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This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and English instruction. Pedagogical translanguaging strategies were employed, leveraging multilingual resources and encouraging cross-linguistic transfer. Students utilized their linguistic repertoire in meaningful ways, resulting in deeper content knowledge and language development. The study highlights students' positive experiences, recognizing the relevance of both languages and fostering bilingual identities. These findings emphasize the importance of translanguaging practices and the creation of flexible, multilingual spaces through collaborative planning to enhance content and language integration in immersion education.

Social media platforms play important roles in many educators' lives. In particular, teacher professional activities on Twitter have received attention from scholars. However, research has not typically explored Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, the present qualitative study collected interview data from teachers (N=29) in England, Norway, and the United States of America. Inductive data analysis yielded findings related to teacher purposes for, changes in, and benefits and challenges of Twitter use. Both similarities and differences in Twitter use were noted across participants from the three national settings. We discuss these findings in relation to literature, theory, and practice around teacher professional learning in a digital era.

Computational thinking (CT) is a fundamental ability for learners in today's society. Although CT assessments and interventions have been studied widely, little is known about CT predictions. This study predicted students' CT achievement in the ICILS 2018 using five machine learning models. These models were trained on the data from five European countries and then tested on the Korean and the Danish sample, respectively. Results indicate that the models trained on the individualistic-European data were generalizable to the individualistic European country, Denmark, but not to the collectivistic Asian country, Korea. This study fills a void in the CT literature and highlights the importance of considering the contextual relevance of data sources when making algorithmic predictions.

The purpose of this study is to investigate how a bilingual education program would conserve the cultural heritage, linguistic knowledge, religious, and ethnic identity of minority peoples. This study utilized an explanatory sequential mixed method, conducted in two phases: a quantitative phase followed by a qualitative phase. For quantitative data collection, there were 280 participants. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected that a bilingual education program could promote peace among the members of society, increase the educational success of students, and contribute to social justice including equal educational rights. Such as system might also increase brotherhood between different ethnic groups in society and perhaps resolve the conflicts among them in Turkey.

This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on leadership in schools. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with leadership as a factor in contributing to high learner performance.

This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on the school environment. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with a disciplined environment as a factor in contributing to high learner performance.

Conceptions about the role of evaluation are crucial in what educators believe and do in assessing student learning; these conceptions influence their practices and should be consistent with the jurisdictional and political frameworks in which they work. While a great deal has been done regarding experienced teachers' conceptions about evaluation, more research is needed regarding preservice teachers. Thus, our purpose was to investigate preservice teachers' curriculum ideologies (underlying philosophies) at the base of their conceptions of evaluation in the teaching and learning process. Data was obtained through Curriculum Ideology Inventories (30), semi-structured interviews and documents. Results show most of participants adhere to the Learner Centered ideology; however, regarding evaluation, results show congruences (tuning) and contradictions (mismatch) with the predominant ideology.

This qualitative study located in a critical interpretivist paradigm focused on what are the factors that contribute to high learner performance at a public school in South Africa. The data was produced via interviews with the participants as well as observations of various school activities and documents. Artistic licence was used and the data presented in a three act play. The literature reviewed focussed on leadership as this aspect was the recurring theme that emerged in the literature on learner performance. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with principal presence as a factor that plays a major role on successful learner performance.

This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on the school environment. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with an enabling teaching environment as a factor that contributes to learner performance.

Studies on math learning programs are lacking that consider a wide set of outcome variables, and students' practice behavior. Therefore, we investigated whether an adaptive arithmetic learning program fosters students' math performance (addition and subtraction), math self-concept, and a reduction of math anxiety, and how practice behavior (practiced tasks and practiced weeks) affect the investigated variables. We used a pre-post control group design with a total of 366 fifth grade German students. Randomization took place on the class level. Students in the experimental condition used the program for 22 weeks. Math self-concept only improved in the experimental group. Students' subtraction performance improved as a function of practiced tasks, and addition performance improved as a function of practiced weeks.

