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Pillar 2 of the OECD's global tax reform proposal will have significant direct and indirect impacts for low‐income developing countries (LICs). Most interesting and problematic is the question as to how the global anti‐base erosion (GloBE) rules for a proposed global minimum effective tax will affect tax competition behaviour in LICs, and how LICs should respond when a critical mass of higher‐income economies adopt the new structure. Most LICs are source‐only countries, and they are very much in competition to attract foreign direct investment. Do LICs want to continue to compete using the tax system to the extent possible, to step back from that competition, or to take some intermediate course? Pillar 2 does not itself change a country's desired position on the competition spectrum – it merely affects how, and to what extent, that position can still be obtained. This paper posits that LICs should adopt qualified domestic minimum top‐up taxes, and that this will not itself have a negative impact on their competitiveness. The primary focus of the paper, however, is on the design of the substance‐based income exclusion (carve‐out), examining the following three questions. Should the GloBE have been designed without a carve‐out? Would there have been a better way of designing it? How will LICs be affected? The paper concludes that, as little real advantage is likely to accrue to LICs from intangible assets, minimising tax competition for those assets will have relatively little impact on them; and that, from an economic efficiency standpoint, shifting the tax burden away from a normal return and toward economic rents – albeit imperfectly – is a reasonable solution. [ABSTRACT FROM AUTHOR]

Studies on migration and education have examined homeland returns as part of family strategies around acquiring desired cultural capital. However, the impact of return migration and transnational mobility on homeland educational landscapes remains under‐researched. Using ethnographic data from Ghana, Senegal, the UK and the US, this paper shows how 'international' schools on the African continent have emerged as places where young transnational Africans can acquire cosmopolitan and Afropolitan competencies and outlooks. [ABSTRACT FROM AUTHOR]

In the wake of globalisation and the widespread dominance of English, Southeast Asian countries have experienced significant shifts in their foreign language policies, prioritising English instruction over other languages. While numerous studies have explored teacher agency in response to educational change, understanding the motivations behind their actions warrants further attention. Amidst this evolving educational landscape in culturally nuanced contexts like Southeast Asia, unpacking the influence of Asian sociocultural values on how teachers exert agency during this transition could provide in‐depth insights into teacher agency and their decision making. Employing a sociocultural approach and drawing on Bourdieu's theory of practice, this paper examines the sociocultural factors shaping the agency of 20 teachers in a Vietnamese university as they respond to a profound educational change—the transition from teaching modern foreign languages (e.g., French, Chinese, and Russian) to teaching English. Through teacher interviews with 20 transitioned teachers, supplemented by insights from interviews with two faculty and university leaders, the findings reveal the embodiment of Bourdieu's concepts of Habitus and Capital in Vietnamese adaptability, flexibility, family roles, responsibilities, and teachers’ sense of collectivity as influential factors on teacher agency. Additionally, the hierarchical nature of change implementation, as reflected in leaders’ orientations, organisational constraints, and administrative styles, viewed through the lens of Field and social networks, contributes to the intricate dynamics of the transition process. Understanding these findings is crucial for comprehending the factors that constrain and facilitate teachers’ responses to change within the complex interplay of individual dispositions, societal structures, and power distribution within the educational sphere. [ABSTRACT FROM AUTHOR]

Based on recent education reform guidelines to prepare professionals who are able to handle new technological, economic, social, and environmental challenges, pedagogical modifications are deemed necessary by the educators. Specifically, in biology, the rapid changes in the content and biological products demand changes in the curriculum. We aim to address this current need by providing an example of a course that was redesigned to meet the current trends of biological engineering education. In this course‐based undergraduate research experience (CURE), learning objectives and possible outcomes were developed and assessment mapping was performed to align the course objectives with the Accreditation Board for Engineering and Technology (ABET) recommendations. A description of how one can assess authentic inquiry courses while adhering to the recommendations are discussed. For example, in this particular course, students completed weekly reflection assignments, maintained lab notebooks that were graded every week, presented their research to their peers at the end of the semester, and submitted a final paper to be graded. "Holistic" engineering is crucial for the all‐around development of a 21st century engineer. Altering the traditional lecturing with more hands‐on learning is crucial for the development of professional and communication skills of students. Such alterations could lead to the production of well‐rounded life‐long learners to serve the upcoming world. [ABSTRACT FROM AUTHOR]

This paper provides a detailed decomposition analysis of rising long‐term earnings inequality among West German men born between the years 1955 and 1974 based on high‐quality administrative data. Educational upgrading is identified as a leading factor behind increasing inequality in the upper part of the long‐term earnings distribution. The study also reveals a substantial shift from full‐ to part‐time employment and shows this to be an important factor in explaining rising inequality in the lower part. This effect seems to be quantitatively more important than the increasing incidence of non‐employment for the studied cohorts. Overall, increasing inequality in long‐term earnings can primarily be attributed to an increasing inequality in average yearly earnings during times of employment as opposed to changes in the total years of employment. The analysis also reveals similarities with the development in the US by documenting a stagnation in long‐term earnings among the cohorts studied. [ABSTRACT FROM AUTHOR]

