FIRE, Volume 04, Issue 01 (2017)

Although global initiatives have brought attention to the lack of quality in education systems worldwide; the question remains, how do we implement quality education? Teachers, a vital component of the education process, are not usually included in these global conversations; this results in government initiatives missing key obstacles faced by teachers daily.

The authors would like to thank the TEA Fellows who graciously took time off their busy schedules to participate in the study and courageously share their voice with the world. In addition, special thanks to Dr. DeLacy Ganley and Eddie Partida for their support of this study.

Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program.

BOOK REVIEW: Halma, R. & Oplinger, C. S. (2001). The Lehigh Valley: A Natural and Environmental History. University Park, PA: The Pennsylvania State University Press. 361 pages. ISBN: 0271020946.

I gratefully acknowledge the insightful comments received from the editors and four anonymous reviewers.

The purpose of this study is to explore the impact of the delegation of financial authority to public primary schools through Parent-Teacher Councils (PTCs) on learning outcomes of primary school children in the Khyber Pakhtunkhwa (KP) province, Pakistan. The learning outcomes were measured in three subject areas (Urdu, English, and Mathematics).

This study uses the 2011 Trends in International Mathematics and Science Study to investigate the relationships among students' and teachers' computer use, and eighth-grade students' mathematical reasoning in three high-achieving nations: Finland, Chinese Taipei, and Singapore. The study found a significant negative relationship in all three countries between out-of-school computer usage of eighth-grade students and their mathematics reasoning scores.

This research project was supported by a grant from: (1) The Research Center for the Humanities, Deanship of Scientific Research at King Saud University, and (2) The Austrian Scientific Fund (FWF), Vienna.

This study examines perspectives of Saudi university students regarding changing gender roles as affected by women's rights, education, employment, and activity in the public sphere. Results from a questionnaire distributed among 4,455 male and female students indicate students are confident and optimistic about improving gender equity, however resistance from those holding traditional views still exist. Female respondents are more optimistic than male respondents,seeing changes in gender roles as advantageous to their personal and professional lives.

Sam Houston State University; Department of Language, Literacy, and Special Populations. Correspondence concerning this article should be addressed to Theresa C. Bodon, Sam Houston State University, The College of Education, Eleanor & Charles Garrett Teacher Education Center, 1908 Bobby K. Marks Drive Box 2119, Huntsville, Texas 77341-2119. E-mail: tcb019@shsu.edu

This study aimed at examining the pedagogical needs and challenges of children and young adults living in a refugee camp in France known as the Calais Jungle. Through the researchers' observations and interviews with volunteer teachers and workers at the camp, insights into their perspectives shed light on the pedagogical needs of refugees. Also, utilizing Paulo Freire's philosophical stance, this study provides a contextual approach to the educational practices and ideological viewpoints represented within unregulated refugee camp settings.