This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play, each act focusing on a particular theme. The literature reviewed focused on functional and dysfunctional schools. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The key finding was the fetish for excellence with an enabling curriculum as a factor that as played an important role in contributing to high learner performance.

This study presents the perception of sixth graders of climate-change education after leading three activistic processes. The study addressed these questions: What is the attitude of students towards climate change education? What are the components of the educational program that were significant in promoting their activism? Qualitative analysis, over four different time points, was based on students' summaries, drawings, and focus group. The findings suggest that students' concerns about climate change did not change at the end of the process, but this did not prevent them from developing high self-efficacy to continue to lead activism. The students recommended the continuation of an annual curriculum on climate change that includes experiencing activism while aspiring to include to lower grades.

This critical qualitative study focused on what are the factors that contribute to high learner performance at a public school in South Africa. Purposive sampling was used and the data was produced via interviews with the participants (the principal, ten teachers, five ex learners and two parents) as well as observations of various school activities. Artistic license was used and the data presented in a three act play. A triptych theoretical approach (Marx, Bourdieu, Bronfenbrenner) underpinned this study. The literature reviewed focused on the public school system. The key finding was the fetish for excellence and the study concludes that nurturing learner potential is a factor that influences learner performance.

This study seeks to increase our understanding of the views about teacher quality put forward by leaders and teachers of highly effective schools. The paper presents findings from a mixed-methods study: Drawing on data from interviews with leaders of highly effective schools in England, we identified eight characteristics of an outstanding teacher. To date, N = 404 survey participants ranked these properties from most to least important. Comparing perspectives from highly effective and improving schools to those from averagely effective schools, our findings indicate a significantly higher importance of a teacher's focus on personal development and improvement in highly effective schools, which may lend credence to the belief that "good teachers are made, not born."

Reading self-concept plays a significant role in academic achievement. Considering increasing numbers of English learners (ELs) in the United States, there is an urgent need to investigate self-perceptions of ELs in comparison to those of native English speakers (NES). We applied Elastic Net analysis (ENET), a machine learning approach, to PISA 2018 data to identify the proximal and distal predictors of EL and NES students' reading self-concept. Unlike in earlier work, the ENET in the current study was separately employed for ELs and NESs after splitting the dataset for those subgroups. Contributions of ENET-selected predictors of EL and NES students' reading self-concept will be investigated in the full paper by conducting three-level multilevel modeling analyses, separately for each student population.

This study examined the effectiveness of a literacy-infused science (LIS) intervention on science learning of ELs from rural schools in the U.S.-Mexico border area. The intervention consists of teacher-level virtual professional development (VPD) and virtual mentoring and coaching (VMC), as well as a student-level LIS curriculum. Results from repeated measures ANOVA revealed that participating ELs improved their science learning outcomes after one year of learning, and ELs who received the LIS intervention significantly outperformed their peers who received regular science instructions without too much emphasis on literacy. Implications for science instructions for ELs and supporting rural school districts are discussed.

The paper investigates public and private primary school choice criteria in urban settings by taking an unconventional and supplementing perspective which scarcely has been taken up by research, despite being interconnected with the topic at hand. Instead of analyzing parents' criteria for schools deemed good, which would be the conventional way, their answers on the question whether they perceive a school in their neighborhood as no-go as well as the reasons they state for doing so are qualitatively examined. In addition, based on school and official city data the characteristics of the no-go schools stated by parents are examined in terms of curricular profile, student composition and socio-economic neighborhood status and compared to non-no-go schools (ANOVA and t-test).

The research seeks to collaborate to advance the debate on the intertwining between Ancestry, History, and Environmental Education. It analyzes the pedagogical experience developed by the authors in the project "Young Environmental Guardians from Riverside Communities", which takes place in the Brazilian Amazon. The project's purpose is to reinforce the youth's commitment to the Amazon and the riverside territories, reaffirming the principles of the defense of life, "buen vivir," and socio-environmental justice. The article narrates the project's meetings, their objective and subjective aspects, in conjunction with a critical view of the History of the Amazon. It is argued that the recognition of Ancestry can pedagogically contribute to reestablishing the links of collectivity towards a more equal society and healthy environment.

