene Li Author-Name-First: Eugene Author-Name-Last: Li Author-Email: lceugene@ust.hk Author-Workplace-Name: The Hong Kong University of Science and Technology Title: A pilot study of over-education in Hong Kong Abstract: Over-education has long been an issue among developed economies in the western world for decades. Researchers have conducted studies and estimated the ratio of over-education of their respective countries; however, there was not much done, if any, for Hong Kong. The purposes of this study are: first, to estimate the proportion of over-education in Hong Kong; second, to compare differences across different demographic factors including majors of studies, years of work experience, income levels, academic qualification levels, industries, and gender.The data set consists of 279 respondents. The subjective (self-reported) over-education rate for current job is 34.1 percent. At the 0.05 significance level, the population proportion, or overall subjective over-education rate in Hong Kong is estimated at between 28.54 percent and 39.66 percent. The sample proportion of objective over-education, measured by the excess of highest qualification over minimum requirement for the current job, is 49.1 percent. At the 0.05 significance level, the population proportion of objective over-education is estimated to be between 43.23 percent and 54.97 percent. The correlation between subjective and objective over-education is 0.342. It is not a very strong positive relationship, but it is significant (p = 0.000). Differences between the two are also significant (p = 0.000). While over-education appears to be a serious issue, the sample shows an objective under-education rate of 2.5 percent.Overall, differences of demographic factors are mostly insignificant, but multiple comparisons among sub-groups for subjective over-education have found that medicine, dentistry and health majors are significantly different from other majors.Results of this study will narrow the research gap for Hong Kong on over-education. It also opens the door for future research and deeper study concerning over-education in Hong Kong between graduates of government-funded and privately-funded higher education institutes, across different majors and industries. These will not only have substantial financial implications on government spending on higher education but also provide directions for students? choices. Classification-JEL: I21, H52 Keywords: Over-education in Hong Kong, Cross-demographic differences in over-education, subjective versus objective over-education Journal: International Journal of Teaching and Education Pages: 1-20 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1884 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1884?download=1 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:1-20 Template-Type: ReDIF-Article 1.0 Author-Name: Jitka Lorenzova Author-Name-First: Jitka Author-Name-Last: Lorenzova Author-Email: jitka.lorenzova@post.cz Author-Workplace-Name: Charles University, Prague, Czech Republic, Faculty of Arts, Department of Education Title: School-based social pedagogy and its implementation in the Czech school system Abstract: The article aims to showcase the complicated, unfinished process of the implementation of social pedagogy and pedagogues into the practice of Czech schools, outlining the concept of social pedagogy along with its position in the international context. The focus of the text is the process of introducing social pedagogues into Czech schools over the past two decades. It describes the role of various projects that have supported the implementation of this new post, the activities of the academic community in attempting to influence legislation to include social pedagogues, as well as the viewpoints of the decision-making sphere. Risks to the aforementioned process are identified in the conclusion: legal reforms of the Act on Pedagogical Workers being blocked, fears of the financial burden resulting from the establishment of a new professional post within the school system, low awareness among school management of the kind of work social pedagogues do, unclear qualification requirements for social pedadogues, and finally competition between the Ministry of Education and the Ministry of Social Affairs over which of them should be in charge of the process. Classification-JEL: I21 Keywords: social pedagogy, social pedagogue, school social work, school, socialization Journal: International Journal of Teaching and Education Pages: 21-35 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1668 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1668?download=2 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:21-35 Template-Type: ReDIF-Article 1.0 Author-Name: Perry Spann Author-Name-First: Perry Author-Name-Last: Spann Author-Email: perryphd@hotmail.com Author-Workplace-Name: The American Literary Society for Higher Education Title: A Lethal Legal Education: A Case Study Proposal Abstract: In the 1930s, the United States was a global leader in public education by having the largest student populations in the world attend high schools. In the 1980s, mass school shootings started escalating in the United States, as did profitable investing in the privatization of American prisons, which currently contain half of the world?s total prison population. In the 2000s, adversarial laws related constitutionality and impartiality but not resolve for why the United States is where the majority of the world?s prison population resides and massive school shootings. There has been debate of whether a correlation authentically or unexpectedly exists. There has been debate of why random mass school shootings cannot be predetermined by traditional means of profiling or quasi-experimental research, which ironically are two predispositions debated as contributing to high imprisonment in America. There has been debate that penal populations and school massacres may decrease if judicial practices are less politicized, popularized, and localized. While well intended, the decades of debates distract from definite resolve. The American dream of equal access to education in the pursuit of liberty and happiness is a civil right in a nation of exceptionally high imprisonment and indiscriminate school massacres. Resident and nonresident aliens in the United States are not the primary populations of prisoners because native-born citizens conduct the majority of crimes and school massacres in America. Disadvantaged individuals who are young, poor, minorities, and uneducated immensely compile prison populations in the United States. However, in American school massacres, disadvantaged or advantaged individuals who are young, poor, wealthy, or minorities can equally and effortlessly become defenseless instructors, deceased principals, injured professors, or dead students. The contrast is alarming. A proposed solution to help foster safeness and preparation for mass school shootings is that the United States Department of Education forms a sector enacting and regulating federal laws of defensive mandatory practices, which expands federal authority in state jurisdictions. The United States Department of Education administrates legal policies for schools through federal delegation. State governments chiefly regulate schools? safety. The proposal merits substantial review, as federal administrative laws are a necessity in the governance of education. If opposition exists to the proposal, consider the