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Despite translanguaging pedagogy gaining increasing popularity among researchers, studies on students' perceptions and experiences of translanguaging pedagogy in English for Academic Purposes (EAP) settings in China remain limited. This mixed methods research bridges this gap by shareing the findings of both questionnaires (1008) and follow-up interviews (34) from students enrolled on an EAP course at a Chinese university. Drawing on the concepts of translanguaging and co-learning, the paper reveals that the different translanguaging practices used by the teachers and students (as reported by students) in the EAP classroom helped to enhance student understanding and learning, classroom communication and motivation for learning. However, potential drawbacks are also noted, e.g. in how translanguaging is not conducive for creating a pure English learning environment and can reinforce some students' over-reliance on Chinese. The findings yield important implications for more careful and intentional pedagogical translanguaging design in EAP curriculum planning in China and beyond. [ABSTRACT FROM AUTHOR]

The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers. [ABSTRACT FROM AUTHOR]

This paper shares the results of a meta-analysis on the parental-relational component of parental-involvement and its association with the academic and behavioral outcomes of urban students. This meta-analysis includes 76 quantitative studies. The results indicated that statistically significant effects emerged across students of different backgrounds, including differences by age groups, race, gender, and nationality. The results were also substantial in the highest quality studies. The significance of these results is discussed. [ABSTRACT FROM AUTHOR]

This paper considers aspects of local academic knowledge generation in Uzbekistan by focusing on the mentor – mentee relations and the 'ustoz' and 'shogird' mindset of supervisees concerning their mentors. By doing so, it analyses how these perceptions may represent the challenge in improving the research quality among young Uzbek faculty members. Drawing on a survey of young university teachers, this study argues that the obstacles are not just policy-related but also cognitive and culture-related. This study uses a Critical Metaphor Analysis (CMA) to identify metaphors associated with the apprenticeship in Uzbekistan and how these relate to images and expectations of supervisors among supervisees in contemporary Uzbekistan. [ABSTRACT FROM AUTHOR]

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms. [ABSTRACT FROM AUTHOR]

Objectives: This literature review seeks to identify based on the current literature how the burden of disease for IBD patients manifests itself as this cohort transitions simultaneously from pediatric to adult care and from secondary to post-secondary education. Methods: This paper reviews the current literature regarding postsecondary students with IBD and provides a summary of research regarding key factors in their quality of experience. The research was conducted through databases including Taylor & Francis, PubMed, as well as searches via Google Scholar. Results: Over the course of this search, thirty-three relevant studies were identified. These studies addressed the themes outlined in this paper, including academic performance, social adaptation, transition of care, as well as overall transition to a postsecondary institution. Each of these is further broken down to identify specific determinants of IBD student experience. Conclusions: Although students with IBD can demonstrate resilience and adaptive behavior, the evidence suggests there are significant limitations impacting their perceived experience. The barriers IBD students face impact their ability to experience postsecondary education as they intend to, forcing them to adjust in adaptive or maladaptive manners. This review also attempts to generate possible solutions to specific barriers identified from current research, generating directions of action for students, physicians, and academic supports. [ABSTRACT FROM AUTHOR]

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains. [ABSTRACT FROM AUTHOR]

In recent years, the number of studies examining resilience in relation to mathematics teaching/learning (or mathematical resilience, according to some), increased significantly. This paper is a systematic review of 78 studies published between 2010 and 2021, and investigates (a) conceptualisations of mathematical resilience, (b) demographic characteristics of participants in the papers identified, and (c) factors that influence the development of mathematical resilience. Our analysis indicates that mathematical resilience is conceptualised in two ways: as the coexistence of disadvantage and high mathematical performance; and, as part of one's mathematical identity. Participants in related studies belong to one of the following categories: disadvantaged pupils; "typical" pupils; disadvantaged university STEM students; "typical" university students; prospective teachers; in-service teachers. Mathematical resilience is found to be influenced by both psychological and social/environmental factors. Finally, we discuss implications and how the field can move forward. [ABSTRACT FROM AUTHOR]

The percentage of care‐experienced young people in England progressing to university by the age of 19 currently stands at around 12–13% with a further 10% of care‐experienced adults attending university during their 20s and 30s. This figure remains lower than both the general population and other groups of disadvantaged learners. It is well established that the educational attainment of care‐experienced young people can be impacted by a range of barriers to learning. Existing research often focuses on the importance of key adults and their role in supporting young people in care. A small number of studies examine the reflexive capacities of the young people themselves through the lens of sociologist Margaret Archer's model of modes of reflexivity and internal conversations. Archer's theory can be utilised to understand how care‐experienced young people navigate their circumstances. The notion of the internal conversation offers a way to understand how some young people growing up in care develop more stable modes of reflexivity, namely autonomous, communicative or meta‐reflexive. Here we contribute to new knowledge by considering care‐experienced young people who develop communicative and autonomous aspects to their day‐to‐day life functioning. This paper draws on findings and analysis from interviews conducted as part of the first author's PhD (2020) which considered the reflexive capacities of care‐experienced young people who self‐identified as higher achievers. We utilise Archer's modes of reflexivity to explore participants' internal conversations and to develop our understanding of the relationships, experiences and personal skills that underpin successful educational journeys. [ABSTRACT FROM AUTHOR]

