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To curb unauthorized downloading, the major film, music, and software corporations have developed public education campaigns aimed at children, extolling the virtues of copyright and the immorality of piracy. Some were designed to be shown among movie trailers in theaters, others are made available online; some are delivered to schools as curricular materials to be incorporated into K-12 classrooms. Through an examination of the materials themselves and through interviews with their designers, this presentation examines not only their characterization of copyright law, but their implicit claims about how, why, an by whom culture is produced, circulated, and consumed. These campaigns traffic in and perpetuate an industry-centric idea of what copyright is for, how technology is meant to be used, and why culture is important, helping to structure the dynamics of cultural participation. Amid these assumptions, comfortable roles are offered to young users of new media -- particular that of "consumer" rather than "user" or "citizen" -- roles that are far from neutral in the current debates about cultural policy, and work against the tide of emerging forms of creativity and collaboration. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper reports on literature related to the assessment of barriers to educational technology assessment. It surveys the development of technology acceptance models from social cognitive theory and innovation diffusion theory through to a unified theory that considers performance expectancy, effort expectancy, and social influence. Because risk is a significant factor in technology assessment, this paper outlines risk assessment processes, beginning with the Fine-Kinney method through to derivation of a risk matrix. Finally, it considers factors related to the validation of technology acceptance survey assessments. [ABSTRACT FROM AUTHOR]

The use of innovative technologies has always been at the forefront of human activities. Even more so in modern times. The way these technologies transform businesses and organizations is undeniable and is one of the reasons a quantitative bibliometric analysis of literature was conducted in this paper, specifically for the utilization of innovative technologies in the education sector. This paper investigates such utilization, however, it does so by including another aspect to the search, and that is using case studies as the research method. The main goal is to outline the progress in this particular field and to summarize the current state of research into innovative technologies in education. The research was conducted on the Web of Science database as one of the leading and most trustworthy bibliographical databases in the world. The literature search process resulted in 37 papers. Results of the bibliometric analysis show a higher number of published works as journal articles than conference proceedings. [ABSTRACT FROM AUTHOR]

Forensic accounting as a young discipline has gained a lot of attention due to frauds that have been discovered in the early 2000s and the fact that no organization is immune to business frauds. In the last few years, companies are operating in turbulent environment which negatively impacts fraud and tendency to commit fraud. All of this indicated need for stronger fight against fraud and joining forces off all participants in the fight against fraud. In this sense, the role of educational institutions is indispensable, as they should be the initiator of changes and provide answers to environmental challenges. Through this paper authors analysed the level of development of forensic accounting in selected countries by focusing on the level of formal education in this area. To detect achieved level of development of forensic accounting, authors analysed formal education in forensic accounting in four selected countries: Slovenia, Croatia, Bosnia and Herzegovina and Montenegro. Comparative analysis of study programs and courses in which competencies in the area of forensic accounting are acquired was performed. Research results indicate that there are significant differences in the inclusion of forensic accounting courses in study programs depending on the level of the study. Namely, the analysis showed that subjects from forensic accounting are much more integrated into programs at the 7th level of the European Qualification Framework than at the 6th level. Also, research results showed there are differences in the observed level of development of forensic accounting profession among analysed countries. The conclusion that emerges is that the development of the forensic accounting profession in the observed countries is rather slow and that joint, synergic action of all participants in this area is needed in order to encourage stronger development and affirmation of this profession. [ABSTRACT FROM AUTHOR]

The use of popular music as an entrée for discussion in college classrooms is nothing new. Critical analysis of explicit and implied messages in lyrics, track collections, and cover art can cultivate student interest while bringing issues as diverse as political action, sustainability, white privilege, inter-racial and inter-SES communication, and violence in popular culture to the forefront. "Poverty of Philosophy" provides a powerful message to students whose lives have often not required them to confront these issues. This project explores ways in which teachers may use, students might relate to, and outcomes can be affected by the pedagogical introduction of music as social criticism and call to action. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper delves into statistical disparities between human-written and ChatGPT-generated texts, utilizing an analysis of Shannon's equitability values, and token frequency. Our findings indicate that Shannon's equitability can potentially be a differentiating factor between texts produced by humans and those generated by ChatGPT. Additionally, we uncover substantial distinctions when studying the most frequent tokens. [ABSTRACT FROM AUTHOR]

Neurodevelopmental disorders consist of a wide range of conditions, such as autism spectrum disorder and attention deficit hyperactivity disorder. These conditions affect a significant proportion of the population and their correct diagnosis is crucial for the patients' quality of life and their targeted education. Neuropsychological testing and cognitive assessment play a very important role in the diagnosis and management of neurodevelopmental disorders. Cognitive assessments had been performed in the past primarily through pencil and paper but great advancements have been made in this field. New technological means have vastly enhanced the capabilities and potential in the area of neurocognition with the use of computers, gamified cognitive tests, biomarkers, such as electroencephalographic waves, and neurofeedback. This can bring an expanded understanding of how the brain works, increased accuracy and objectivity. The aim of our proposed study is to assess whether young people and children with neurodevelopmental disorders perform differently in a battery neuropsychological test. The proposed test will incorporate the idea of providing 'real time' brain activity by simultaneously recording electroencephalographic waves during the completion of the test through a portable device. The integration of electroencephalogram data into this test has the potential to contribute to the creation of a universal assessment tool. This tool could find utility in diagnosing neurodevelopmental disorders in children across different scenarios. [ABSTRACT FROM AUTHOR]

