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This study investigated the effect of several different modes of test administration on scores and completion times. In Experiment 1, paper-based assessment was compared to computer-based assessment. Undergraduates completed the computer-based assessment faster than the paper-based assessment, with no difference in scores. Experiment 2 assessed three different computer interfaces that provided students various levels of flexibility to change and review answers. No difference in scores was observed among the three modes, but students completed the least-flexible mode faster than the other two modes. It appears that less flexible test modes are faster and do not result in poorer performance than more flexible modes. [ABSTRACT FROM AUTHOR]

This paper focuses on the Pelagian Debate of the late 4th Century CE between Augustine of Hippo and the British cleric Pelagius, and its little known or understood relevance to music education practice and scholarship. A transdisciplinary review of theological, historical, pedagogical, and musicological texts suggests that Augustinian notions of sin, goodness, and human nature reflect assumptions embedded in traditional classical music education paradigms. As a contrast, Pelagius' notions of the importance of the "laity," and criticism of church hierarchy, later suppressed and deemed heretical, can be related to tensions between amateur and professional musicians in music and education contexts. This paper will explore this debate, and Augustine's victory, as a means of questioning assumptions embedded in music education discourse concerning talent, discipline, and human capacity for music. In this way, the debate is made relevant not only as a means of enhancing understanding of historical conceptions but also as a lens through which contemporary music education might be interrogated. [ABSTRACT FROM AUTHOR]

The article calls for papers for the submission of manuscripts related to the implications of digital pathologies in education on or before May 27, 2011.

Background: Urology has considerable gender disparity with just 10.3% of UK consultant posts held by women and lower than the 13.2% average across all surgical specialties. Medicine is no longer a male-dominated vocation, with women making up the majority of medical graduates for almost 30 years. To recruit the highest calibre doctors, urology needs to appeal and be accessible to all talented individuals. Objective: In this paper we explore barriers to workforce diversity and propose solutions to the current problems. Methods: A literature review was conducted and authors' opinions explored. Results: Reasons for women avoiding a career in urology include perceptions of urology as a 'male' specialty, lack of female role models, less mentoring and sponsorship of female medical students and trainees, and the use of derogatory and devaluing language. We suggest solutions to overcome these barriers for the benefit of profession. Conclusions: While there is a way to go to reach gender parity, there are reasons to be optimistic. We propose to see more women supported through mentoring programmes, more female representation on panels and in leadership positions to raise the profile of women in urology. We need to create a workplace culture and flexible working patterns that encourages all genders to excel. [ABSTRACT FROM AUTHOR]

Teaching and learning programming, and especially Object-Oriented Programming (OOP), is a complicated and challenging task. Students have to comprehend various OOP concepts and utilize them for designing object-oriented programs. Various types of educational programming environments, such as microworlds and educational games, have been devised for supporting novices mainly in comprehending OOP concepts. However, such environments do not usually support students in the conceptual design of object-oriented programs of a considerable length and complexity. In this paper, we focus on a systematic mapping study (SMS) of educational programming environments for enhancing the conceptual design in OOP, which relies on modularity, abstraction and encapsulation. The research questions investigate the intended learning outcomes, the empirical evidence on the effectiveness, and the teaching/learning technologies used by educational programming environments for enhancing the conceptual design in OOP. The findings can support instructors in selecting appropriate tools for their courses and researchers in the field of educational programming environments for OOP. [ABSTRACT FROM AUTHOR]

With the conviction that formulaic expressions in a language are carriers of stable thought patterns of its culture, the paper conducts a thematic analysis of Chinese educational idioms with the goal of exploring the traditional Chinese educational values reflected in the Chinese language use. Altogether, about 100 Chinese idioms that pertain to teaching, learning and parenting are identified from a Chinese Chengyu (idioms) dictionary. Findings of this study challenge the common practice of borrowing Western pedagogical discourses to justify curriculum change initiatives in China, arguing that the traditional Chinese educational discourses should be retained in order to secure a strong cultural identity for young generations. [ABSTRACT FROM AUTHOR]