New reforms in science education call for three‐dimensional learning by integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts (CCCs). These reforms defined the new term, crosscutting concept (CCC), as a lens that has explanatory power across disciplines. To describe how researchers are examining and using the CCCs related to science teaching and learning, a literature review was conducted to identify articles that included the term "crosscutting concept" since its introduction in 2012. The articles were narrowed to those that use the term CCC as a component of the framing, analysis, findings, or discussion of their empirical or nonempirical article. A subset of the identified papers elaborated on the CCCs beyond existing policy documents and references. These papers were open‐coded to identify themes in how the CCCs were used. The identified themes suggest that the CCCs are useful for science teaching, learning, and research in terms of creating opportunities to learn, connecting to the big idea, linking to practice, drawing on funds of knowledge, and connecting across topics and disciplines. These themes were analyzed to identify areas of existing focus and those in need of additional research. This synthesis of the literature has implications for using and studying the CCCs within three‐dimensional teaching and learning. [ABSTRACT FROM AUTHOR]

Education changes, and pupils and students require a more active role. Educational competitions could be an answer. This paper highlights the key points as these were revealed through setting up an event of an educational robotic competition from zero. It, also, presents statistics collected in different periods: before the competition, directly after it, and finally at a notable time after the competition (about 6 months). To collect the data, the completion of four different questionnaires, for every annual event, was asked separately, by the participants and the organizers. The paper provides empirical insights on setting up an educational competition. It also outlines the characteristics of the students taking part and underlines the results that the contents have on them. It suggests that teamwork and collaboration within the team is a prerequisite for a competition to have an impact on the educational process. Furthermore, robotic competitions raise the interest of students in robotics, programming, and STEM, while they develop social skills and create bonds between the participants. Moreover, it is a useful tool for educators. [ABSTRACT FROM AUTHOR]

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+ mobilities have had on the power of curricular agency of teachers from two European countries. This work is based on an empirical investigation of a qualitative nature which collected the testimonies of four school headmasters, a deputy principal and eleven teachers from Ireland and Portugal, teaching different curriculum matters, who were involved in the ERASMUS+ programme. Our findings evidence a very positive impact on secondary teachers' capacity to self‐organize and achieve agency in relation to curriculum making by adapting their knowledge and skills, learnt through the mobility, to their own culture and context through collaborative communities of practice. [ABSTRACT FROM AUTHOR]

The implementation of school reforms to advance reconciliation with Indigenous peoples provides an opportunity to explore what Canadians think is important in framing their identities and values. This paper draws on data from a survey of public perspectives on education for reconciliation activities in two Canadian provinces, Alberta and Saskatchewan. We consider the broader community context within which schools are located. By examining public perspectives, we are able to assess how curricular initiatives related to reconciliation are understood by community members, both as a priority in itself and in relation to other key curricular areas. Informed by critical race theory, our findings suggest that reconciliation is restricted to activities that do not involve extensive change to existing curricular and ideational frameworks. These perspectives exist alongside extensive opposition to reconciliation justified by claims that Indigenous experiences and perspectives are receiving undue attention relative to more pressing educational priorities. Our findings suggest that aims to transform dominant understandings about Canadian history and identity remain far from being fulfilled. [ABSTRACT FROM AUTHOR]

This editorial essay is for the special issue "Intersectionality and education work during COVID‐19 transitions." We reconceptualize intersectionality in the contexts of COVID‐19 to theorize change to education work, introduce the six special issue papers, and provide directions for future research. [ABSTRACT FROM AUTHOR]

Meta‐analysis comprises a powerful tool for synthesising prior research and empirically validating theoretical frameworks. Using this tool and two recent multilevel models of educational effectiveness as guiding frameworks, this paper synthesises the results of 195 studies investigating the association between system‐level characteristics and student learning outcomes. Results show a broad range of system‐level factors studied in the international literature, which could be grouped into the three categories used in the integrated multilevel model of education: antecedents determined by the larger societal context, including factors such as level of development, inequality and societal values; system ecology and structural reform, covering factors such as decentralisation, accountability and stratification; and direct educational policies, including financial resources, time resources and variables related to teacher training and qualifications. Results highlight the importance of the larger context in which educational systems operate, as well as the need for further research looking at actual educational policies. Further analyses provide support for a generic effect of system‐level factors, regardless of the educational level or subject domain assessed. However, results show variation in terms of methodological choices, such as the number of levels used in the analysis. Based on these results, implications for theory, research, and policy are drawn. Context and implicationsRationale for this studyWe present a meta‐analysis of the international literature on system‐level factors associated with student learning outcomes to contribute to the improvement of quality in education.Why the new findings matterA synthesis of the literature is important to identify what kind of factors have been studied so far, their consistency and significance, and to identify future research needs.Implications for theory, research, and policySocioeconomic factors, such as affluence and inequality, and other characteristics of the larger societal context are important system‐level conditions. Conducting the meta‐analysis allowed to identify areas where more research is needed, such as on the impact of national educational policies, and on the impact of system factors on non‐cognitive learning outcomes. Further studies are also needed with a longitudinal component and focusing on the indirect effects of system‐level factors. The results of the meta‐analysis give further support to exerting caution when it comes to educational reforms and their implementation across different contexts, particularly because of the role that system inequality plays for educational outcomes. [ABSTRACT FROM AUTHOR]