This study investigated the phenomenon of citizenship pressure (CP) in schools. CP in the school setting is a job demand that causes teachers to feel pressured to contribute above and beyond the call of duty. We scrutinized whether teacher subject team CP is translated to team organizational citizenship behavior (OCB). We also examined the impact of differential school factors on teacher subject team experience of CP. Specifically, we examined the differential effect of four external forces--school administration, subject coordinators, school atmosphere, and successful teachers. Results from 91 subject teams revealed a significant and positive relationship between team CP and team OCB, and showed the differential influence of the four external sources on team CP in schools.

We interrogate the opportunities and challenges of using mixed methods (MM) within a developmental evaluation (DE) context by drawing on two illustrative cases that investigated educational change in Canada. Methods: Multi-case design and cross-case analysis, with a focus on examining common patterns across the two cases, enabling new ways of portraying and thinking about the data. Findings: We present a four-part framework for charting MM integration (why, what, when, and how) within DE contexts. Then, from the juxtaposition of these cases using this framework, we present three considerations for evaluation practice and future research: (1) balancing the need for data collection versus moving initiatives forward, (2) not assuming stakeholders want co-production, and (3) developing integration literacy.

Based on different geosocial contexts - rural and centre -- the current study was aimed at exploring the experiences of teachers who performed internal migration to a rural region, focusing on their considerations regarding the migration process, and the challenges they confronted. Using the phenomenological qualitative approach, eighteen teachers were interviewed. The thematic analysis process elicited that teachers were motivated to perform internal migration by desired and forced consideration, alongside viewing the teaching profession as an anchor. The main challenges were adjusting to a small place, building social networks, high investments in the students, and logistics of after-school activities.

Due to grades as a primary concern in school selection in China, parents tend to choose a better school when their children enter secondary school from primary school resulting in the changing peer group (reference group). According to the Social Comparison Theory, individuals are affected by comparing with the people around them to get their own evaluation. This study aims at exploring the effects of changing reference group on developments of academic achievement and self-esteem. Results indicated that selecting secondary school with better grades may benefit individual academic performance but bring no positive influence on self-esteem developments.

This study revisits the seminal question of the effectiveness of education for sustainable development (ESD) by adopting a novel approach. Little is known about the effects of ESD as a teaching approach to develop students' action competence for sustainability. This study therefore adopts a three-wave longitudinal design, tapping into the development of 760 Swedish upper secondary students' action competence for sustainability related to their experience of ESD teaching. We can conclude that ESD has an effect on the students' action competence for sustainability. Our results show that it is possible to promote students' action competence through ESD, but our findings also reveal that such a development process takes time and thus the contribution of longitudinal research is important.

The Home Learning Environment (HLE) focuses on everyday learning habits in families to support children's competency development. In this study, we used multitrait-multimethod (MTMM) analyses to compare two theoretical dimensions and three methods for assessing the HLE and their associations with linguistic and mathematical competencies of kindergarten children. Our sample consisted of N = 190 children (M[subscript age] = 64 months, SD = 4.4). The MTMM matrix showed a substantial effect of common methods and indicated a one-dimensional HLE construct. A children's book title recognition test was the best predictor of children's linguistic and numeracy competencies. Even when controlling for child and family characteristics, the HLE was significantly related to both children's mathematical and linguistic competencies in a structural equation model.

Academic resilience is difficult to define in an international setting, since economic levels and achievement standards vary across countries and over time. In studies of academic resilience, the concept is typically operationalized using pre-defined cut-offs of achievement and social background. The main objective of the current study is to apply a modelling approach to identify academically resilient students. Data come from educational systems in the Progress in International Reading Literacy Study 2016. Main method was latent profile analysis. The current study showed that it was possible to identify a group of academically resilient students using a set of indicators indicating positive adaptation in terms of higher reading achievement than expected and higher levels on protective factors like school belongingness.