Educational technology programs often introduce students to the field through a "foundations" course. Overviewing foundational educational technology courses at a sample of North American post-secondary educational technology programs, this exploratory paper builds an argument for change, identifying themes, approaches, as well as media and technology uses, out of touch with the conditions that are impacting--and with some urgency--education and technology. From global climate crisis, through a pandemic, to culture wars and imperialist invasions, with 'surgical' AI-enabled drone strikes on human targets on one side of the planet while on the other, fragile human bodies are pitted against one another in combat on the ground, urgent problems and challenges are profoundly shaking the foundations of education and for the technologies used in its advancement. An example is shared in closing to illustrate how a 'new foundations' approach can illuminate possible pathways and forge new directions for the field under changed and changing conditions, that can provide students and researchers understanding of where and upon what educational technology stands--and its next steps. [ABSTRACT FROM AUTHOR]

Any human society will seek to educate its next generations, passing on to them its most precious values, thus it will ensure that this supreme values will be forwarded in the future. But anyway it will put at least the same price on the health of its members. Moreover, in any contemporary society in which democratic values, such as freedom and dignity of the human being, but also fundamental rights and freedoms are declared and guaranteed by the fundamental, constitutional law, the education and health of its members must be central elements of any government. Good governance must be individualcentered, it must aim every member of society concerned. But when a society struggles to pass by a deep crisis, there is a risk of conserving its resources to use them only for what it needs to get out of that crisis. In our opinion, there is even more risk of doing so when that crisis is a public health crisis, such as the one from nowadays. In such situations, we ask ourselves if at least the values mentioned above are protected, but also if and which of them should be guaranteed to the human being, perhaps more than ever in such periods. Indeed, any government will have to appreciate and decide, fully assuming the decision taken, how it will still be able to ensure good governance in such unfavourable conditions, ensuring and guaranteeing not only the right to health but also the right to education, among other fundamental rights and freedoms. In this paper, we will search for answers to the above, as we will try to find out if there is a legitimate and moral possibility to give priority to one of the two rights, if we could use the principle of proportionality to answer this dilemma, but also if good governance, in special situations, can be realised by prioritizing one of these rights. In this paper, we will search for answers to the above, we will try to find out if there is a legitimate and moral possibility to give priority to one of the two rights, but also if we could use the principle of proportionality to answer this dilemma, and if good governance, in special situations, can be realised by prioritizing one of these rights. [ABSTRACT FROM AUTHOR]

This paper describes a preliminary study of how computational methods allow us to know more about citizen science and its connection with education. Citizen science is a practice involving a general public in scientific tasks and generating knowledge and scientific results. Previous studies have shown that the education sector can take benefit of the knowledge and activities organized or resources generated in CS projects. Previous studies have shown that the education sector can take advantage of the knowledge and activities organized in CS projects. In this papers, we analyze three citizen science platforms (Eu.Citizen science platform, Observatorio de la ciencia ciudadana and Oficina de la ciència ciutadana) with computational analytics techniques to provide initial insights of how educators can take benefit of the analysis of large amounts of data from CS. Finally, different visualizations and dashboards have been developed as illustrative examples of tools to support educators and learners. These tools provide information about citizen science projects, an overview of scientific vocabulary, access to validated resources and examples of technology used in scientific inquiry that can be used with educational purposes. [ABSTRACT FROM AUTHOR]

Examining the Trajectories of Black Mathematics Teachers: Learning From the Past, Drawing on the Present, and Defining Goals for the Future is a three year-long research study funded by the National Science Foundation. Our study was designed to reflect on the dearth of Black mathematics teachers, including problems with recruiting and retaining Black mathematics teachers. The research study mitigates some of the oversights in the history of mathematics education. The first phase of the study was a large-scale survey of more than 500 currently practicing Black mathematics teachers. Simultaneously, the research team began conducting oral histories of retired Black mathematics teachers. In the second phase of the project, there will be focus group with currently practicing Black mathematics teachers. Ultimately, the objective of the research is to leverage the epistemological wealth of Black teachers, particularly through an historical lens, to guide contemporaneous teacher education policy and practice. This paper focuses on preliminary findings from the oral histories part of this multifaceted research study. [ABSTRACT FROM AUTHOR]

This paper employs responsible fathering as a theoretical framework and explores the transnational fathering practices of wild geese fathers--middleclass Korean fathers who remained alone in their home country while sending their wives and children abroad for their children's education. Based on in-depth interviews with 64 wild geese parents in the United States, Canada, and South Korea, it analyses how wild geese fathers strived to fulfil components of responsible fathering--providing economic support and emotional/physical care for children--in the transnational context by utilizing three tools of transnational fathering: remittances, transnational communication, and face-to-face encounters. It revisits the one-dimensional and economically-oriented portrait of transnational fatherhood by documenting wild geese fathers who actively renegotiated the gendered boundary of parenting and practiced more affectionate, expressive, and involved fatherhood from a distance. It highlights the significance of social class, legal status and technology as critical resources of transnational father-child intimacy. In sum, its analysis of the middle-class Asian transnational fathering contributes to better understanding the growing diversity of transnational fatherhood. [ABSTRACT FROM AUTHOR]