This paper presents the first causal evidence that compulsory education improves retirement financial outcomes in a developing economy. By exploiting the 1986 compulsory schooling reform in China, we show that compulsory education increases rural residents' participation in the New Rural Pension Scheme, the world's largest public pension program. Using an instrumental variables strategy in a difference‐in‐differences framework, we find that an additional year of schooling significantly increases pension participation by 3.5 percentage points, and this positive result is more prominent among women. Mechanism analysis suggests that cognition and access to information are essential pathways in the education–pension nexus. [ABSTRACT FROM AUTHOR]

Summary: Motivation: The Government of Ethiopia has a long‐standing commitment to improving the quality of education. In recent years, this has shifted to include a more explicit focus on equity in learning outcomes. In this paper, we examine the education reform design process in the context of Ethiopia's political environment which is widely recognised as a strong developmental state. Purpose: The article examines how federal, regional, and international donor actors negotiate their interests in relation to Ethiopia's national quality education reform programme, the General Education Quality Improvement Programme for Equity (GEQIP‐E). Methods and approach: We conducted 81 semi‐structured, key informant interviews with federal and regional government officials and international donors who were involved in the design of GEQIP‐E. Findings We find that federal government was able to leverage considerable political influence over high‐level priorities and the framing of GEQIP‐E. Large donors leveraged financial influence to exclude some specific priorities, while smaller donors were able to draw on social influence and technical expertise to include priorities aligned with their interests. Regional governments—which are responsible for policy implementation—were largely excluded from the reform design process. Policy implications: Our analysis highlights the importance of recognizing and understanding different forms of influence in the dynamic process of negotiating reform between government and donors. It identifies that both government and donor voices counted in the process of negotiations, but in different ways and to varying degrees. Understanding how different actors draw on their relative political, financial, and social influence is vital for ensuring successful implementation and sustainability. Importantly, we identify that voices of local actors are left out. [ABSTRACT FROM AUTHOR]

This paper investigates the effect on academic performance of an exogenous educational reform that reduced the school calendar of non-fee-paying schools in the Madrid region (Spain) by approximately two weeks, leaving the basic curriculum unchanged. To identify the consequences of such a measure, we exploit the fact that it did not affect private schools (control group) and the existence of an external cognitive test that measures academic performance before and after its application in the region. We find that the reform worsened students' educational outcomes by around 0.13 of a standard deviation. This effect was especially strong in the subjects of Spanish and Mathematics. We further explored quantile effects across the distribution of exam scores, finding that the disruption had a more negative effect on students in the upper quartile than those in the lower quartile. Overall, the analysis shows a reduction in the gap across non-fee-paying schools and an increase in the gap between non-fee- and fee-paying schools. [ABSTRACT FROM AUTHOR]

The upgrade educational information technology triggered by COVID‐19 has shaped a new educational order and new educational forms. As a result, traditional educational measurement is now facing a systematic transformation, that is, from the Assessment of Learning (AoL) to Assessment for Learning (AfL), and finally to Assessment as Learning (AaL). By showing the initiative and the flexibility of large‐scale online learning during the COVID‐19 pandemic, this paper examines the evolution from AoL to AaL from four aspects: participants, test form, multivariate data for process‐based measurement, and measurement models for multivariate data. We propose multidisciplinary corporations in the field, which integrate education, psychology, and information technology into the theories and methods of educational measurement. Further, we emphasize that the validity, ethics, and fairness of the measurement should also be considered the critical issues. Researchers and practitioners of educational measurement must persist in pursuing the substantive significance of measurement and provide unique experience and guidance for the theoretical and practical development of educational assessment in this great revolution. [ABSTRACT FROM AUTHOR]

Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three‐dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational intiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high‐order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces. [ABSTRACT FROM AUTHOR]

Levels of internal migration have declined since the 1980s in many advanced economies. Australian studies remain largely descriptive, making it difficult to ascertain the extent to which the decline in aggregate levels of migration is due to shifts in the socio‐demographic composition of the Australian population or driven by deeper behavioural changes. This paper aims to address this gap by applying an Oaxaca‐Blinder decomposition method to individual‐level data from the 2001 and 2016 censuses. Our results confirm the strong impact of population ageing on the decline in migration although its effect has been fully counteracted by other compositional changes such as education and immigration. We find behavioural effects to be the principal factor explaining this downward trend. This finding points to a secular shift in migration behaviour and represents a starting point in developing a more comprehensive understanding of the factors underpinning the long‐term decline in internal migration in Australia. [ABSTRACT FROM AUTHOR]