Despite high rates of education expenditure, South Africa's education system remains sharply unequal and underperforms overall compared to other countries. One approach to addressing education inequality and underperformance is community-based peer mentorship. This paper presents evidence from the Nine Tenths mentorship programme in Makhanda (formerly Grahamstown) as a way to improve academic performance among matric students in under-resourced secondary schools. Using school matric pass rates from 2012 to 2021 and student admission metrics for participants in 2020–2022, a strong association is found between the activities of Nine Tenths and improved academic performance. No-fee schools where Nine Tenths is active record pass rates that are 28 percentage points higher on average than schools without Nine Tenths. Matric students who participate in Nine Tenths increase their Admissions Points Score (APS) by 4.23 points on average, and every student between 2020 and 2022 earned a bachelor pass. While the evidence suggests that Nine Tenths is effective, the programme operates on a relatively small scale and is not broad-based in its implementation. The programme shows is a promising example of community-based interventions to address schooling inequality independently and more efficiently than the current education policy in South Africa. [ABSTRACT FROM AUTHOR]

Background: Critical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners. Objectives: This study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course. Methods: Fifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test. Results: Both groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention. Implications: The ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process. Lay Description: What is already known about this topic: Recent research has indicated that flipped classrooms can provide a more engaging context for encouraging active learning of students than traditional lecture‐based classrooms.Socratic questioning, which uses thought‐provoking questioning prompts to guide discussions, has been shown to be an active learning strategy to foster students' critical thinking skills.Social annotation tools are helpful in facilitating students' active learning in reading and comprehension. What this paper adds: This study proposed an annotation‐supported Socratic questioning (ASSQ) approach, merging the use of a social annotation tool and an active learning strategy, to enhance the instructional design of flipped language classrooms for English learners.Under the flipped learning conditions, the experimental group who learned with the ASSQ approach significantly outperformed the comparison group without this aid in argumentative writing performance.Under the flipped learning conditions, the proposed ASSQ approach could help both groups of students make satisfactory improvement in critical thinking skills, but there was no significant difference between the groups. Implications for practice: The combination of a social annotation tool and Socratic questioning into an integrated active learning approach can be applied to effectively flip argumentative writing courses for English learners.The proposed ASSQ approach can be adopted in longitudinal studies to explore its potential effect on critical thinking. [ABSTRACT FROM AUTHOR]

This study investigated factors related to score differences on computerized and paper-and-pencil versions of a series of primary K–3 reading tests. Factors studied included item and student characteristics. The results suggest that the score differences were more related to student than item characteristics. These student characteristics include response style variables, especially omitting, and socioeconomic status as measured by free lunch eligibility. In addition, response style and socioeconomic status appear to be relatively independent factors in the score differences. Variables studied but not found to be related to the format score differences included association of items with a reading passage, item difficulty, and teacher versus computer administration of items. However, because this study is the 1st to study the factors behind these score differences below Grade 3, and because a number of states are increasing computer testing at the primary grades, additional studies are needed to verify the importance of these 2 factors. [ABSTRACT FROM AUTHOR]

The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

Access to tertiary education is a challenge for many people from refugee-backgrounds. In Aotearoa New Zealand (NZ), resettled refugees are entitled to access education alongside other New Zealanders, and NZ's resettlement policy material recognises education as a key pillar of resettlement. However, refugee-background students are not recognised as 'priority learners' in education policy, so educational institutions are not required to report on refugee-background students' educational access or outcomes. At all levels of the education system, teaching and support practices for refugee-background students vary widely. Many barriers hamper refugee-background students' access to and success in tertiary education. However, refugee-background students are also necessarily-skilful border navigators. In this paper, we share data from an in-progress participatory action research project based in southern NZ that involves collaborating with refugee-background students at the secondary-tertiary education border. After describing the project, its rationale, and our theoretical framework, we draw on insights from seven of the students to illustrate how students represented educational navigation in NZ: as a resistance project, a subterranean project, and a relational project. We conclude by suggesting some implications from our study for research, policy and practice in education. [ABSTRACT FROM AUTHOR]

Background: Providing adaptive scaffolds to help learners develop effective self‐regulated learning (SRL) behaviours has been an important goal for intelligent learning environments. Adaptive scaffolding is especially important in open‐ended learning environments (OELE), where novice learners often face difficulties in completing their learning tasks. Objectives: This paper presents a systematic framework for adaptive scaffolding in Betty's Brain, a learning‐by‐teaching OELE for middle school science, where students construct a causal model to teach a virtual agent, generically named Betty. We evaluate the adaptive scaffolding framework and discuss its implications on the development of more effective scaffolds for SRL in OELEs. Methods: We detect key cognitive/metacognitive inflection points, that is, moments where students' behaviours and performance change during learning, often suggesting an inability to apply effective learning strategies. At inflection points, Mr. Davis (a mentor agent in Betty's Brain) or Betty (the teachable agent) provides context‐specific conversational feedback, focusing on strategies to help the student become a more productive learner, or encouragement to support positive emotions. We conduct a classroom study with 98 middle schoolers to analyse the impact of adaptive scaffolds on students' learning behaviours and performance. We analyse how students with differential pre‐to‐post learning outcomes receive and use the scaffolds to support their subsequent learning process in Betty's Brain. Results and Conclusions: Adaptive scaffolding produced mixed results, with some scaffolds (viz., strategic hints that supported debugging and assessment of causal models) being generally more useful to students than others (viz., encouragement prompts). Additionally, there were differences in how students with high versus low learning outcomes responded to some hints, as suggested by the differences in their learning behaviours and performance in the intervals after scaffolding. Overall, our findings suggest how adaptive scaffolding in OELEs like Betty's Brain can be further improved to better support SRL behaviours and narrow the learning outcomes gap between high and low performing students. Implications: This paper contributes to our understanding and impact of adaptive scaffolding in OELEs. The results of our study indicate that successful scaffolding has to combine context‐sensitive inflection points with conversational feedback that is tailored to the students' current proficiency levels and needs. Also, our conceptual framework can be used to design adaptive scaffolds that help students develop and apply SRL behaviours in other computer‐based learning environments. Lay Description: What is already known about this topic: SRL, which involves the regulation of cognitive, affective, metacognitive and motivational (CAMM) processes, is an important construct for effective learning.Novice learners in open‐ended learning environments (OELEs) often engage in sub‐optimal SRL strategies and encounter learning and problem‐solving difficulties.These students are likely to benefit from in‐the‐moment scaffolding, but designing adaptive scaffolds for SRL in OELEs is a challenging task. What this paper adds: The design and implementation of an adaptive scaffolding framework in the Betty's Brain OELE, that (a) detects key cognitive‐metacognitive inflection points during learning, and (b) provides feedback (strategic hints and encouragements) to help students overcome their learning difficulties at the inflection points and develop more effective SRL behaviors.A method to evaluate the adaptive scaffolding framework by analyzing log data collected from a classroom experiment.Findings from the data analysis that provide evidence on scaffold effectiveness and inform future design of adaptive scaffolds in OELEs. Implications of study findings for practitioners: The adaptive scaffolding framework developed in this paper can be extended to other OELEs.The findings from scaffold evaluation can be used to improve the design of the adaptive scaffolding framework in OELEs, for example, by considering affect transitions and cognitive‐affective relationships to build more effective scaffolds for affect regulation. [ABSTRACT FROM AUTHOR]