Comparative research on the second generation in Europe and the US has demonstrated the significance of educational systems in determining socio-economic outcomes for children of immigrants. However, an institutional approach to the study of the second-generation incorporation needs to employ a broader perspective, both in terms of the countries included in comparative studies and in what institutional features that are examined. This article investigates the Norwegian second generation's pathways through the educational system and into elite positions in the labour market. Two data sources are combined: First, populationwide administrative data on elite educational attainments and occupational statuses of majority natives and children of labour immigrants originating from Pakistan, Turkey, India and Morocco. Second, in-depth interviews with 62 second-generation individuals from the same origins currently employed as doctors, lawyers and business professionals. Exploring their pathways to their current positions, we investigate the role of Norway's egalitarian educational system - characterized by high levels of standardization and low levels of stratification; a range of possibilities to change tracks; and a high-quality public university system free of charge - in enabling them to translate their aspirations into educational achievements and their current labour market positions. The paper contributes to the further development of integration context theory by adding an egalitarian welfare state context into the mix and by specifying the institutional determinants of second generation success in this context. [ABSTRACT FROM AUTHOR]

Death and dying remain taboo in modern societies. Care at the end-of-life is limited, even in advanced countries with an efficient public health system like Spain. In this paper I demonstrate that the knowledge acquired by the medical students in the textbooks they use during their studies in the medical school about end-of-life care and better dying is minimal. The majority of those textbooks is in English, and/or published by international publishing houses. I analyze both, national and international textbooks, as far as they are actually included in the reading lists of the 44 courses of the six years of the Medical School at the University of Barcelona (Spain). I work with 2,868 textbooks used by the students and recommended by teachers. I analyze all those books classified as textbooks at the library of the Medical School and Hospital Clínico (teaching hospital funded in 1906) in the heart of Barcelona. It is the best medical school and the best medical library in the region. I review the textbooks by courses and medical specialties. Some of those courses --like public health, and medical psychology-- do not deal adequately with the care at the end-of-life. The transitions to death of terminal patients are absent. I only found relevant information in some textbooks (like oncology, family and community Medicine). But even in those cases the information is biased and not original. The terminal patient care --i.e. the transition to a better dying-- is neglected in the medical schools. A modern model of death (MMD) is still absent in the medical textbooks researched. The case of Spain is probably similar to other countries, as it uses practically the same textbooks, but that needs to be demonstrated using further data. [ABSTRACT FROM AUTHOR]

Using data from Chinese Family Panel Studies (CFPS), this paper investigated the impact of sent-down experience on personal income and explored the selective and mediating effect of education on the above relationship. The findings indicated that the sent-down experience had a significant positive effect on the youth income. Education therein had a selective and intermediary effect on this influencing mechanism. In addition, the timing of sent-down experience had a significant impact on personal income. The conclusion also addressed the intergenerational implications of high levels of cumulative disadvantage on the education years among the cohort of educated youth. [ABSTRACT FROM AUTHOR]

The paper aims to highlight those aspects of education that hinder the development of autonomous and creative personality (focusing on students) and that favour "germ" plagiarism. In addition, the present paper offers suggestions for good practices by which to improve and/or to combat those types of behaviour that could lead to the spread of plagiarism. [ABSTRACT FROM AUTHOR]

The main goals of Higher Education Institutions (HEIs) are to develop the intellectual abilities of students as well as prepare them for entering the labor market. The connection between HEIs and the labor market is why the effectiveness and quality of the provided services of academic institutions tend to be evaluated in terms of the time it takes for their graduates to find employment. This paper presents work from the EU funded research project QualiChain that aims to transform and revolutionize the domain of public education as well as its interfaces with those of private education, the labor market, public and private organizations and society at large, drawing its added value proposition from the challenges currently faced in these domains. The ultimate goal of the project is the development of the QualiChain platform that will offer blockchain-enabled verification of education and other credentials as well as data analytics and decision support for process optimization. The platform will be validated via its implementation in four different pilot cases. The present paper focuses on the pilot of optimizing university operations through semantically enhanced data and advanced decision support algorithms that will be implemented in the National Technical University of Athens (NTUA). [ABSTRACT FROM AUTHOR]

This paper describes the role of sense of place in students' analysis of spatial data toward understanding the distribution of financial services in their city. High school students participated in a 10-session module about their city's two-tiered financial system of banks and alternative financial institutions. The paper analyzes two class sessions organized around the use of ratios, or intensive variables, to understand the distribution: an embodied distribution activity atop a large floor map and individual exploration of scalable, data-rich digital maps. Analysis investigates the role of students' sense of place as they grappled with these ratios. Students drew on their senses of place to interpret data and generate their own sets to associate in ratios. Abstract measures and data visualizations contained in the digital maps were less accessible to students in this iteration of the module. [ABSTRACT FROM AUTHOR]