This paper reports on final findings from phase 1 of a national program of 22 regional networks. This paper presents the overall period for nine networks with three measurements in time. The analysis in this paper draws on quantitative as well as qualitative data. The analysis of the qualitative data show that exchanges of knowledge between different agents and institutions have intensified over time. The various agents and institutions of formal and nonformal education are more aware of each other and better informed about the functions and services of others. Low fluctuation and increased intensity of collaboration is highly correlated with good network coordination. Differences of network features over time, can be interpreted by using mixed-method approaches.

In this paper, I made a historical and philosophical reflection on the social scientific categorization of "rural children" (nongcun ertong) in contemporary Chinese discourses of educational equality. The empowerment discourse about them as an educationally marginalized group based on scientific inquiry into their problems reflects a new understanding and management of social justice and progress envisioned by scientific description of groups of people. In historicizing "naming" as a crucial and changing practice in Confucian moral-political governance, Maoist "class line" (jiejiluxian) and post-Maoist scientism, I propose to challenge the de-ideologicalization (quyishixingtaihua) of social scientific categories as natural representations of people, and to explore how new hierarchies are produced in the scientific, humanitarian and capitalist turn of post-socialist China.

This is an historical and comparative paper that examines the importance of women's educational organizations across time and space and the deliberative attempts of individual members to advocate for the expansion of their professional knowledge, expertise and reach. Specifically, the historical spotlight is turned on the International Federation of University Women (IFUW) and the National University Women's Graduate Association (NUWGA, Ireland) as illustrative examples of the power and potential of women's organizations to the development of women's professional knowledge, academic expertise and strategic ambition. As we highlight, associations such as the IFUW and NUGA, as communities of like-minded women, prompted women to shape and define new ways of thinking about the interpersonal, organizational and international aspects of their work.

Debugging is the most difficult part of programming for novices. Through comparative experiments, this paper compares the differences between novices and the experts in the debugging process from the perspective of the frequency of each debugging skill behavior and the connection of each behavior. The study find that there is a difference in the behavior of novices and experts in generating hypotheses, and the behavior transition of novices and experts also changed according to the difficulty of the task. [Author name omitted due to Chinese characters.]

Large scale educational assessments conducted in the United Arab Emirates (UAE) show a substantial gap between the performance of different types of schools. This study used the 2015 Program of International Student Assessment (PISA) to investigate how student- and school-related variables accounted for the variation among schools. The results showed a varied influence of the variables in each type of school. Student-related variables were more strongly associated with students' performance and accounted for most of the between-school variation. The findings indicated the diversity of students enrolled in different schools and suggested the importance of providing equal opportunity of learning that calibrates to the differences in student backgrounds and needs.

In this study, we extend prior research in the role of school climate in civic education by exploring the relationship between immigrant students' experiences of bullying and their attitudes toward their countries of settlement. Using the 2016 IEA International Civic and Citizenship Education Study, we employ a multiple regression analysis with country fixed effects to this large-scale assessment, finding that first-generation immigrants who experience a positive school climate were likely to report nearly as positive an attitude about the nation as native-born students. However, this positive outlook is negated by the abusive experiences some students encounter in schools, suggesting the critical role of schools as bridges--or barriers--in the national attachment of immigrant students to their countries of settlement.

The research analyzed women's mobilizations in 2019 -- the first year of the current ultraconservative government in Brazil -- focusing on the peasant women and indigenous women's demonstrations. The text points that the further liberalization and deregulation of environmental protection coupled with anti-indigenous and anti-environmentalist rhetoric leads to the intensification of extractivism (agribusiness, mining, among others), which advances on communities' lands, water, soil and forests. Because they are directly impacted by the social and environmental damages, women became the main social force fighting against the commercialization of nature and also supporting the subsistence-oriented agriculture. Considering the current environmental collapse, it's argued that those struggles are urgent for the defense of life and, therefore, should be supported by critical environmental educators.