Background: Owing to the exponential growth of three‐dimensional (3D) environments amongst researchers and educators to create simulation games (SGs) in primary education, there is a growing interest to examine their potential support in computer science courses instead of visual programming environments. Objectives: This study explores the relationships between students' learning performance, focusing on computational thinking (CT) and programming skills development, in association with their cognitive load (mental load and mental effort) and emotions (happiness, anger, anxiety, sadness) by playing SGs. Methods: A total of two hundred and ninety participants (n = 290) in fifth‐grade classes (10–11 years old) of Greek primary schools completed all pre‐and post‐intervention tests. A quasi‐experimental study was conducted over a 14‐week timetable course and in two comparison conditions, in which a SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. To further investigate the effectiveness of the proposed SG in each teaching intervention, an exploration of relationships between students' learning performance, cognitive load, and emotions through multiple analyses, depending on correlation, t‐tests, correlation, and hierarchal regression was delivered. Results and Conclusions: The findings indicate that the proposed SG created by using OpenSimulator&Scratch4SL positively affected students' emotions and cognitive load, whereas there was no significant difference in learning gain between the two groups. Implications: The study provides empirical evidence on the effects of SGs on students' knowledge acquisition, highlighting the importance of considering both cognitive and emotional components in the design of these games. The findings also offer valuable insights for implications policy and practice. Lay Description: What is already known: Interactive environments can support the development of students' computational thinking (CT) and programming skills due to a wide range of digital elements/features that expand the boundaries where learning can happen.CT is a 21st‐century skill to be on top with others, such as reading, writing, and arithmetic for future generations of students to tackle real‐life problems.Despite a broad consensus on the increasing number of interactive environments, there is no dedicated measurement of their effects on students' performance and their possible association with psychological constructs. What this paper adds: This study explores any possible relationships amongst students' CT skills, emotions, and cognitive load for programming courses in fifth‐grade (10–11 years old) classes of primary education by playing a simulation game (SG).The proposed SG was created by using two interactive environments that project different 2D/3D user interface and game elements (e.g., special effects, scenes, animations, feedback, challenges, goal clarity, and scripted interaction).A quasi‐experimental study was conducted over a 14‐week timetable course and in two comparison conditions, in which the proposed SG was created by using OpenSimulator&Scratch4SL and Scratch for the experimental group (n = 145) and the control group (n = 145), respectively. Implications for practice and/or policy: In‐game scenario and students' embodied experiences can increase CT vocabulary acquisition, understanding, and expression of solution plans via visual coding.A practical roadmap for practitioners and instructors proposed how to purposefully integrate elements/features into interactive environments.Problem‐solving exercises in a simulated reality can become interesting and reduce students' cognitive load, when they are taking part in enjoyable and playful settings. [ABSTRACT FROM AUTHOR]

Background: Considerable evidence suggests that students' achievement emotions are important contributors to their learning and success online. It is, therefore, essential to understand and support students' emotional experiences to enhance online education, especially under the COVID‐19 context. However, to date, very few studies have investigated how students' achievement emotions might be affected by teaching and learning factors in online learning environments. Objectives: Based on Pekrun's (2006) control‐value theory of achievement emotions, this study examined the influence of students' perceived online teaching quality and appraisals of control and value on their achievement emotions in an online second language (L2) learning context instigated by the COVID‐19. Methods: Data were collected using an online survey of 1503 undergraduates from ten universities across different regions of China. Confirmatory factor analyses (CFA) were performed to test the validity of the instruments and structural equation modelling were conducted to examine the relations between L2 teaching and learning variables. Results and Conclusions: Results revealed that perceived teacher internet and communication technology competence had positive effects on enjoyment, but negative effects on anxiety and boredom, and these effects were fully mediated by perceived control and/or value. Perceived chaotic teaching structure (CTS) had reverse effects for the three emotions. Perceived CTS effects on enjoyment and anxiety were fully and partially mediated by perceived control, respectively. Takeaways: Online teaching quality is critical for students' appraisals and emotions towards L2 learning. Teachers should strive to improve online teaching quality and design interventions targeting students' perceived control and value to temper their affective experiences associated with the crisis‐prompted online teaching practices. Lay Description: What is already known about this topic: Teachers' internet and communication technology (ICT) competence and pedagogical design can enhance students' e‐learning efficacy, motivation and interests.Students' perceived control and value can influence their achievement emotions in online learning.Teacher's ICT competence and pedagogical design can impact students' emotions in online learning. What this paper adds: Perceived teacher ICT competence and chaotic teaching structures can have differential impact on students' perceived control and value for e‐learning.Perceived control and intrinsic value differently mediated the effects of the two teaching factors on students' emotions for e‐learning.Perceived teacher ICT competence and chaotic teaching structures can have both direct and indirect effects on students' e‐learning emotions via perceived control and value. Implications for practice and/or policy: Teacher training and development programs should prepare teachers for varying teaching formats including unplanned online teaching due to a forced switch to remote teaching.Teachers should acquaint themselves with using various online platforms and software to communicate the goals, expectations, structures and requirements of their language lessons to students' in a clear manner.Online language teaching interventions aiming to increase or decrease a specific emotion could directly target specific combinations of teaching characteristics and appraisals. [ABSTRACT FROM AUTHOR]