Redundant. Adjective meaning: no longer needed or useful; superfluous; no longer in employment due to no more work available; able to be omitted without loss of meaning or function; not strictly necessary to functioning of system/other components. Redundancy, and being at risk of being made redundant, is an increasingly felt circumstance in contemporary higher education. As the impacts of a range of neoliberal educational reforms unfold against a backdrop of demographic change and significant economic uncertainty (both pandemic‐driven and otherwise), universities have recently resorted to both voluntary and compulsory redundancy to manage a university model based on a competitive and fluctuating student market. This commentary reflects on the collective feelings that circulated around being put "at risk" of redundancy and subsequent encounters with others' unfolding (potential and actual) redundancy. In doing so, attention is turned to the spaces‐times in which redundancy and the "consultations" over it played out – meeting and teaching rooms, offices, corridors, graduation ceremonies, kitchens, cafes, among others – and the varied collective feelings that circulated/coexisted in and through them. At a time when such processes are unfolding across the sector, this commentary seeks to open up a space for reflection on what many would rather not consider: the disturbing circumstances of feeling redundancy. This commentary reflects on feeling redundancy and its risk in the context of contemporary higher education. [ABSTRACT FROM AUTHOR]

Exploiting the variation in education induced by a reform that compelled individuals to obtain additional schooling in Turkey, and using administrative unemployment insurance (UI) records, we show that high‐educated unemployed workers, compared to their low‐educated counterparts, use unemployment benefits longer, and they are less likely to find employment before their benefit periods expire. This suggests education increases one's selectiveness over jobs. We also show benefit generosity impacts the high‐ versus low‐educated differentially. Extended benefits increase low‐educated workers' probability of finding employment more than the high‐educated. Our findings highlight the importance of considering worker attributes when designing the UI system. [ABSTRACT FROM AUTHOR]

In the early 2000s, the Montgomery County (Maryland) Public School system implemented district‐wide changes to funding, curriculum, staffing, and technology. Using data from 1995 to 2014, we employ a difference‐in‐differences strategy to show that the reforms significantly increased the percentage of students in Montgomery County who scored advanced on third‐ and fifth‐grade math and reading tests. Using an event study strategy, we find that the positive impacts extended through the end of the panel. Our results contribute to the literature on school reform by finding positive impacts of school reform in a district that was high performing prior to reforms. [ABSTRACT FROM AUTHOR]

Martin Luther is primarily known as a pastor and theologian of the 16th century Reformation. However, he was also a pedagogue passionate about educational reforms that united the spiritual life with the daily lived life. Believing that education served the purpose of equipping students for a life in service of one's neighbor, Luther took a practical and spiritual approach to critically engage content and even left space for teachers to differentiate based on their students' needs. This article provides a close look at the pedagogy and curriculum Luther outlines in the introduction to his Small Catechism and seeks to provide a creative adaptation to the contemporary theological/religious classroom. In the hopes that Luther's method can be of help in a variety of settings and spiritual traditions, the primary teaching method is driven by inquiry and the catechetical question "what is this?" [ABSTRACT FROM AUTHOR]

In 2017, a Finnish policy reform intensified the Public Employment Services' practice of periodically interviewing unemployed jobseekers. This study used high‐quality administrative data to analyse the effect of interviews on unemployment duration. We used a difference‐in‐differences approach that exploited regional variations in treatment intensity. Our results show that a 10 percentage point increase in interview probability increased the monthly hazard rate of employment by 3.1 per cent, with the effect being strongest among jobseekers aged 25–34 and jobseekers with a low education level. Also, our results demonstrate a strong effect on participation in active labour market programmes. [ABSTRACT FROM AUTHOR]

Objective: To describe the process of implementing a Youth Participatory Action Research (YPAR) project at a continuation high school (CHS) and share the results of a youth‐designed research project that explores barriers to high school completion. Data Sources and Study Setting: YPAR was implemented across three cohorts at a CHS in the central coast of California from 2019 to 2022. Student survey respondents were enrolled CHS students between March and April 2021. Study Design: A modified YPAR curriculum integrating research methodology and social justice topics was used to guide student‐led research that resulted in a cross‐sectional survey. Data Collection: Field notes maintained by the first author documented the process of implementing YPAR including the curriculum, conversations, and research decisions and procedures. A student‐designed survey disseminated to all enrolled students resulted in 76 (66%) participant responses. The survey included 18 close‐ended questions and three narrative responses. Principal Findings: This study details how YPAR methodologies can be translated to a high school credit recovery program. For example, student cohorts were needed to maintain continuity over time. A student‐designed survey revealed that 72% of student respondents reported taking care of family members and illuminated high rates of depression symptoms. Conclusions: This study offers a detailed description of how we implemented YPAR at a credit recovery program and provides student‐driven perspectives on educational reform and evaluation. This project addresses the implementation and challenges of using YPAR to engage youth in transformational resistance to rapidly study and improve CHS' policy and practice. [ABSTRACT FROM AUTHOR]