This paper introduces a new "micro-educational" classification to the study of educational assortative mating capturing both hierarchical and horizontal forms of educational differentiation. Previous research tend to use highly aggregated hierarchical or gradational measures of education neglecting distinctive socialization and preference patterns found within specific types of educations. We advance the research on assortative mating by separating men and women and by using a much more detailed educational classification than normally applied (micro-educations). Taking advantage of rich Danish administrative data the paper investigates a) whether homogamy is not only linked to levels of education but also to particular types of education; b) how well different educational closure mechanisms explain assortative mating (i.e., aggregated vs. disaggregated measures of education); and c) whether mating patterns differ for men and women. We use a topological model that takes into account several measures of educational homogamy patterns: Gradational (by returns to education), categorical (5-level), horizontal (field of study), and our disaggregated (60 micro-educational groupings). Results show that, even when we control for the other measures, the disaggregated measure (micro-educations) still explain a substantial part of the changes in educational homogamy patterns for 45-year-olds from 1981-2010. Among the microeducations, older professions such as law, engineering and medicine display decreasing mating patterns while newer professions, such as the creative arts programs, social science and architects increase their propensity to be educationally homogamous. In addition, women have higher odds than men of being educational homogamous at the university and university college level. [ABSTRACT FROM AUTHOR]

Public opinion studies note the importance of economic and cultural contexts in shaping individuals' ideas. The effect of political systems is also important but remains under studied. The potential conditioning effects of various societal level factors need more investigation as well. The paper combines these issues in an analysis of data from 99 societies in five waves of the World Value Survey (WVS). It finds economic development and political freedom both condition the educational effect on values: education's liberalizing effect on people's liberal attitudes is greater in a rich society than a poor society and is greater in a free society than a non-free society. This paper contributes to the literature by examining the importance of societal level conditioning effects. Its findings have important implications for democratization studies: a non-democratic political context slows down citizens' value liberalization process through education and corrupts the value basis required for democratization. [ABSTRACT FROM AUTHOR]