Background: Number line accuracy (NL accuracy) shows improvement over the course of a school education. However, there are practically no cross‐country longitudinal studies of NL accuracy over the whole course of elementary school. Aims: This study investigated the developmental trajectories of NL accuracy and its types across the elementary school years in two countries—Russia and Kyrgyzstan. Sample(s): The analyses were carried out on the data collected from the sample of 508 schoolchildren at Grades 1, 2, 3 and 4 (aged 6.4–11.9 years) from Russia and Kyrgyzstan, who were surveyed as part of the 'Cross‐cultural Longitudinal Analysis of Student Success' project. Methods: The participants were administered the 'Number Line' computerized test task and a paper‐and‐pencil 'Standard Progressive Matrices' test at the end of each academic year. Results: During the course of the elementary school education, NL accuracy increases nonlinearly in both samples from Grade 1 to Grade 4, with a pronounced increase in the rate of improvement from the first to the second year. Cross‐country differences in NL accuracy were observed during each year of schooling as well as in the growth of NL accuracy. The development of NL accuracy is described by a model with two developmental types: (1) 'high start and growth' (93% of the pooled sample) and (2) 'low start and no growth' (7%). Conclusions: Both NL accuracy and the rate of its growth during elementary school depend on educational conditions. Cross‐country differences in the distribution of schoolchildren by these two developmental types were statistically insignificant. [ABSTRACT FROM AUTHOR]

Who benefits when economic costs to the pursuit of higher education are diminished? Can such reforms advance the educational trajectory of historically marginalized groups, including women and indigenous people, or are historic social inequalities replicated in the use of new opportunities? The 2016 Ley de Gratuidad in Chile presents a unique opportunity to examine who benefits and how when the state provides a policy guaranteeing free higher education at participating universities. Given the systematic biases and cultural norms faced by women and indigenous people in Chile and the broad design of the state-led policy, the educational reform constitutes an important test of the extent to which lowering costs can facilitate education across an economically and socially diverse population. Leveraging data from two waves of a household survey, this paper finds that educational attainment, measured in the number of years of schooling achieved by respondents, is significantly higher for those who receive such a benefit, consistent with the design and intent of the policy. More surprisingly, these increases in years of education occur for women and indigenous people, even though no programmatic element emphasizes these groups. The results suggest that state financing is significantly associated with promoting higher education in the population and that women, the poor, and indigenous people are significant beneficiaries of this effect despite the social and cultural barriers in the country. [ABSTRACT FROM AUTHOR]

Presents a comment from the author on the work of Mark Ashton, commenting the former's article "Education for Capability: A Critique." Views on conceptual analysis; Concept of a person's capability to fulfill his tasks and responsibilities; Discovery of a hidden message in the author's work in what Ashton cites as a highly satirical passage.

The skills and attitudes acquired in the classes allow the student to get to know and understand the world around him better, to learn more easily in the natural and social environment and to make decisions about personal prosperity. This research includes 300 students, emphasizes the issue of the quality of education in secondary schools, with a focus on the acquisition of knowledge through innovative methods, as well as the issue of the quality of students' acquired knowledge, the impact on student achievements. Interactions between students and lecturers. Quality knowledge belongs to the level of recognition and reproduction. However, the test results so far show serious deficiencies and failures in teaching in the Republic of Kosovo, indicating the necessity of applying modern techniques and methods of the teaching process in order to improve the quality of teaching, which, among other things, requires personal creativity and engagement of teachers. In order for the aforementioned methods and techniques of curriculum implementation to be applicable, teachers need to be additionally educated and provided with appropriate contemporary literature in these areas. The paper presents the results of the statistical software package SPSS version 25, about students' attitudes about developing the ability to use modern methods and techniques in teaching based on age, gender in relation to the program of attendance. Researchers suggest the use of innovative methods that have proven to be useful in the teaching and learning process. [ABSTRACT FROM AUTHOR]

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ('setting') in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. [ABSTRACT FROM AUTHOR]

Caste is a unique marker of social stratification in India. There are significant eco- nomic inequalities and considerable disparities in educational achievements between historically disadvantaged caste groups and Others. Unequal investments in their chil- dren's human capital by caste can perpetuate income inequalities and reproduce class differences between caste groups. This paper analyses caste-based disparities in house- hold expenditure on children's school education using nationally representative social expenditure data on education from 2007–08 and 2017–18 in India. The paper uses a recentered influence function (RIF) based decomposition analysis to pinpoint the key factors underpinning the disparity in private educational expenditure between disadvantaged caste groups and Others. Further, to overcome the problem of heterogeneity of data the study also employs propensity score matching (PSM) as robustness check for the decomposition analysis. The findings from decomposition and matching approaches reveal that differences in endowments, specifically income differences, between caste groups explain most of the caste-based gap in children's human capital investments. The study has implications for public policy to address educational and economic disparities between disadvantaged caste groups (ST, SC and OBC) and Others in India. [ABSTRACT FROM AUTHOR]