The escalating planetary crises of human‐induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new worldviews is also needed. In this article Arto O. Salonen and his coauthors consider the kind of pedagogy that could support a transformation of the human conception of reality into a form that both recognizes the connections and interactions between people, society, and the planet, and imparts an ethical orientation to action that strengthens the health and integrity of all entities. A theory of planetary social pedagogy (PSP) is based on traditional social pedagogy, which provides a theoretical framework for formal, nonformal, and informal education. PSP aims at building a deep holistic understanding of the relationship between the individual, society, and Earth by integrating the fragmented human conception and experience of reality by uniting the three dimensions of a social‐ecological worldview: spatial, temporal, and ethical. Moreover, PSP is a cyclical learning process that alternates between cognitive, metacognitive, and epistemic levels of learning. The ultimate goal of using PSP is to lay the foundation for a fundamental transformation of the ideals, values, and culture that shape human behavior in ways necessary for securing a sustainable future. [ABSTRACT FROM AUTHOR]

We utilize a natural experiment, an education reform increasing compulsory schooling from 5 to 8 years in Turkey, to obtain endogeneity‐robust estimates of the effect of male education on the incidence of domestic violence against women. We find that husband's education lowers the probability of physical, emotional, and economic violence. Schooling lowers also the likelihood of having an arranged marriage and makes men less inclined to engage in various socially unacceptable behaviors. We show that these findings are very robust to alternative regression specifications and restricted sample estimation. Finally, we argue that assortative mating implies that the educational outcomes of the two spouses are correlated. Our findings are robust to accounting for the husbands' and wives' education jointly. Moreover, when we separate the two effects, we show that the favorable effect of education can be attributed causally to men's education rather than to the education of their wives. [ABSTRACT FROM AUTHOR]

The education systems of the four UK nations are diverging, and the education system in Wales is undergoing major reform with substantially increased emphasis on health and wellbeing. Understanding the implementation of major policy and system reforms requires an understanding of system histories and starting points. This study aimed to explore the perceived roles of schools in contemporary society, and how this role has evolved over time; the aims of the reforms, with a particular focus on health and wellbeing; and perceived barriers and facilitators for implementation. Interviews were held with senior stakeholders in the Welsh education system who held a strategic role in shaping the reforms. These included senior members of government and schools with a remit in either design of the curriculum or educationalists' professional learning, Wales's school regulatory body, and those with a multidisciplinary remit in health and education. Interviews were subjected to thematic analysis, which produced a number of themes related to each objective, including 'a changing society and increasing expectations on schools', 'the perceived role of schools in supporting health and wellbeing', 'the aims of the reform', 'what will success look like?', 'national level barriers and facilitators' and 'community and school level barriers and facilitators'. Findings suggest that education system reform requires change at multiple levels of the education system. Consideration of each level, and the interactions between them, is necessary for achieving change. [ABSTRACT FROM AUTHOR]

Recurrent scandals in business ethics demonstrate that work is, on occasion, unambiguously unethical. It is not clear, however, exactly how the concept of 'meaningful work' can be applied to such work, and whether, for example, work can be both unethical and meaningful. This article explores three different conceptualisations of meaningful work: where meaningful work is considered to be subjective, primarily subjective but with objective constraints or primarily objective (adopting Alasdair MacIntyre's neo‐Aristotelian framework). These competing conceptualisations are examined in relation to the ethical failures in the Australian financial advice industry. From 2009, a range of parliamentary inquiries, including a Royal Commission, documented significant ethical failures at both individual and institutional levels across the industry, which caused substantial hardship to tens of thousands of clients. Among the subsequent reforms was a drive towards the professionalisation of financial advice through enhanced educational standards, a code of ethics and the development of a professional identity. This case demonstrates the different ways in which the conceptualisations of meaningful work can be applied. However, Alasdair MacIntyre's scheme of practices, institutions, internal and external goods is presented as a preferred conceptualisation of the case, accommodating considerations of both ethics and meaningful work and contributing towards a theory of good work in general. [ABSTRACT FROM AUTHOR]

If inflation is not present, then the Fed will not raise interest rates no matter how large the debt and deficits are (e.g., interest rates remained at historic lows in the years following the Great Recession despite the large build-up in federal debt). Table 1 shows a correlation between the average deficits and unemployment rates of the case countries and the United States - the higher the deficit, the lower the unemployment rate. Government deficits increase private sector wealth and enable the country to afford trade deficits, whereas government surpluses decrease private sector wealth because the private sector must give up wealth to pay for the deficit reduction. The point here is that debts and deficits in and of themselves will not lead to higher interest rates in the United States. [Extracted from the article]