Numerous studies show the positive effects of a growth mindset on students' learning. Little has been said about the role teachers' mindsets play for school improvement. In this study, the authors analyzed whether growth mindsets of teachers (vs. fixed mindsets) have an influence on: (1) the interest in their professional development; (2) their organizational cognitive and emotional-motivational regulation; and (3) their individual perception of whether their schools are on the right track to improve. Multilevel SEM analyses on a sample of Swiss primary school teachers (N=1625) reveal that a growth mindset has a positive effect on the perception of the school's improvement. Furthermore, this effect is mediated through organizational cognitive and emotional-motivational regulation and interest in professional development.

This study examined the impacts of contextual and personal variables on out-of-class technology use for English as a second/foreign language (ESL/EFL) learning among 1079 adolescents. It was found that girls reported more individualized and collaborative out-of-class technology use, and less computer anxiety in technology use than boys did. Results showed that contextual variables including teacher, peer, and family support significantly and positively predicted actual use of technology for out-of-class English learning. Personal characteristics such as perceived usefulness and perceived ease of use predicted use intention. Computer anxiety was found to have negative impacts on boys' out-of-class technology use. The findings indicate that family and peer support deserve much greater attention in promoting students' out-of-class technology use for language learning.

In this study, we investigate the growth trajectory of 519 students in a vocational senior high school in Taiwan. The group-based trajectory model identifies 3 subgroups with distinct trajectories of academic achievement in Math and English. This study reveals baseline predictive factors associated with these trajectories as well as relationships between different trajectories and students' college entrance examination scores. Our analysis contributes to the literature in two ways. First, this study shows that when school practices focus on improving the performance of students in the low achievement group, the performance of those in the middle is sacrificed. Second, upon their enrollment, students in the low achievement group appear to have significantly lower academic preparation and educational aspirations.

The current study followed literacy skills development amongst 79 Arabic native speaking pupils from kindergarten to fourth grade. Based on reading comprehension attainments in fourth grade, two groups of skilled and poor readers were identified. Poor readers showed significantly lower performance on measures of phonological and morphological awareness, concepts of print and alphabetic principle. Importantly, hierarchical regression analysis was then carried out to identify the emergent literacy skills in kindergarten and second grade that best predicts reading performance in fourth grade. Syntax ability, writing and alphabetic principle seemed to best explain reading comprehension performance in second grade. In fourth grade, alphabetic principle and morphological awareness skills in kindergarten were the best predictors for reading comprehension.

The purpose of this study is to discuss the benefits of developing a bilingual education program and what this program can offer regarding concerns related to the lives of minority people in Turkey. Explanatory sequential mixed method was used for this study. The first phase of this study was a survey that measured the perspectives of educators regarding potential bilingual education curricula in Turkey. The second phase comprised a qualitative data collection process to expand on the findings of quantitative results. For quantitative data collection, 280 participants responded to the survey instrument. For qualitative data collection, 12 participants were interviewed. Both quantitative and qualitative data reflected the benefits of a bilingual education program.

Employing Jurgen Habermas's notions of communicative and strategic action (1984), this paper draws on case studies of principals' decision making practices in three sites of Finland, Australia and Jamaica. The research examined principals' understandings of educational autonomy as a part of their practices of decision making. The paper argues that in current times, autonomy of schools and educators has frequently been (mis)understood as a synonym for the freedom of an individual school/principal, parent and/or student operating within the hegemony of the market. The paper offers a fresh alternative to market discourses of autonomy, by presenting a new conceptual framework which 'speaks back' to the neoliberal frames of reference which have captured notions of autonomy in Anglophone public education systems.