This paper provides evidence on the differences among Spanish regions, regardless of other factors, in student achievement – in Language, Mathematics, Science and Citizenship – of fourth graders. This is the first paper in Spain that analyses these differences for Primary Education in all Spanish autonomous communities. The data in the Spanish General Diagnostic Assessment of 2009, by means of descriptive analyses and estimation of multilevel regressions, led us to show that, beyond differences between and within schools, variation in student achievement in Spain is even larger between regions than schools. Furthermore, regions with a co-official language produce worse results than others, especially in Science. [ABSTRACT FROM AUTHOR]

In the evaluation of any political strategy, it is essential to carry out the collection and analysis of the available data. The presentation of a complex phenomenon by means of synthetic measures can improve both the political actors' understanding of the situation and the design of new measures. In this paper, we deal with the problem of the construction of a multidimensional composite indicator for the evaluation of educational systems in OECD countries. In our proposal, not only are those indicators included that measure the academic outcomes, but also a group of indicators that measures the social dimension of the educational system. A variation of a methodology based on Data Envelopment Analysis is developed to construct a composite multiplicative indicator that enables inter-temporal comparison and the detection of the sources of the variation. [ABSTRACT FROM AUTHOR]

To investigate the physical activity levels and experiences of students enrolled in a service-learning dog walking class. Participants: College students (N = 10) from a rural university in the Eastern United States (age = 20.8 years ±1.2; 80% female; 90% White). Method: Students wore NL-1000 pedometers twice a week for 50 minutes for ten weeks. They also completed reflection papers at the end of the class. Pedometer data was analyzed using Microsoft Excel and the papers were analyzed through inductive coding. Results: Students obtained approximately 40% of their recommended daily physical activity requirements during class time. Reflection papers revealed that student beliefs about shelter dogs were challenged and that their primary motivations for attending class involved the physical activity needs of the dogs. Conclusions: Incorporating a service component into a physical activity course whereby the physical activity needs of others are the focus can be beneficial for all involved. [ABSTRACT FROM AUTHOR]

This paper presents a complementary multimethod approach to investigate the academic and athletic identities of Australian student-athletes. In Study 1, the authors explored the academic and athletic identities of 8 student-athletes using semistructured interviews. Results are congruent with the model of multiple dimensions of identity and indicate that student-athletes develop both academic and athletic identities. The corresponding fulfillment of self-determined needs in both academic and athletic identities was deemed beneficial to student-athletes' well-being. The authors used a quantitative approach (N = 86) in Study 2 and found that academic identity was positively associated with student-athletes' academic performance and life satisfaction. Differences in athletic identity were found based on the student-athletes' sport-competition levels. No significant associations were found between the student-athletes' academic and athletic identities. [ABSTRACT FROM AUTHOR]

This article is an extension of a work in progress paper originally presented at the conference FiE 2020, Frontiers in Education by (Schirichian et al., 2020), as a result of Schirichian’s master’s in science dissertation. It studies the relations between academic performance, protection factors, life at university, and personal characteristics to understand how they influence students’ academic success in undergraduate engineering programs in Brazil. In this challenging environment, several students overcome these issues and graduate, which indicates that some protection structures allow students to face challenging situations and be successful in their studies. Current research studied the relationships between academic performance, self-efficacy, causal attributions, personal characteristics, and life at university, with a group of 30 students. Models were studied by combining the different variables and aspects evaluated in the research, and the findings show relationship between academic performance and: 1) self-efficacy, causal attributions, and personal characteristics (such as leisure activities, living with their parents, or college accommodations) and those who attended private schools during basic education; 2 protection factors self-efficacy and causal attributions with advancing in the program and the time of enrolment in the university; and 3) the dimensions initiation and persistence, success/internality and failure/internality, indicating that those who perceive themselves as playing a major role in their academic journey tend to have better outcomes. Further results show the influence of social inequalities, particularly for those students who declared themselves brown and who conducted their basic education in public schools (which are generally of lower quality than private ones in Brazil). [ABSTRACT FROM AUTHOR]

This paper studies the impact of the introduction of fiber broadband in North Carolina, through the lens of student achievement. I link granular data on new fiber construction and advertised download speeds with administrative test score data and local labor market data. Exploiting variation in fiber availability at the census block group level, I implement a difference-in-differences design and find modest effects on educational outcomes, roughly equivalent to lowering class sizes by one student. I show fiber increases local employment and search intensity for supplementary educational materials. Last, I show that increased competition from fiber providers drives quality improvements in other available technology. • Fiber broadband availability increases both math and student standardized test scores • Fiber availability applies competitive pressure on other technologies to raise speeds • Fiber availability improves test scores through increased employment • Limited evidence that fiber increases usage of supplementary education materials [ABSTRACT FROM AUTHOR]

This paper aims to examine the case for a focus on place-based drivers of inequalities in educational attainment among secondary school students in Scotland. Using desk-based sources, it provides an account of the post-2015 policy episode around improving educational attainment among children from disadvantaged areas. This started with the Scottish Government claiming that its 'defining mission' was to 'close the gap' but the place-based focus of policy was soon dissipated and the legislation that intended to be the flagship of reform was shelved. The paper shows that international evidence prompts a need for the impact of disadvantage based on place to be factored into approaches to schooling and provides a regretful account of its insecure traction in Scottish policy. It argues that a serious weakness of the case for place in Scotland is the underlying evidence base and concludes by suggesting how existing data sources could be used more effectively and by outlining some alternative policy approaches. [ABSTRACT FROM AUTHOR]