This study involved a systematic and evaluative review of school climate measures to catalog main domains and subdomains and rate parameters of instrument presentation and psychometric quality. Four databases were used (Web of Science, Scopus, ERIC, and PsycINFO) and 37 instruments (studies) met inclusion criteria (instrument measured school climate; psychometric properties of the instrument were provided; every instrument included in the review has its original version published; the article was in English or Spanish; the article was a peer‐reviewed publication). Information was synthesized according to instrument presentation and psychometric quality. The expansion of literature search routes was designed to mitigate publication bias. Analysis revealed four main domains among extant school climate measures: relationships (social relationships, school connectedness, leadership, and culture), environment (school facilities, physical comfort, and cleanliness), safety/discipline (school safety, fairness of rules, bullying and aggression, disciplinary harshness, and general drug use), and academic (academic outcomes, equality of opportunity, engagement, and cohesiveness/competitiveness). This domain/subdomain architecture could serve as a touchstone for conceptualizing school climate and developing and refining future assessment devices for this construct. The domain/subdomain architecture could also help guide school reform efforts. Limitations included possible publication bias and an exclusive focus on questionnaires and not other methods to assess school climate. PRACTITIONERS POINTS: Four main domains are generally represented among the 37 studies of school climate measures reviewed: relationships, environment, safety/discipline, and academics.Acceptable psychometric properties are reported by the most of the reviewed school climate measures.Future research on school climate instruments should emphasize more longitudinal analyses and verify the psychometric properties through subsequent studies in diverse samples. [ABSTRACT FROM AUTHOR]

Education is perceived to have a positive impact on a variety of health outcomes. However, it is unclear how causal this association is or what could account for the observed relationship, especially in low‐income countries. This study examined the educational gradient in dietary diversity among young women using individual‐level survey data from Zimbabwe. A parametric fuzzy regression discontinuity design was used in the empirical analysis, with school reform exposure serving as an instrumental variable for educational attainment. The results show that increased schooling improves dietary diversity among women and that this effect is large and statistically significant. An examination of the potential mechanisms by which education improves dietary diversity revealed that women with more education are more likely to engage with print media by reading newspapers or magazines, to be literate, to access prenatal care when pregnant, to be wealthier, to have fewer children, and to live in metropolitan areas. These findings suggest that expanding educational opportunities, particularly for young girls in developing countries like Zimbabwe, could be a useful policy strategy to promote healthy eating among young women and, as a result, could enhance population health and nutrition outcomes. [ABSTRACT FROM AUTHOR]

This study examines the effects of an exogenous change in family policy in Ethiopia on women empowerment and the allocation of resources toward child health. Empowerment is formalized as an unobserved latent variable based on a large set of questions pertaining to women's autonomy and decision‐making power. Exploiting the time and regional variation in the implementation of the law, the study finds that early implementation of the reform increases women's access to information, literacy and education levels, and their assertiveness toward family planning and domestic violence. In addition, more decision power in the hands of women is found to have a positive impact on investments in the health and nutrition of children. The findings suggest that factors that do not enter the individual's preferences may affect outcomes for individuals and emphasize the role of intrahousehold heterogeneity. The results are robust to a battery of validity and specification checks. [ABSTRACT FROM AUTHOR]

We analyze the evolvement of education inequality and the gender gap in Ghana before and after two major education reforms. Using different measures of inequality, our findings suggest that the gender gap at the basic school level has closed following the introduction of the education expansion policies, but inequalities persist at the postbasic school levels and across regions. We further demonstrate that the educational expansion–schooling inequality nexus is best illustrated by an inverted U‐shaped Kuznets curve. We find that after an average of 6 years of schooling has been reached, inequality starts to decline, and gender equality can be achieved when the average years of schooling reach 9. [ABSTRACT FROM AUTHOR]

The COVID pandemic has disrupted every aspect of our lives, the entire worldwide community, and most certainly the medical infrastructure globally. Prior experience with trauma and previous exposure to ATLS might help students pass the ATLS course. [Extracted from the article]

Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense‐making and reasoning, comes a need to observe and understand if and how it is actually occurring, particularly in elementary science learning environments. To address this need, and moving forward an international, collaborative research effort centered around scientific modeling, we undertook a cross‐national observational study in which we used an observation protocol to characterize scientific modeling practices in elementary classrooms in both the United States and Germany. Drawing on existing video‐based datasets from multiple projects, this study's findings provide empirical evidence for model‐based teaching and learning and explore the relative frequencies of relevant modeling subpractices (i.e., construction, use, evaluation, and revision of scientific models) in regular, day‐to‐day elementary science classrooms. This study also illustrates the differences and similarities between German and American science instruction. In general, students in both countries experience model construction more often than other modeling practices. German teachers more consistently foreground anchoring phenomena and students' questions/preconceptions as part of the modeling process, thus leading to slightly higher overall modeling scores—despite a complete lack of model evaluation and revision in any of the observed German classrooms. Ultimately, however, young learners in both nations seem to experience alarmingly little opportunities to engage in any of the modeling subpractices. Particularly in terms of modeling as a means to make sense of phenomena, constrained by teachers most commonly using finished representations (i.e., models) of phenomena and processes to teach science/deliver content. Our results indicate the need for a greater focus on all scientific modeling subprocesses, particularly the integration of scientific modeling with already established, more general (e.g., inquiry‐based) strategies for effective science teaching and an emphasis on actualizing modeling as an authentic sense‐making endeavor. [ABSTRACT FROM AUTHOR]