This paper attempts to measure and report the extent and magnitude of tax evasion in the medical sector and to be compared with other selected human-to-human (Η2Η) life services in the Greek economy. Specific household expenditures for human (Η2Η) services for the period 2011–2017 were analysed, using data from the annual 'Household Budget Survey (HBS)' of the Hellenic Statistical Authority (ELSTAT) and were compared with the financial administrative data from the 'Statistical Business Register (SBR)', which is updated on an annual basis with data provided by the tax authority, depending on the case-specific characteristics of each sector under study that have been taken into account in the calculations. The research showed that the participation of doctors in the phenomenon of tax evasion as a whole has been declining in recent years while other human economic activities are responsible many times over for the perpetuation and exacerbation of the phenomenon. The annual tax evasion on average for the period 2011–2017, for the medical sector, is estimated to amount to €565.6 million (0.31% of the Greek GDP – mean value of the same period), while for the 'accommodation services (hotels)' sector, it is estimated to €3.3 billion (1.84% of GDP), to €6.8 billion for the catering sector (3.76% of GDP), to €2.1 billion for the education sector (1.18% of GDP), to €87.3 million for the hairdressing/other beauty treatment services of the personal service sector and finally to €50.3 million for the funeral and related services sector. [ABSTRACT FROM AUTHOR]

This paper demonstrates the effects of education on cognitive functioning which could serve as an alternative preventive method to halt or delay cognitive decline in older adults. The purpose of this proposal is to discuss and illustrate the benefits of improving cognitive ability through continuing education. As such, taking advantage of educational programmes that are already in place would not only provide mental stimulation for older adults, but would be a source for social networking, as well as technology training and physical education activities. To establish a link between cognition and education, this paper provides examples from a number of studies as well as a review of a longitudinal study on educational differences in the prevalence of dementia. The findings of this systematic review revealed a connection between cognitive decline and education after considering regions and economic status. Suggestions from these reviews imply that keeping one's mind stimulated could be influential in delaying the onset of dementia resulting in possibly extending the time older adults are independent. [ABSTRACT FROM AUTHOR]

This study presents a systematic review of the literature on the predicting student retention in higher education through machine learning algorithms based on measures such as dropout risk, attrition risk, and completion risk. A systematic review methodology was employed comprised of review protocol, requirements for study selection, and analysis of paper classification. The review aims to answer the following research questions: (1) what techniques are currently used to predict student retention rates, (2) which techniques have shown better performance under specific contexts?, (3) which factors influence the prediction of completion rates in higher education?, and (4) what are the challenges with predicting student retention? Increasing student retention in higher education is critical in order to increase graduation rates. Further, predicting student retention provides insight into opportunities for intentional student advising. The review provides a research perspective related to predicting student retention using machine learning through several key findings such as the identification of the factors utilized in past studies and methodologies used for prediction. These findings can be used to develop more comprehensive studies to further increase the prediction capability and; therefore, develop strategies to improve student retention. [ABSTRACT FROM AUTHOR]

Introduction: For occupational therapy students, international experiences and access to a global curriculum develops understanding of broad cultural and contextual determinants of health and wellbeing. International placements or study abroad opportunities are not possible for many students and many universities are developing alternative internationalisation opportunities. The aim of this review was to determine what is known from the existing literature on the use of online international student collaboration in occupational therapy curricula. Method: A scoping review design was used to search relevant literature on online international student collaboration in occupational therapy education, following a methodological framework for conducting scoping reviews. Seven databases were searched. Search included all articles published up until November 2020. Findings: The database searches yielded a total of 2011 results. Following screening and review of articles ten papers met the inclusion criteria and were included in the review. The studies were charted and discussed in the areas of format of the online interactions, reported outcomes of the online interactions, barriers and facilitators in implementation. Conclusion: Findings inform curricula designers establishing online international learning and those conducting research in this area. Outcomes indicate the breadth of student learning including culture, diversity, as well as the social determinants of occupational engagement and participation. Registration: Protocol Registered: 2020-07-06, available on Open Science Framework (OSF) at https://osf.io/wfkjy [ABSTRACT FROM AUTHOR]