Student consumerism in the Higher Education (HE) sector continues to stimulate critical academic commentary about the consequences of marketisation. Although much of the debate focuses on the effects that consumerism has on student achievement, little empirical research has analysed the effect that consumerism has on teaching and associated practices from an academic standpoint. Moreover, the disparities between how differing disciplines perceive student consumerism, and the varying effects that this has depending on the academic discipline, remain under-researched. This paper examines findings from eight in-depth interviews that sought to investigate the effects of student-consumerism on the teaching practices of academics from the departments of education and law, in one post-1992 university in England. It finds that perceptions of student-consumerism differ between the disciplines of education and law. One of the key arguments for this finding is that academics in the field of education are accustomed to a regulatory environment, whereas law academics are acclimatised to greater levels of autonomy. A further argument put forward by this paper is that the stark contrast in graduate salary expectations between education and law, may also impact upon student consumerism. [ABSTRACT FROM AUTHOR]

• Instability often overshadowed young people's experiences of being in care. • Disrupted schooling could have a devastating impact on academic confidence. • School was frequently described by participants as a key source of support. • Stigmatisation was a significant theme in participants' narratives of school. • Narratives often painted a complex picture of instability, educational struggle, and perceived failure. • The societal imperative to be resilient and self-reliant had the effect of responsibilising participants. Research highlights a plethora of negative outcomes for care leavers and it is widely accepted that children in care are likely to have lower educational attainment than their peers. Rather than concluding that these figures can be attributed directly to being 'in care', scholars have indicated that the matter is more complex, drawing attention to circumstances which pre-date or supersede entry into care. This paper seeks to highlight the experiences of those care leavers who bucked the trend and achieved sufficient qualifications to study in higher education. Despite achieving well academically, our research shows that young people in care still struggled to manage the academic pathway between care and university. This paper draws on evidence collected from 234 care experienced students in England and Wales to consider the educational challenges faced by those without familial support. Findings revealed that instability, stigma and poor institutional support were significant barriers in participants' educational journeys. We consider the impact of narratives of 'meritocracy' and 'resilience' on interpretations of educational success for care leavers. We conclude that caution should be exercised when celebrating individual successes, and greater attention should be paid to structural and systemic barriers to educational achievement. [ABSTRACT FROM AUTHOR]

Successful understudies are understudies who perform much preferable scholastically over their companions. While advantages to are being a successful understudy, for example, getting additional help from instructors, they likewise experience interesting difficulties like expanded recurrence of harassing. A large part of the exploration on this gathering of understudies depends on quantitative investigations led on members of Caucasian plummet. It is proposed that getting a superior comprehension of these successful understudies could be accomplished by figuring out their encounters through a subjective methodology. A singular's encounters and discernments can be impacted by social factors and directing examination with an Asian populace would assist better with understanding how factors which are all the more unequivocally accentuated in Asian culture, for example, obedient devotion and acquiescence to guardians add to the encounters of Asian successful understudies Education is viewed as basic for the advancement of the people, yet additionally for the improvement of local area and country. To achieve upgrades in all perspectives, and use present day and creative procedures and techniques, people need to produce mindfulness and improve their instructive abilities. The primary reason for this examination paper is to figure out the elements that impact the scholarly presentation of the understudies in auxiliary schools in India. In optional schools, there are various variables inside school and outside school that impact the scholastic presentation of the understudies. The fundamental regions that have been considered incorporate, factors impacting the scholarly exhibition of the understudies, scholastic execution and huge number of understudies in class, parental and related factors connecting with scholastic accomplishment, commitment of school factors towards the scholastic presentation of understudies, impact of destitution on scholastic accomplishment of understudies and different reasons for low scholarly accomplishment. [ABSTRACT FROM AUTHOR]

Background: Brain tumours are the most common and fatal of all solid tumours for children and adolescents. The effects of the tumour and treatment (chemotherapy, radiation, and/or surgery) results in significant disruptions to childhood development and large amounts of missed schooling. Among other challenges for families, this produces obstacles for children and adolescents to achieve and maintain academic performance and experience positive schooling encounters. Aims: We thus aimed to systematically identify and synthesize qualitative evidence on how families experience paediatric brain tumour from diagnosis and beyond with regards to their schooling and education to identify gaps in service delivery, research, and policy. Methods: A protocol for this review was registered with PROSPERO (ID: CRD42020177165). Searches were conducted in Medline, CINAHL, PsycInfo, Embase, and Web of Science, and yielded 22 eligible papers (representing 17 studies). Data were extracted into NVivo12 and analysed by qualitative description. Results: We formed the following domain summaries: academic (perceived failure to keep up with peers and finding success where one could, the importance of encouragement for diagnosed children), social (the importance of friendships and the harm of bullying), and support (the defining factor in overall return‐to‐school experience, often not enough received from educational professionals and clinicians). Our review highlights the need for more comprehensive, individualized, and integrated support for diagnosed children to return to educational institutions, and for the need to address their social experiences, particularly with regards to bullying, potentially through a school‐wide social and emotional learning approach. Conclusion: Funding support, evidence‐based guidelines, staff skill development, and clear communication structures across families, health care facilities, schools, and educational departments are essential to achieving this. [ABSTRACT FROM AUTHOR]

Education is a part of every human life. Till this year in our country we use to learn on traditional, classical way using whiteboard and presentations to present subject curriculum. But, this year the situation in education environments was dramatically changed. This situation was caused by pandemic which oculate the whole world and she led to online learning. In this paper will be analyzed and compared the results of the final exam for the subject Operating Systems for the students from different academic year: one from academic year 2018/2019 when the teaching was performed in a classical way and the second one from academic year 2019/2020 when the teaching was performed online through the platform Microsoft Teams. Both group of students are from Faculty of computer science at University "Goce Delcev"--Stip and they study the subject Operating Systems in the fourth semester. The aim of the paper is using descriptive statistics and other statistical methods (frequency distribution and correlation) to draw a conclusion which way of learning gives better results in student achievement. [ABSTRACT FROM AUTHOR]