Textbook development plays an important role in teacher development and educational reforms. Although research has examined how textbook creation may afford teacher identity (re)formation, attention has rarely been given to how this process informs leadership identity construction, especially in times of educational change when leaders often serve dual roles: the role of seeking new teacher identity construction and the role of leader to guarantee the success of textbook development and thus the reform. The construction of both roles may involve great efforts to manage challenges and tensions encountered during the textbook creation process. Grounded in the Douglas Fir Group's (2016) framework of multilayered complexity of language development and situated in a Chinese higher education context, this 3‐year longitudinal case study examined how Gee, a newcomer in English for Academic Purposes (EAP) teaching who also led the reform team, formed her identities as both an EAP teacher and a reform leader through her active tension engagement with an EAP textbook development process. Through Gee's narrations, we found that her emotional tensions were negotiated as a rewarding agentive resource for textbook development, from which she also learned to build her interactively co‐reinforcing EAP teacher and reform leader identities. [ABSTRACT FROM AUTHOR]

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Issues regarding scientific explanation have been of interest to philosophers from Pre‐Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K‐12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly "better" than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations. [ABSTRACT FROM AUTHOR]

More importantly, while the advocacy of different forms of governance by these early challenges to NPM may seem to resolve the difficulties of NPM, both approaches deny the need for the management of public sector organizations. EVIDENCE OF CONTINUING NPM There are three strands to this discussion of continuing NPM in the 21st century: Hiding in Plain Sight (1) Displacement Hiding in Plain Sight (2) The first and third of these refer to continuing NPM practices that are not recognized by commentators as NPM. ANTECEDENTS OF NPM The United Kingdom has always been regarded as an early adopter of NPM and it has a claim to be the originator of NPM. Liguori et al. also express how this kind of NPM displacement may occur: 'In the NPM model, the primacy of politics gives way to the primacy of management, whereby the principles and tools put the latter at the center of the process of change. New Public Management (NPM) has been studied at considerable length and remains controversial over its structure, processes, and outcomes (Funck and, Karlsson,2020). [Extracted from the article]

Motivation: The article seeks to support policy-makers in considering the role of education in response to the climate-environment emergency. It argues for a holistic framing of education's response, incorporating both climate and environment. While recognizing the imperative of global action, it emphasizes the need for national/local education systems approaches that reflect the distinct and localized challenges and responsibilities pertinent to high-income countries (HICs) and low-and lower-middle income counties (L&LMICs). Purpose: After presenting an overview of climate-environmental issues and education the article offers a rudimentary framework categorizing education responses to anthropogenic environmental change (AEC). Methods and approach: The article brings together findings from education, demography, disaster risk reduction (DRR), and environmental studies. Findings: The key findings are: (1) that education provision in L&LMICs is already being affected by environmental change; (2) the causal links between education and positive environmental impacts are weakly evidenced; (3) the bulk of literature is preoccupied with global climate change and CO2 emissions to the detriment of localized environmental considerations; and (4) that education should be viewed more as a "force multiplier"--alongside areas such as health, reproductive rights, social justice, and livelihoods. Policy implications: The article argues that to achieve Sustainable Development Goal (SDG) 4.7--whereby education systems of all nations equip students for sustainable development--there is a need for a more geographically specific understanding of the drivers of both climate change and environmental degradation. Differentiated education reform responses are required which reflect both responsibility for carbon emissions and vulnerability to climate and environmental impacts. In HICs this would suggest a greater focus on mitigation (reduction of carbon emissions) and in L&LMICs on adaptation (responding to AEC). [ABSTRACT FROM AUTHOR]

Our fiscal analysis of Chicago Public Schools (CPS) from 1990 to 2018 contributes to a growing scholarship on the financialization of urban governance. We advance the concept of 'recursive austerity' to show how devolution and cuts at higher scales push local governments into the hands of both growth and debt machines. The use of short‐term and variable‐rate debt to pay for capital projects causes entrepreneurial and austerity strategies to chafe against their limitations and contradictions, which begets more austerity and structural dependence on credit markets. Faced with deficits, CPS undertook crippling austerity measures, such as staffing cuts, pension holidays and school closures, which disproportionately harmed Black students, households, teachers and neighborhoods. We explain how CPS moved from a voluntary high‐leverage strategy to finance capital projects to endemic debt dependency, characterized by habitual borrowing to refinance old loans and sustain operations. We argue that CPS's debt trap and recurring budget 'crises' are the outcomes of the fiscal management decisions it made with investment banks and the City of Chicago, and not only the result of secular trends such as declining enrollments. [ABSTRACT FROM AUTHOR]