As an indicator of social distance and social inequality, interracial cohabitation nonetheless has been attracting little attention in the past few decades. The current study is the first attempt in sociological academic field to examine the influence of demographic characteristics on the likelihoods of interracial cohabitation between whites and minorities in the United States. Using multinomial logistic regression with the national representative data of CPS (2003-2005), the current study investigates the influences of educational attainment on the likelihoods of interracial cohabitation between whites and minorities (Non-Hispanic Black, Non-Hispanic Asian, Hispanic) in the United States. With an emphasis on the examination of cohabitations between whites and Asian Americans, this paper finds that whites who are better educated are more likely to cohabit with Asian Americans, compared to whites who cohabit with other minorities. And it is true for both males and females. Additionally, contrary to the common idea that Asians are less likely to cohabit because of their deep-rooted and traditional family values, this paper finds that Asians in the United States have the highest percentage of interracial cohabitation with whites. Both findings indicate that, when taking interracial cohabitation into account, the social distance between Asian Americans and whites in the United States are even smaller than we previously thought. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper is part of a larger book project, tentatively titled, When Race Meets Class: Being African American in a Small-City High School. Since the summer of 2001, I have been following the lives of about 40 African American teenagers in a diverse small-city high school in the Northeast. The population of the city is approximately 60,000 with the racial breakdown of the student high school being approximately 20% black, 5% Hispanic, 4% Asian, and 70% white. Forty percent of the over 1600 high school students are eligible for free or reduced lunch. This paper focuses on three male high school students and traces their hopes, fears, and educational experiences. Through the voices of the teenagers themselves, various factors are put forward to shed light on understanding the longstanding and puzzling academic achievement gap between blacks and whites in high schools. In addition, this paper examines how the broader experience during the high school years influences not only educational outcomes but socioeconomic attainment as well. Theoretically this papers seeks to develop a deeper understanding of race in contemporary American society and persistent racial inequality that neither reduces race to class inequality nor conceptualizes race separate from what I call a racialized class structure. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper uses three puzzles in inequality to illustrate a new type of account of changes in inequality. The puzzles are first, the combination of falling racial wage inequality with rising racial employment inequality; second, the failure of large numbers of degree holders to drive down the relative returns to degrees; and third, the rise in inequality within and between groups. The paper discusses the overall logical structure of the explanations offered, what those explanations do and do not show, and how they compare to other accounts. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The impact of familial characteristics on youth achievement has been of great interest since the Coleman Report. In recent years, racial differences in educational performance has been the subject of legislation. In this paper, I use a family-centered model to explore the impact of multiple social contexts on the achievement of black and white youth. I consider both the direct and indirect effect of family sociodemographic and interpersonal process characteristics on youth math test score and grade point average. The paper also explores if the effect of family sociodemographic characteristics are partially or wholly mediated through neighborhood, school and peer characteristics. I also consider if the impact of these characteristics differ for white and black youth. Using longitudinal data from Prince George's County, Maryland, a middle class area outside of Washington, DC, I find support for the family-centered model. The results also suggests that although the family-centered model explains the educational performance of white and black youth, the mechanism through which family characteristics are mediated and susceptibility to different social contexts vary for black and white youth. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Feminist research has established how religious, national, and ethnic communities police, mark, and enlist women's bodies to assert and protect collective identities and cultural boundaries, suggesting that the female body is a crucial symbol in the construction of "imagined communities". Often, these analyses identify and celebrate subversion and resistance. While capturing gendered and sexualized symbolic meanings of the body, this approach does not address the body as a site of moral training. This shortcoming is particularly acute when one approaches non-western, "traditional" practices, thereby revealing secularist intellectual biases.This paper approaches this "problem of feminism" by drawing on data collected for a research project that examines the negotiations that shape and transform Israel's modern-orthodox community. Examining several pedagogies that orthodox traditionalists employ to enlist women's bodies and sexuality in their cultural battles with secular Israeli culture, this paper argues that these negotiations hinge on the differentiation from and vilification of secular femininity, sexuality, and way of life. At the same time, I caution against a simplistic approach that posits women as pedagogical targets of communal attempts to guard national boundaries. Coming from secular scholars, this view fails to recognize the multiple layers of meanings of traditional practices; propagated by progressive orthodox women, this view reflects a learned, rather than embodied, understanding of religiosity. I argue that despite such internal and external critiques, modesty and purity also potentially define an alternative modality of sexuality-an "authentic Jewish femininity"-that is embodied through the practices associated with Jewish menstrual laws and modesty. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Many urban school districts have recently implemented sweeping reforms that alter the ways in which educational services are administered. The environment in which these reforms are embedded is increasingly and more directly tied to core political institutions and business elites. Hence, as this dependence has grown, districts have become more likely to reflect the rational myths regarding both behavior and structure promoted by these proximate political institutions and business elites. This paper explores the process through which conformity to these pressures results in organizations changing their structural arrangements to become isomorphic with institutionally prescribed expectations. Using a subset of the educational field in New York City, this paper focuses on the role of coercive pressures in this isomorphic process. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper discusses risk and resilience among a group of sixty homeless youth by examining in-depth interview narratives about their educational experiences. The authors profile those who have dropped out and those who have graduated high school, and illustrate the factors that predict these outcomes. The paper further outlines some of the obstacles that can derail youth in terms of education, and conversely the supports that can help homeless youth succeed. The authors conclude by offering a number of policy suggestions that can help homeless youth re-attach to education. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper explores the meaning of grades and grading practices from a Marxian, Foucauldian, and Deweyan perspective. Grades are analyzed as a commodifying and disciplinary practice, with anti-growth and anti-experiential, in a word, anti-educational, consequences. This paper is part of a larger project on the commodification of student labor. This is a truncated version of the larger project, offering a primarily theoretical framing and analysis of grades. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper examines how indigenousness is represented and imagined in the context of the current educational reform in Bolivia. Half of the Bolivian population self-identifies as belonging to an indigenous group, the largest in the Americas, but this group has continued to be marginalized economically, politically, and educationally. The educational reform was promulgated as constitutional law in 1994 and set forth a radical new agenda for education and society as a whole by mandating Bolivian education be based on fomenting democratic principles, social equality and valorization of cultural diversity. The reform has made impressive strides in bringing indigenous cultures into the classroom through the introduction of multilingual textbooks, which are also designed to be gender sensitive. Educators report that within the reform indigenous cultures are to be valued and this is supported by textbooks that represent the typical lived realities of indigenous as well as non-indigenous (i.e., Mestizo, European) Bolivians. Special school events that pay tribute to Bolivian cultural diversity are also now commonplace. In the last decade, Bolivian education has become much more a multicultural institution. This paper argues, however, that new educational rhetoric and school rituals for valorizing the indigenous also threaten to simplify indigenous cultures into their folkloric artifacts and romanticize indigenousness as socially static, tradition-bound, and geographically limited rather than dynamic and composed of diverse individuals. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper describes the findings from my Determinants of School Success study-a qualitative comparative analysis of six elementary schools in low-income, immigrant neighborhoods in Vancouver, Canada. Despite having similar neighborhood profiles in terms of socio-economic factors, three of these elementary schools have high standardized test score achievement in literacy and numeracy, and the other three low scores. Utilizing in-depth interviews and participant observation in these schools and their surrounding neighborhoods, I explain the factors that promote or hinder academic achievement. These include the successful implementation of curriculum, basic-needs, training, literacy, and other programs as well as programs that address the basic needs of students. The research also uncovers some of the deleterious consequences of education funding cutbacks in the province of British Columbia. Finally, I consider some of the theoretical implications of these findings in terms of the debates in sociology of education, segmented assimilation theory, urban poverty, and stratification. The paper concludes that high academic achievement in literacy and numeracy is possible to achieve in public schools serving low-income, immigrant urban populations, if the government provides the resources for teachers and students to succeed. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Studying interaction to understand how social actions are accomplished has been a central focus of conversation analysis. These rich findings born from CA have been used to help develop theories about the way the social world works. The paper I am presenting here performs such an exercise. In particular, this paper focuses on interactional sequences that involve the doing of discipline and how the doing of discipline speaks to the institutional culture of one highly successful middle school. In order examine the link between interaction and institutional culture, I set out to accomplish three things. First, I will lay out the cultural beliefs that help guide life at the KIPP Academy, where this study takes place. Second, I will closely examine to interactional sequences involving disciplining. Third, I will show that KIPP's culture not only can be identified by determining the actions the provoke disciplining, but that it is also inherent in how disciplining sequences are interactionally accomplished. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