This paper addresses whether, how, and to what extent social studies student teachers who have been introduced to inquiry-oriented teaching (as manifest in the National Council for the Social Studies C3 Framework) in their secondary social studies methods course incorporate this approach into the planning for their practicum experience. Based on analysis of lesson plans used in the practicum and follow-up interviews with a small subset of student teachers, this paper analyzes the factors that promote or inhibit use of this approach to teaching in their practicum experience. Results indicate the C3-oriented teaching approach, as taught in the methods course, did appear in the student teachers' lesson plans. A small subset of student teachers used the framework competently while two smaller subsets were less adept in their application. The degree of application was affected by student teachers' perceptions of their school placements and students' needs. [ABSTRACT FROM AUTHOR]

Marketing is one of the fastest-growing employment areas within commerce. Most of the growth lies in the role of digital technologies and in promoting sustainability rather than consumerism. However, students with mostly theoretical knowledge, even if in these areas, may not necessarily satisfy this demand, nor will students armed with strategic knowledge that is not required in entry-level jobs. There is increased demand from the marketing industry for job-ready graduates with both technical and multidisciplinary soft skills. Thus, the purpose of this paper is to reflect on the relevance of marketing education in universities in Australia, New Zealand and the Asia-Pacific region. At the beginning of this new decade and following a global health pandemic that has severely impacted the university sector, the time is right for such a reflection. Specifically, we reflect on how we teach and what we teach. Under how we teach, we consider two main issues: online learning and the role of industry certifications. Under what we teach, we consider three main issues: content relevance, soft skills and industry experience. We conclude with key questions for individual educators and marketing departments, and we provide some recommendations as to how, collectively, we can deal with the question we pose. [ABSTRACT FROM AUTHOR]

This paper reports an immersive virtual reality lab (iVRLab) training environment that offers college students an immersive and embodied experience in engineering lab work. The iVRLab provides a simple and safe environment for students to learn the complex lab operations to process and prepare silicon wafers. It features highly embodied interactions congruent to the actual body movements to manipulate the lab devices and materials in the physical world. Fourteen college students participate the lab training and the study results reveal positive learning effects, confidence levels of accomplishment, and embodied experiences. Students' cognitive load is also measured, and its relationship with the embodied experiences is examined and discussed. The study offers a reference for peer researchers and practitioners for the design and implementation of immersive VR systems for engineering lab training. It also sketches a complementary approach during the time like the pandemic to practicing authentic lab work without having to be in a real classroom or laboratory. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has changed training and recruitment in urology in unprecedented ways. As efforts are made to ensure trainees can continue to progress, lessons can be learned to improve training and urological practice even after the acute phase of the pandemic is over. Novel methods of education through virtual learning have burgeoned amidst the social distancing the pandemic has brought. The importance of training in human factors and non-technical skills has also been brought to the fore while operating under the constraints of personal protective equipment and working in new teams and unfamiliar environments. This paper critically appraises the available evidence of how urological training has been affected by COVID-19 and the lessons we have learned and continue to learn going forward. Level of Evidence: Not Applicable. [ABSTRACT FROM AUTHOR]

This article analyses how the culturally widespread incitements to become aspirational and mobile are negotiated by young women in the vocational nursing education in Finland. Drawing on interviews with final year students, the article examines their imagined futures and asks how lived inequalities shape their aspirations and possibilities of navigating the neoliberalising care labour market that is marked by stark hierarchies and diminishing resources. The paper finds that the participants' aspirations were characterised by the considerations of whether to remain as a practical nurse or to move forward to higher education. Yet, while some women were able to adopt a strong ethos of moving forward, others were more likely to be seen as fixed in place in auxiliary care work. The article pushes forward the debate on youth aspirations and mobility by unpacking the lived contradictions that shape the aspirations of young women entering the lower end of the care labour market. [ABSTRACT FROM AUTHOR]