This paper explores the information behavior of parents with regard to their young school-age children (PreK and elementary school) during the COVID-19 pandemic, in order to contribute to research on parent information behavior more generally and to increase our understanding of parent information behavior during this pandemic. This study proposes a model of the influences on parents' emotional responses to their children's required daily academic activities following roughly two months of school closures. It is unknown when the pandemic will end; thus this paper recommends solutions that schools might implement to improve parents' experiences with information as school disruptions continue. [ABSTRACT FROM AUTHOR]

Background: As educational digital technologies are increasingly being used in schools, past research left unanswered the question of these technologies' impact on the socioeconomic achievement gap even when equal access is guaranteed. Objectives: The objectives of the present study are to examine whether and how the socioeconomic achievement gap can be reduced through the use of computer‐assisted instruction (CAI). Methods: We addressed this issue experimentally by comparing CAI to conventional teacher‐led classroom instruction with more than 800 middle and high school students from disadvantaged and highly privileged socioeconomic backgrounds in a range of topics. Results and Conclusions: Both disadvantaged and highly privileged students taught with CAI outperformed those taught with conventional instruction, thus maintaining the socioeconomic achievement gap constant. However, we also found that disadvantaged students receiving CAI performed as well as highly privileged students receiving conventional teacher‐led instruction. Takeaways: The positive effects associated with CAI may therefore help compensate the difficulties of students with a disadvantaged background, a still neglected possibility. Lay Description: What is already known about this topic?: Socioeconomic status affects academic achievement especially in students from disadvantaged backgrounds.Inequal access to digital learning is a by‐product of socioeconomic status.Computer‐assisted instruction is known to yield positive effects on learning. What this paper adds?: It examines the effectiveness of computer‐assisted instruction on reducing the socioeconomic achievement gap when equal access to digital education is guaranteed at the school level.It shows that computer‐assisted instruction (relative to teacher‐led conventional instruction) benefited disadvantaged students and their highly privileged counterparts equally, shifting the socioeconomic achievement gap upward.However, disadvantaged students receiving CAI may reach similar performance level as their highly privileged counterparts receiving conventional instruction, thus compensating the socioeconomic achievement gap. Implications for practice and/or policy: This finding strengthens the importance of targeting teaching methods depending on students' socioeconomic characteristics to allow disadvantaged students to maximize their learning potential and chances to access to higher education. [ABSTRACT FROM AUTHOR]

The notion of selecting students based on academic achievement into different schools at certain points in their educational careers is one that has long been contested in education. In this paper I consider the role selective schooling may play in driving families' demand for private tutoring – a phenomenon currently growing in many regions of the world. The paper explores the 'extreme case' of South Korea – a country with some of the highest spending on private tutoring globally and also a long history of selective schooling. Drawing on interviews with experts and key stakeholders in the Korean education system, the paper reports a number of findings. Interviewees for this project were in many respects critical of a 1970s 'equalisation' of Korean schooling, though they also viewed moves back towards selection as fuelling 'shadow education'. Concern about this has driven governments to curb selective schooling for a second time in Korean history. [ABSTRACT FROM AUTHOR]

Pakistan's Punjab province has witnessed numerous education reforms in recent years. Many of these reforms have been aimed at improving the well-documented low levels of learning by focusing on improving teaching quality. The rhetoric suggests that government schools, particularly those in rural areas with a more disadvantaged pupil base, are especially ineffective at imparting learning. This paper seeks to investigate whether children in rural Punjab are learning literacy and numeracy over the course of a year, and if so, are some pupils progressing more than others. Using recently collected data, it finds that children in our sample are making progress. Variation in progress is found to be greater within schools rather than across them. The competence and qualifications of a teacher also makes a significant difference to a child's academic progress. The paper further finds differential progress for rich and poor students within schools, suggesting an important role for education policy to put in place targeted support towards those from disadvantaged backgrounds to ensure improvements in their learning keep pace with their peers. [ABSTRACT FROM AUTHOR]

FIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, middle and bottom schools in Hong Kong. In comparison with the conventional issue-based enquiry learning approach, FIBER had different intensity of positive effects on the high, moderate, and low academic-achieving student participants. This paper provides researchers and educational practitioners with empirical evidence for supporting wider adoption of FIBER in social humanities education, as well as harnessing flipped learning in formal schooling. Apart from discussing the benefits, the authors also underline the challenges of FIBER and suggest future work. [ABSTRACT FROM AUTHOR]

This paper quantifies learning losses related to delaying the return to in presence school activities after the peak of the Covid-19 pandemic, for children of low socioeconomic background in Mexico by exploiting a unique data set constructed for such purpose. Data on math and reading comprehension learning outcomes for a panel of children aged 10–15 were collected between April and December 2021 in two geographically adjacent and similar states in the southern region of the country, with significant between and within state variability in the school reopening and school return process. We use alternative estimation techniques to measure changes in learning outcomes in relation to the exposure to in-presence education during a 6-month period and find that children that returned to school earlier had higher achievement scores of at least 0.27 standard deviations, and these were greater for older children. These findings highlight the potential learning losses associated with remote education. [ABSTRACT FROM AUTHOR]

Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of teaching practices for supporting such work. This paper reports on the pedagogical changes that occurred when a high-school biology teacher was supported to develop knowledge about systemic functional linguistics and to use genre pedagogy. The case study of one biology teacher discussed here demonstrates that student participation in dialogue about the language patterns of scientific texts improves when the teacher uses genre pedagogy during text deconstruction. Student involvement in dialogue about content area language increases when the teacher focuses on specific parts of texts, prepares students for what to look for within texts, and elaborates on student input. Preparation included converting language to everyday meanings, while elaboration involved recasting to academic language, as well as prompting to reword and expand meaning. [ABSTRACT FROM AUTHOR]