When culture is invoked to understand the consequences of growing up in disadvantaged communities, the isolation of ghetto residents from mainstream individuals and mainstream culture is often emphasized. This paper is an attempt to reorient current thinking about what is important about culture in disadvantaged neighborhoods when it comes to adolescent decision-making and well-being. It argues that rather than being characterized by the dominance of "oppositional" or "ghetto-specific" cultures, disadvantaged neighborhoods are characterized by cultural heterogeneity: a wide array of competing and conflicting cultural models. Using survey data from Addhealth, it shows that disadvantaged neighborhoods exhibit greater heterogeneity in cultural goals and frames regarding teenage pregnancy and education, but that conventional views dominate numerically. This paper also investigates the consequences of cultural heterogeneity for adolescent outcomes, showing that in more heterogeneous neighborhoods adolescents are less likely to act in accordance with the goals and frames that they articulate. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

This paper develops a state-focused approach for tracing and explaining transformations of nationalism. As such, it provides a corrective to the relative absence of theories that explain historical transformations of nationalism-as opposed to its emergence. I analyze changes in official national ideologies as driven by conflicts between states and movements of subordinate actors and alternative elites. The main argument of the paper is that comprehensive transformations of nationalism are driven by the conjuncture of (1) the formation of political movements that successfully advanced alternative ideas about the nation, (2) the emergence of alliances between the central state and subordinate sectors, which provided an incentive for the incorporation of these alternative national narratives into state ideologies, and (3) the simultaneous expansion of the cultural machinery of the state, facilitating the institutionalization of these state ideologies. A case study of Peru under the military government of Velasco (1968-1975) illustrates the explanatory power of this framework. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

The goal of this paper is to consider the phenomenon of immigrant adaptation in the United Kingdom through an intergenerational analysis of the nature and determinants of the educational attainments of the children of immigrants, that is, of second-generation immigrants (SGIs). Specifically, the paper examines the role of immigrant status, parental status, and ethnicity. Numerous theoretical accounts of immigrant adaptation and of educational attainment, as well as empirical descriptions of second-generation life outcomes, have highlighted the importance of such determinants. Upon examination of inferential statistics, the results show that immigrant status, and ethnicity appear to play an important yet limited role in the successful attainments of SGIs with regards to holding a university degree, whereas parental status does not. This sheds an interesting light on the phenomenon of adaptation, a phenomenon that ought to be more clearly established, given appropriate data. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Through participant observation and in-depth interviews, this paper examines how militarism and masculinity are played out and bound together in the social space of a military-style charter school in California. The middle school was opened in 2003, maintains strict entrance requirements, and enrolls over 200 male and female cadets. Drawing on Connell's concept of hegemonic masculinity and Higate and Hopton's discussion of the reciprocal relationship between militarism and masculinity, this paper argues that the construction of a militaristic masculinity at the school is used as a vehicle to promote military identification and military recruitment among the students who are overwhelmingly working-class, youth of color. ..PAT.-Unpublished Manuscript [ABSTRACT FROM AUTHOR]

Through a careful consideration and emphasis on culture, this paper demonstrates the lack of utility of theories of oppositional culture and downward assimilation in describing the trajectories of disadvantaged second generation youth. The paper compares working class and poor second generation teenagers in London and New York City by using school ethnographic, interview (n=130), and survey (n=191) data. Finding that youth in both cities express positive attitudes toward school and education; strong preferences for African American-inspired hip-hop music and styles; and the need to act tough and maintain self-pride, the paper concludes that Nondominant Cultural Capital (NDCC) is a better concept to explain minority urban youth. Urban youth create their own socio-cultural world with its own set of rules, taste preferences, and interactional styles. NDCC buys status for youth within their peer worlds. The most successful teenagers are able to succeed academically as well as within their peer world of NDCC. Indeed, this, rather than rejecting mainstream society and norms, is what most youth say they strive for. [ABSTRACT FROM AUTHOR]

Excerpted from a larger project on the moral culture of American teens during the first year after high school graduation, this paper summarizes results from 125 in-depth interviews with American teens and one-year of field research. It reports on the ubiquity of teen employment, the character and context of teen work, the American teen lifestyle and its impact on teen money use and general economic life of teens, the distinct leisure preferences of teens, the impact teen leisure preference have on teen work patterns and money behaviors, and the ways teens adjust their work, money, and leisure practices during the first year after high school. Particular attention is given to similarities and differences across gender, race, and class, and to the role of socializing agents such as the family, religion, and local community. This paper argues: 1) that most American teens view work as a necessary nuisance, money as a lifestyle essential, and leisure as a purchased commodity, 2) that most American teens are blinded to their conformity to these American patterns of consumption, and 3) that American teens have learned these patterns from their families, their religious communities, and their local communities -- not because these communities send these messages explicitly, but do so implicitly as they pattern their own behaviors along these lines. [ABSTRACT FROM AUTHOR]

This paper assesses the utility of “segmented assimilation” theory in predicting the academic outcomes of second generation immigrant students. It uses the Children of Immigrants Longitudinal Study to regress students’ GPA on measures of “selective acculturation,” particularly fluent bilingualism. An initial OLS regression offers slight support for the idea that fluent bilingual students have more positive academic outcomes than English monolingual students. A multinomial logistic regression then assesses predictors of fluent bilingualism, finding that being Latino and attending a private bilingual school are the main positive predictors of this language category. Finally, the paper considers the argument of segmented assimilation theory that selective acculturation should matter for those students from families with lower socioeconomic status, who are theoretically most “at risk” of “dissonant acculturation”. Interactions intended to demonstrate differences in the influence of selected acculturation variables for Latinos and for those students who are “at risk” were found not to be significant. The analysis therefore offers limited support for hypotheses motivated by segmented assimilation theory. [ABSTRACT FROM AUTHOR]