fact that from the time the proposal was written to the time the proposal is published and read, another mass school shooting likely occurred in the United States. Classification-JEL: K39, I28, K23 Keywords: School shootings; education law; administrative law; mass shootings; the United States; global incarceration; public education; school massacres; school laws; American schools Journal: International Journal of Teaching and Education Pages: 36-50 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1580 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1580?download=3 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:36-50 Template-Type: ReDIF-Article 1.0 Author-Name: Anca Tamas Author-Name-First: Anca Author-Name-Last: Tamas Author-Email: anca.tamas@rei.ase.ro Author-Workplace-Name: Bucharest University of Economic Studies Title: To learn or not to learn - here are the reasons Abstract: AbstractPurpose-the aim of this paper is to find out the reasons to learn and the reasons not to learn for Romanian students.Design/Methodology/Approach-quantitative methods: open answers; the sample consist of Romanian students from middle school, aged 11 to 15, SPSS was used for statistics.Findings-The main reasons to learn were identified as personal improvement and for future jobs, while the main reasons not learn were identified as school related ones and other preferences but learning.Practical implications-The paper highlights the reasons to learn and the reasons not to learn in the students? opinion, expressed in their words. This allows the teachers to strengthen the reasons to learn and to limit the effects of the reasons not to learn. Originality/Value-This study offers a valuable insight of motivation to learn or not to learn for the Romanian students.Limitation on the study-The students were from only a town from Romania, therefore further investigations using students from all regions in Romania should follow. Classification-JEL: I21 Keywords: reasons to learn, reasons not to learn, intention to learn, motivation of learning Journal: International Journal of Teaching and Education Pages: 51-70 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1909 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1909?download=4 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:51-70 Template-Type: ReDIF-Article 1.0 Author-Name: Michaela Tureckiová Author-Name-First: Michaela Author-Name-Last: Tureckiová Author-Email: michaela.tureckiova@pedf.cuni.cz Author-Workplace-Name: Charles University, Faculty of Education, Centre of School Management Title: Strategic Approach to People Management in Educational Organisations (Example of the Czech Republic) Abstract: Educational organisations constitute a specific and internally heterogeneous group of work organisations. They differ from other types of organisations by the subject of their activity and hence by the mission of their existence and also by the requirements on managers not only in the domain of people management, but also as regards managers' roles and competencies. This study deals first with the definition of a strategic approach to work with people in this type of organisations, including an overview of selected models of human resource management. It then demonstrates on them what are the preconditions for incorporation of personnel work into the system of organisation management and how can personnel work be carried out in a systematic and strategic manner. It follows with a summary of basic facts on educational organisations in the Czech Republic, including specific requirements on continuous education for managers of these organisations. This education should eliminate deficits in capabilities of educational managers and enable them to cope efficiently with their roles. Finally, it presents results of an empirical survey among managers of educational organisations in the Czech Republic who studied the subject of educational management at the Faculty of Education of the Charles University (Prague) in the period 2014-2016. Classification-JEL: I29, M12 Keywords: People management, human resource management (HRM), HRM models, educational organisation, educational management, survey. Journal: International Journal of Teaching and Education Pages: 71-84 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1593 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1593?download=5 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:71-84 Template-Type: ReDIF-Article 1.0 Author-Name: Ole Petter Vestheim Author-Name-First: Ole Petter Author-Name-Last: Vestheim Author-Email: ole.p.vestheim@nord.no Author-Workplace-Name: Nord University Title: Principals' leadership in high performance schools in Norway Abstract: Inspired by the theory of practice architectures (Kemmis et al., 2014), a theory concerning what practices consist of and are shaped by, this article seeks to examine school leadership as practice in high performance schools in Norway. Through interviews with principals at seven case schools, I examine what these principals cite as central in their leadership practices. A central goal for the study was to investigate and understand how leadership as practice was made possible through practice architectures. The result of the analysis led to three distinct categories: leadership as facilitating learning, leadership as building relationships and leadership as assessment of practice. Further, the study shows how these leadership practices are ecologically depended on each other. Classification-JEL: I20, I29 Keywords: Educational leadership, principal, school development, practice, practice architectures, qualitative research, interviews Journal: International Journal of Teaching and Education Pages: 85-102 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1881 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1881?download=6 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:85-102 Template-Type: ReDIF-Article 1.0 Author-Name: Giovanna Zanolla Author-Name-First: Giovanna Author-Name-Last: Zanolla Author-Email: giovanna.zanolla@supsi.ch Author-Workplace-Name: Department of Education and Learning, University of Applied Sciences and Arts of Southern Switzerland Title: The gender gap in math. Evidences of a study in the primary school in the Swiss canton of Ticino Abstract: This work analyzes the gender gap in math results of an entire cohort of students attending the fifth grade of the primary school in the Swiss canton of Ticino. Three evaluation contexts have been considered: the mark itself assigned by the teacher at the end of the school year, the score obtained in a standardised math test and the evaluation provided by teachers in the same school year. Multivariate analysis allows to conclude that all things being equal, gender plays a significant effect on the mark in mathematics. Males are more likely than females to achieve a high mark and they are perceived as more active and participative, while females are seen as more conform to school rules, but less involved and more insecure. Classification-JEL: I24 Keywords: gender gap, primary school, evaluation, gender stereotypes, achievement, mathematics Journal: International Journal of Teaching and Education Pages: 103-125 Volume: 6 Issue: 1 Year: 2018 Month: April File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1864 File-URL: https://iises.net/international-journal-of-teaching-education/publication-detail-1864?download=7 Handle: RePEc:sek:jijote:v:6:y:2018:i:1:p:103-125