This study investigates consistent and inconsistent respondents to mixed-worded questionnaire scales in large-scale assessments. Mixed-worded scales contain both positively and negatively worded items and are universally applied in different survey and content areas. Due to the changing wording, these scales require a more careful reading and answering process than scales with only one type of wording (Marsh, 1986; Schmitt & Stults, 1985). Especially poor readers might not notice the changing item wording (Marsh, 1986). Therefore, using mixed-worded scales can have unintended consequences, because not all respondents answer positively and negatively worded items in a consistent way. This study assumes and aims to identify two distinct groups of respondents to mixed-worded scales, consistent and inconsistent respondents. We argue that this population heterogeneity underlies the common phenomenon of wording-related effects in mixed-worded scales (Gnambs & Schroeders, 2017; Marsh, 1986). We investigated five datasets from three large-scale assessments. At first we included n = 4,799 15-year-old students from the USA who were surveyed in PISA (Programme for International Student Assessment) 2015, second n = 5,943 fourth-graders from Australia who participated in both TIMSS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) 2011, and third n = 4,989 fifth- and n = 4,791 ninth-graders from Germany who participated in NEPS (National Educational Panel Study) in 2010/2011 and 2014/2015. The mixed-worded scales measured the reading self-concept in PISA and PIRLS, the mathematics self-concept in TIMSS, and the global self-esteem in NEPS. In order to identify two unobserved groups of respondents to the different mixed-worded scales, we formulated a constrained factor mixture model (e.g., Masyn et al., 2010) that operationalized these two assumed classes of respondents. We modeled the consistent class to show a response pattern that implies changing the side of the response scale (i.e. agree with positively worded items and disagree with negatively worded items or vice versa) and the inconsistent class to show the same response pattern to both item types (i.e. agreeing or disagreeing to all items). The findings of this study have different implications for the use of mixed-worded questionnaire scales in large-scale assessments as well as for future research in the field of interactions between survey instruments and respondents. The study further connects two strands of previously unrelated research, research on the detection of inconsistent/careless respondents and research on the reasons for unexpected item intercorrelation patterns in mixed-worded scales. In all five datasets, the estimated parameter patterns were in line with theoretical expectations and the mixture models consistently outperformed more traditional two-dimensional confirmatory factor analysis models. Between 7% and 20% of respondents were found to belong to the inconsistent classes. To further substantiate and validate the interpretation of the proposed model, class membership was related to a theoretically relevant characteristic of the respondents, the reading achievement. Conform with expectations, the reading achievement scores were lower in the classes of inconsistent respondents than in the classes of consistent respondents in all five datasets.

This paper details how collaborative self-study can contribute to instruction and learning in coaching and teacher education. The practice of self-study has gained much advocacy in Teacher Education Practice (TEP) and has been strongly promoted by Physical Education Teacher Educators (PETE). In this research, two teacher educators (from Science Education and Physical Education) participated in a collaborative self-study outside of their TEP. Both participants coached a university Gaelic football team. The collaborative self-study focused on improving their coaching practices and also developing empathy through learning experiences. The findings provide evidence of the dual value of collaborative self-study: as coach learners, they improved their understanding of their coaching practices; as TEPs, they developed empathy for their student teachers.

This paper reports an investigation of values-driven system led policy reform in a Catholic Education Diocese which serves a diverse Australian education community of historically marginalised students, families and communities. The research focused on the development and progressive implementation of a centrally designed, innovative model of system-wide school reform based upon a particular vision of the learning needs of twenty first century students, and stemming from a Catholic evangelical tradition. Using a mixed-methods, multi-perspective, multi-site case study approach, the researchers investigated the extent to which the wide ranging and radical reform was received and enacted by school leaders, and how it affected classroom teaching and learning, and students' learning experiences and attainment in the diocese over a ten-year period.

This paper argues that the idea that tertiary education in New Zealand is a public good has been inhibited by extreme policies that treat education as a commodity and the education sector as a market. Education is about producing highly skilled, knowledgeable and useful citizens and the notion of a 'profit' is in 'creating educated citizens' (TEU, 2018). While governments have promoted tertiary education as a core public good, it is not what these same governments have emphasised. In fact, if access to tertiary education by Maori is anything to go on, quite the opposite has been the reality.