This paper examines the role of local racial and ethnic groups and external organizations in creating specific types of charter schools in New York State. Prior work has shown that a combination of minority interests and conservative politics has helped the adoption of school choice policies at the state level. Other research has demonstrated that charter schools are often oriented to promoting local community identities and even specific racial and ethnic identities. This contradicts an historic public school mission—to create a cohesive national cultural identity—and also undermines the historic tendency toward larger, more bureaucratic, and more centrally controlled schools and school districts. This paper argues that the "tribal" character of charter schooling and racial group's reliance on external conservative sponsors are valid descriptions of New York charter schools, but that the specific character of charters is dependent on a complex play between local conditions and the global institutional models that provide organizational scripts for action. This interplay provides the potential foundation for a new institutional framework for public education and suggests how institutionalist theory might be revised to account for this possibility. [ABSTRACT FROM AUTHOR]

This paper is part of a debate about current and possible future trajectories of Affirmative Action. The author examines de facto participation of foreign nationals in Affirmative Action. The focus is on postsecondary faculty who are foreign nationals and who do not fit into traditional minority categories. The general hypothesis is that some of these neither protected, nor unprotected groups occupy a middle status in ethnic hierarchy of American education, and as such, fulfill the function of middleman minorities. This paper examines: the employment trajectories of teaching faculty who are foreign nationals; their position within traditionally black-white Affirmative Action debate; discriminatory exclusionary practices they may experience. The research employs different methods: secondary analysis of the 1999 National Study of Postsecondary Faculty; regression analysis; qualitative case studies. The study suggests to explore "situational racism" - exclusion based on a situational white versus black power distribution. The study urges the attention to some ambiguously positioned groups, especially in the light of growing societal ethnic heterogeneity. [ABSTRACT FROM AUTHOR]

Both New York and San Francisco maintain high schools that admit students through a selection process that excludes many applicants who must attend other, less elite, high schools. In both cities, this policy has come under attack at times as manifesting discrimination by race, ethnicity, and/or parental economic status. Students admitted to these high schools over-represent white, Asian and middle- and upper-middle-class students while under-representing minority and poor students. This paper examines the attacks on these elite schools and the policies that produce them as well as the defenses of the policies that have been mounted by defenders of their existence. The trajectories of each city's conflict have differed widely, the former largely being played out in the state legislature, while the latter has been in and remains in court. Utilizing path dependency model, the paper seeks to illuminate the forces that turned the conflict in each City as it developed. [ABSTRACT FROM AUTHOR]

Most research attention in the field of immigration has been devoted understanding particular transnational practices, including shuttle migration, collective remittances and political involvement in multiple contexts. Yet these behaviors cannot be understood as inevitable consequences of social circumstances. People must learn transnational practices. With a sociological focus on the information that flows through different network channels, this paper studies how individuals are socialized to specific transnational practices, or to a general orientation towards transnationalism at all. This paper investigates how international students locate themselves socially and what the consequences are for the ways in which they are or are not socialized towards transnational practices. It also suggests a modification to existing theory—the Migration Prevalence Ratio—to enable it to serve as a mechanism connecting macro- and micro-level immigration processes, particularly with respect to how individuals gather social capital and learn transnational practices. [ABSTRACT FROM AUTHOR]

This paper addresses an important gap in the current literature on equity-based educational reform. At present, educational inequality literature focuses primarily on the racial achievement gap. Indeed this focus is mirrored in national reform efforts, particularly the No Child Left Behind Act. Much of these efforts aim to address high standards and accountability for schools, educators and students. In this paper I document the importance of incorporating reform aimed at addressing not only expectations and accountability, but the disparate needs of students in U.S. public schools. To accomplish this distinction I introduce a measure of school context that encompasses educational segregation, neighborhood disorder, school violence and the quality of school facilities. I focus on both neighborhood disorder and school violence in this paper. Using data from the Early Childhood Longitudinal Study (ECLS-K), I establish that not only are black and impoverished first grader students living in more violent neighborhoods, but they attend more violent schools. Policy implications are discussed. [ABSTRACT FROM AUTHOR]

Rather than formulate a causal theory, this paper proposes a sociology of simulation. Most theoretical treatments of simulation come out of a post-structuralist tradition that understands it in relation to a symbolic system, defined by and defining of "the real" and "the natural". On the other hand, social scientists have generally restricted their use of the concept of simulation to pragmatic scientific and educational goals such as developing more robust pedagogy, scientific methods, theory, or models. In all of this work, three relatively distinct theoretical conceptions of simulation are blurred: 1) simulation as a symbolic or material process; 2) simulation as an organizational or group-level technique, and 3) simulation as a discrete artifact. By disaggregating these three conceptions, this paper introduces a framework for a sociology of simulation that is more portable and coherent than is currently the case. I draw on a wide array of empirical examples, including two very different sites - both of which I have conducted extensive ethnographic study - boxing gyms and artificial intelligence laboratories. [ABSTRACT FROM AUTHOR]