The transition from primary to secondary school is a major life event for eleven‐year‐old children in the United Kingdom, where they face simultaneous changes. Following the outbreak of Covid‐19, transfer children face additional uncertainty on top of this. Negotiation of the multiple challenges, combined with the reduced support associated with Covid‐19, could have a negative impact on children's school adjustment and mental health. Given the rapidity of changes associated with Covid‐19, there are key empirical and practical gaps on how best to support children as they negotiate these two key events. To date, there is no published research which has explored the experiences of transfer children, and that of their parents and teachers during this time. The present research aimed to narrow this research gap by answering the research question: What are parents', children's, and teachers' experiences of primary‐secondary school transition during Covid‐19? This research used a series of UK wide surveys to gather data from 101 Year 7 children, 88 Year 7 parents, 26 primary school teachers, and 40 secondary school teachers using a mixture of open and closed questions. The data were analysed using Thematic Framework Analysis, taking an inductive‐open coding approach. All three stakeholders reported negative impacts of Covid‐19 on the transition, for example, in terms of missed opportunities. There were also many comments about the emotional impact of Covid‐19 on children, parents, and teachers. Numerous strategies were reported that were used to meet children's needs pre and post‐transition, highlighting areas of good practice, along with practical suggestions for how to approach transition in the future. The study has identified ways that transition can be managed more effectively, thus, having short term implications in providing an evidence base to support transfer children this year, and long‐term implications for future transition years. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Assisted Learning is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

India's 2009 Right of Children to Free and Compulsory Education (RTE) Act presents an idealized social contract which assigns roles to multiple actors to uphold a mutual duty, or collective responsibility, to secure children's access to a quality school education. This article explores how the social contract assumed by the RTE Act misrepresents the conditions required to enact mutual responsibilities as well as actors' agreement to do so. Qualitative data from Bihar and Rajasthan show how state actors, parents, community groups and teachers negotiate and contest the RTE Act norms. The analysis illuminates the unequal conditions and ever‐present politics of accountability relations in education. It problematizes the idealization of the social contract in education reform: it proposes that if the relations of power and domination through which 'contracts' are entered into remain unaddressed, then expressions of 'mutual' responsibility are unlikely to do other than reproduce injustice. It argues that policy discourses need to recognize and attend to the socially situated contingencies of accountability relations, and that doing so would offer an alternative pathway towards addressing structural inequalities and their manifestations in education. [ABSTRACT FROM AUTHOR]

Within a policy regime increasingly focused on measurement, Australian Indigenous students are highly visible in school education debates as underperforming subjects for intervention. This is consistent with broader Indigenous policy discourse, which highlights disadvantage and deficit. At the same time, their Indigeneity, while acknowledged in principle, becomes less visible as the concentration on English literacy and the increasing focus on schooling as a pathway to economic participation has intensified. Recent shifts in education policy narratives of Indigeneity have the potential to counter these trends, and allow Indigeneity to emerge from the shadows of dominant policy frameworks. In this article, we argue that these shifts, while too early to translate into outcomes, deserve attention. [ABSTRACT FROM AUTHOR]

This study examines the impact of mandatory maternal education on child health in Turkey, where a non‐trivial fraction of families restricted their daughters' schooling due to social and cultural barriers. The analysis employs two large data sets and exploits a quasi‐experiment involving an education reform that increased compulsory schooling. Results show that an increase in mother's schooling improves child health at birth (as measured by factors such as low birth weight and premature birth) and lowers child mortality. The current study on the intergenerational benefits of compulsory schooling arguably provides the strongest evidence supporting the argument that mandatory female education has substantial nonpecuniary benefits in terms of the health of the offspring in societies where female education is stigmatized. The implications of this research extend beyond girls' schooling and suggest that compulsory human capital investments in children can correct market failures when families underinvest in their children because of social or cultural barriers. [ABSTRACT FROM AUTHOR]

Summary: We revisit a Swedish comprehensive school reform first evaluated by Meghir and Palme (2005). This reform increased years of schooling and abolished tracking. We extend the original analysis to the full population and introduce an improved education measure. Our results confirm the original overall finding of small average earnings effects. However, we find considerably larger increases in educational attainment and no evidence of decreased labor earnings for students with high‐educated fathers. Our analysis provides two new important insights: First, we find no evidence that de‐tracking had differential earnings effects across socioeconomic groups. Second, previous instrumental variable (IV) estimates using similar administrative education data are substantially upward biased. [ABSTRACT FROM AUTHOR]

A new wave of federal legislation is drastically affecting how community colleges create and deliver programs in career and technical education (CTE). A key focus area shared by these federal policy changes is program‐to‐labor market alignment in which community colleges must utilize local labor market data to tailor their CTE programs to meet the needs of local businesses and industry. This article presents an overview of the rapidly shifting economic and policy environments, and offers three exemplars of community colleges in rural, suburban, and urban service areas that have successfully aligned CTE programs with local labor market demand. In all, this article highlights innovations and best‐practices offered by these exemplars as the federal government makes alignment a top priority for the 21st century community college. [ABSTRACT FROM AUTHOR]

The pandemic has provided a unique window of opportunity for higher education institutions to change because of the disruptions in normal ways of operating. The pandemic crisis has created opportunities to revise our strategies, internal and external partnerships, teaching methods, student pathways and recruitment approaches, incentive systems, faculty expertise, assessment approaches, and overarching goals of higher education. This article discusses a proactive stance suggesting that higher education must respond not only to the past, not even to the present, but to future needs. [ABSTRACT FROM AUTHOR]