As universities indigenise practices there is space opening up for Indigenous undergraduate research and researchers. This paper describes promising practices arising from Knowledge Makers, an Indigenous undergraduate research mentoring initiative in British Columbia, Canada. Now in its fourth year, Knowledge Makers has enabled more than 40 first generation Indigenous researchers to publish and expand understandings of Indigenous research. Knowledge Makers shows that 'truth' was never lot to a 'Post-Truth' era. This is about learning what is already known -- that indigenous peoples have confidence, capability and control over 'truth making' in the academy; and that indigenous research has the potential to educate many about the transforming, positive change of research that is of service to others.

This paper will consider how short-term contracts function as a technology for governing a new generation of teachers in Australia. It will proceed from Foucault's understanding that neoliberal modes of power seek to 'guide' or shape the conduct of the governed. In particular, the paper will consider how the short-term contracts implicate beginning teachers in their own self-government. How the beginning teacher therefore imagines a future within or outside contractual modes of governance will draw upon notions of precarity (Butler, 2004) and "Cruel Optimism" (Berlant, 2011). The paper will be anchored to the testimonies of over 10,000 beginning teachers.

This paper explores how equity and access are achieved in the post-apartheid South African higher education landscape. I argue that access should refer to both physical (access as a student to an institution) and epistemological access (skills to understand, interpret academic work). I use conceptual analysis in this study to analyse relevant policies to gain a critical understanding of the concepts of equity and access. The aim of conceptual analysis is to construct meanings of equity and access, and then to use these as a theoretical tool to analyse relevant policy documents. This paper report on findings of the under preparedness of students entering higher education, the issue of language, and epistemological access.

This research linked 47 Hong Kong and 35 Canadian teacher candidates in a new participatory culture project within the theoretical framework of "new media literacies." This paper reports the qualitative data with quantitative descriptions of participants' social interactivity within the cross-border communities of practice. Besides the constraints of the designated online forum, findings relate participants' engagement in the new participatory culture contributed to their knowledge- and awareness-building of harnessing online participation, new media technologies, and cultural and linguistic diversity in education. The paper concludes with implications of cultivating communities of practice buttressed by new media literacies for teacher professional development.

Little empirical research has been conducted to analyse and understand how universities develop their strategy, and the implications of this at the organisational and system levels. Working with perspectives offered by strategic management theory, and within the case study context of Australian medical education, this paper provides empirical evidence of the strategy formulation process in higher education. The findings suggest, that an environment which either imposes certain conditions, or are static, would lead to a higher degree of deliberate strategies. The paper makes a contribution by providing a basis for universities to "leverage knowledge from research and practice" (AERA, 2016) to manage and lead higher education, and the implications this has in areas such as funding, governance and workforce.

Australian schools are now under constant pressure to improve student achievement, particularly for Aboriginal and Torres Strait Islander students. Successful school-community interrelationships are considered an important contributing factor to this improvement as is the school's educational leadership. This paper reports on a four year research project that looks into these contributing factors, through the work of Indigenous Education Workers (IEWs)/Community Education Counselors (CECs) and principals and how they collaborate together. Informed by theoretical underpinnings emanating from a critical theorist framework, a mixed method, participatory action research multi-site case study approach was undertaken in a large educational region in the state of Queensland, Australia. Insights into the significance of the IEW/CEC role and the distinctive educational leadership relationship practice between IEWs/CECs and principals are presented. Finally, the paper explains the scholarly significance of the project and its potential to influence system policy and actions of educational leaders in Australian schools.

This paper looks at continuity and discontinuity of teachers' perception and enactment of civic values such as equality, democracy, freedom, cohesion and globalization in China and the U.S. Applying qualitative methodologies, this paper finds that, beyond the myth of citizenship education toward China and United States, there are common ideals and imperfections around democracy, treatment of diversities, and global consciousness. Particularly there has been common gap between perception and enactment in both countries. The interpretation and implementation of these ideas are different based on the social discourse. Also, this paper argues that cross-cultural lessons for the field of Education can be gained by examining citizenship education in comparison.