Abstract This paper aims to present and discuss the key findings of a research project conducted during 2004 into stakeholder perceptions of public relations education in the UK. Quantitative and qualitative data is presented and discussed on the structure of curriculum and specifically the balance of theory and practice. Employer perceptions are analysed to understand their views and occasional contradictions. For example on the one hand employers perceive public relations education as over theoretical and lacking practical application; on the other, it is blamed for failing to instil the analytical flexibility found in non-PR graduates. The paper concludes with discussion and recommendations for the future of public relations education in the UK context. 112 words [ABSTRACT FROM AUTHOR]

Building on industrial organization, this paper examines how governmental policy can stimulate the production of digital educational content for primary and secondary education in The Netherlands. This paper fits in the media economics tradition within communication science, with a strong focus on how market structures and behavior of market players influence the performance of media markets. As the market for digital educational content is still in an embryonic state, I conducted a scenario exercise to investigate how different forms of governmental policy could influence the structure, conduct and ultimately performance of the market for digital educational content. Based on interviews with publishers of digital educational content and representatives from governmental organizations engaged in ICT and education, four scenarios are proposed. These scenarios detail how different forms of public funding and market standardization could influence the production of digital educational content for primary and secondary education. [ABSTRACT FROM AUTHOR]

In the new millennium, the world is marching into the knowledge society, in which most of the population will be knowledge workers. In contrast to manual workers in an industrial society, every knowledge workers needs to strive to become a specialist with high creativity, outstanding information technology skills, an independent and critical mind, team spirit and a great enthusiasm for learning. To meet the challenge of the new millennium, many countries are undergoing a structural change to transform themselves from industrial societies to a knowledge societies. They are eager to reform their educational systems. This paper takes Hong Kong as a target of investigation. In Hong Kong an educational reform is underway, highlighting the importance of cultivating future knowledge workers. Meanwhile, media education is also getting momentum in Hong Kong. This paper aims at examining how media education can contribute to the nurturing of young leaders and help them become competent knowledge workers in a knowledge society. The analysis is based on the media education projects conducted in Hong Kong. [ABSTRACT FROM AUTHOR]

In this paper, the findings of a 3-year longitudinal study on the effect of medium of instruction policy in Hong Kong will be presented. In September 1997, the newly established government of Hong Kong Special Administrative Region published a policy document entitled Medium of Instruction Guidance for Secondary Schools (Guidance) The Guidance stipulated that all secondary schools were required to use Chinese as MOI starting with their 1998/99 Secondary-1 intakes. However, the Guidance allowed individual schools to apply for using English as MOI if they could prove their instructional efficacy. After two rounds of applications and assessments, about a quarter of secondary schools, i.e. 114 schools, were granted the status of using English as MOI (EMI), while the other three quarters of secondary schools were required to adopted Chinese as MOI (CMI). The Guidance has spawned a series of discussions and criticisms, yet all of them are theoretical and perceptional in nature. None of them have ever provided any empirical evidences relating to the effects and consequences of the policy measures of the Guidance. In this paper, findings of a policy evaluation research on the effects of the Guidance will be reported. The samples of the study are student (approximately 17,000) in 100 randomly sampled secondary schools. These students? growth curves in five academic areas are constructed with Hierarchical Linear Modeling to assess the effects of EMI-CMI streaming on their academic growth. The five academic areas are English, Chinese, mathematics, science and social studies. [ABSTRACT FROM AUTHOR]

This paper employs a gender and sexuality "lens" to critically re-examine Fordham and Ogbu?s (1986) ?acting-white? thesis. My analysis is born from a rereading and re-interpretation of the data and a critique of their conclusions in their seminal and highly influential essay ?Black Students? School Success: Coping with the ?Burden of ?Acting White??, of Fordham and Ogbu (1986). This paper reveals Fordham and Ogbu?s unfortunate lack of attention to the constitutive and discursive role that gender AND sexuality play in assigning ones? behavior as ?acting white?. My paper will show that Imbedded in black students labeling of their peers as "acting white" is a policing and informing of what are the appropriate "acts" of boys and girls; this is done in support of the heteronormative structure of the school and broader society. Black students, indeed all students, are involved in a highly contentious, and necessarily contradictory, process of fashioning and transforming a sense of self within the highly discursive site of the school where issues of race, gender, sexuality and class intersect and collide. Therefore, an exploration of the roles that race, gender and sexuality play in informing and regulating behaviors and identifications with the academic mission of the school will complicate and challenge the ?acting-white? hypothesis, and ultimately lead to a better understanding of the responses and reactions of students and help us explain academic underachievement. [ABSTRACT FROM AUTHOR]

This paper concerns how credentials mark boundaries between different kinds of higher educational actors. In particular, this research inquires into how organizations respond to rapid shifts in their institutional environments in terms of the maintenance of symbolic boundaries that granting specific kinds of credentials provides. As a field of higher education expands rapidly to encompass new kinds of persons, and new areas of credentialing, what happens to the ways in which organizations manage their identities as distinct from others in the field? Are boundaries blurred or sharpened in such a process? This paper addresses these concerns within the field of higher education in business, and the rapid changes that occurred after 1972 (and the passage of Title IX legislation) as the field expanded from a relatively exclusive white male domain to include a wide swath of institutional space with women a majority of the degree recipients. Using government surveys of higher education, and formal analytic techniques (WMDS, Cluster Analysis), I model the shifting logics of distinction that structured the field over this period. [ABSTRACT FROM AUTHOR]