In this paper, we measure the contribution of an additional year of schooling on skills acquisition for a cohort of young adults in Madagascar. We estimate a value-added model of learning achievement that includes test scores measured at adolescence, thereby reducing the potential for omitted variable bias. We demonstrate that schooling increases cognitive skills among young adults. The value-added of a year of schooling during adolescence is 0.15 to 0.26 standard deviation. Our results show the skills gap widens in adolescence, as students with higher cognitive skills complete more grades, accumulating more skills in their transition to adulthood. [ABSTRACT FROM AUTHOR]

Background: Virtual reality can be a useful substitute to improve nursing education outside of the hospital setting. In the wake of COVID‐19, an opportunity to compare a virtual reality activity for nursing students in the traditional classroom and in an online environment took place. Objectives: The goal of this study was to examine the effects of incorporating a virtual reality activity into the traditional classroom and in an online environment to enhance nursing education. Methods: Fifty nursing students participated in an exploratory descriptive study. Twenty‐five students participated face‐to‐face while in the traditional classroom setting and 25‐students participated in an online environment using a communication platform. Through a virtual reality activity, nursing students successfully created a tour which demonstrated identifying infectious sites in a hospital room setting. Results and Conclusions: Results of the pre‐and post‐test showed students' positive perceptions and performances in both traditional classroom and online settings. However, the study revealed a statistical difference between the two group perceptions towards the use of the virtual reality tour creator. Nursing students who were in the traditional classroom group found that the use the virtual reality tour creator was easier. Implications: Designing a meaningful virtual reality activity has a positive impact of the student learning experience. Students may benefit from a more through orientation to the technology prior to engaging in the activity. A carefully constructed activity can enhance student learning outside of the hospital room. Lay Description: What is already known about this topic?: Virtual reality can be applied to nursing education with a positive impact on the student learning experience.Nursing students perceived the virtual reality learning activity useful to substitute for in‐hospital training. What this paper adds?: Virtual reality learning activities can help promote nursing performance in both the traditional classroom and online settings.Students can have similar academic performance between the classroom and online modes despite having different experiences. Implications for practice and/or policy: Virtual reality integration might be implemented by pre‐training to make sure students are comfortable with the technology before jumping into course activities.The instructional design and delivery of a virtual reality learning activity greatly influenced the students' learning experiences, rather than the use of virtual reality technology itself. [ABSTRACT FROM AUTHOR]

This paper reports on our participatory multi‐faceted community‐wide intervention to change gender perceptions and encourage support for girls' education to improve their school attendance and performance. The intervention involved community and education stakeholders in implementing a context‐specific multi‐faceted intervention to improve opportunities for girls in 123 primary schools in the rural Wolaita Zone, Ethiopia. We implemented a repeated‐measures quasi‐experimental design in a sample of 30 schools (15 project and 15 control schools) to evaluate the intervention's effectiveness. Over 3 years we assessed gender perceptions of a cohort of 750 Grade 6 girls, their parents and teachers in project and control schools. In addition, participative group discussions were conducted with various stakeholders. In project schools, we recorded significant changes (e.g., provision of sanitary pads, counselling, tutorial classes and community involvement). Teachers and parents reported improved gender attitudes and support for girls' education; while girls' self‐esteem scores and educational aspirations increased. The findings showed a change in community perceptions of the value of girls' education and some evidence of increased equality in gender perceptions. We concluded that these systemic changes marked the start of a long‐term change process. This intervention showed the value of a participatory approach in a systemic community intervention. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Education for multilingual Physics students in South Africa still has a monolingual bias despite such pedagogy being repeatedly identified as the key factor in students' academic underachievement in the subject. The paper reports on the pivotal role language plays in the comprehension and subsequent academic performance of students in science education. A mixed-methods approach was used to generate responses from a sample of 40 eleventh-grade students on the role of language in the learning and teaching of Physics in a multilingual South African high school. Data was collected from pre- and post-tests as well as interview responses. Participants were randomly assigned to either the control or experimental group using Research Randomizer and those in the experimental group were given intervention in the form of lessons and learning materials in their mother tongue. A paired t-test disclosed a statistically significant difference in the academic performance of the two research groups in the post-test. The present research findings are in line with previous research which affirms that the use of students' mother tongue promotes a deeper understanding of Physics concepts resulting in improved academic performance. [ABSTRACT FROM AUTHOR]

Background: Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. Aims: The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. Methods: We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre‐School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. Conclusions: We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere. [ABSTRACT FROM AUTHOR]

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation's political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that 'White working class' children in England, especially boys, are 'the new oppressed' – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or 'QuantCrit', an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being 'oppressed', White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of 'equivalency' in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. [ABSTRACT FROM AUTHOR]

Educating a child with special needs or disability in Nigeria continues to raise concerns of a lack of quality. While education is provided for in the 1999 Constitution of Nigeria, it is seen as more of an obligation than a right by the majority of Nigerians. From the Nigerian child with a hearing impairment to the one with vision or mobility challenges, the question of their rights in education remain violated and neglected. The absence of equal treatment affects the dignity of the Nigerian child. It is on the above premise that the authors adopt a multidisciplinary approach to analysing the education of children with special needs in Nigeria. The study draws from international and national legal frameworks and argues that more needs to be done to ensure quality in education. In addition, the study advances the legal basis for holding governments accountable for failing to meet its obligations in the education of the Nigerian child. The paper is structured in different sections which deal with the legal framework, conceptual clarifications, and the advancement of the basis for demanding equal and quality education for the Nigerian child. Finally, the paper makes some conclusions and recommendations. [ABSTRACT FROM AUTHOR]