This article examines gamification literature on education since 2011. Using highlighted themes from Kirriemuir and McFarlane's review on games and education as a starting point, the study identified 32 published papers. Furthermore, the study evaluated and identified previous conceptual and methodological approaches for evaluating gamification in education research. Using the identifying themes, the study discusses the development and use of gamification in education (Theme I), the application of gamification in education (Theme II), and the impact of gamification in education (Theme III) and propose that there is increased gamification and game elements research activities bridging the idea of gamified information systems in education and offering interesting opportunities for future research. The study concludes with future research directions for gamification in education. [ABSTRACT FROM AUTHOR]

Jean Jacques Rousseau (1712–1778), one of the most influential thinkers of the 18th century, is well known for his espousal of human rights and freedoms. His ideas on education, described in his part-fictional and part-philosophical treatise Emile (1762), has influenced educational philosophies and pedagogic practices for over two centuries. While acknowledging the contributions of his ideas in developing the child-centred approach to education, this paper critiques his educational philosophy on the grounds that he recommended different education for boys and girls. In doing so, the paper draws on Mary Wollstonecraft’s (1759–1797) powerful critique of his treatise, expressed in her book The Vindication of the Rights of Woman (1792). The paper concludes by pointing out that the dilemma posed by these influential thinkers—on the kind of education suitable for boys and girls—has remained in educational policies. It continues to restrict women’s access to education even today. Thus substantive societal changes are required to enable women to access the desired goal of autonomy. [ABSTRACT FROM AUTHOR]

This paper aims to explain why parental informal payments emerge and then spread in different manners in Kyrgyzstani schools and to examine their interaction as informal institutions with the school as a formal one. It is argued that the main reason behind informal payments is the survival of the schools; parents' acceptance of them was a result of necessity. In a small percentage of experiences where marketization of public schools was successful, there was a socioeconomic segregation of pupils, advancing toward a de facto privatization of public schools. Then, while the key logic behind informal payments was the upgrading or elitization of schools, the nature of the engagement of givers and receivers was by choice rather than by necessity. Finally, following Helmke and Levitsky (2004), I link the survival strategy to a substitutive relationship to formal public school outcomes, and to the elitization strategy, a competing nature with the formal logic of Kyrgyzstani basic education. Special attention is given to the social function approach toward informal economy practices, and to the significance of social stratification on how those informal practices work. The paper focuses on the comparison of informal payments in two schools representing the two strategies previously described: an elitnaya school from the center of Bishkek, the 13th Gymnasium School; and the conventional 21st Middle School in the novostroika (new settlement) of Enesay, the capital's periphery. The fieldwork of this research was developed in two stays during the months of July/August and October/November in 2011. [ABSTRACT FROM AUTHOR]

Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools. [ABSTRACT FROM AUTHOR]

In this paper, we examine the experiences of lower division transfer students at a diverse island campus. We conducted this study to increase our understanding of why lower division transfer students are one of the most at-risk populations in relation to completing their education at Island University. The question "how might the institution better serve these students in order to increase retention" guided our research process. The intended goal was practical—to create new programming that facilitated the process of transferring to Island University and increased student retention—specifically in relation to lower division transfer students. The conclusions drawn from the data also have important implications for a more general understanding of the problem of creating socially just educational systems, which is highlighted by the issue of student retention—especially on diverse campuses that serve economically disadvantaged communities. [ABSTRACT FROM AUTHOR]

The cultural situation of the church in the United Kingdom is useful for framing questions emerging more broadly for the western church and discipleship formation. After briefly considering secularism, the paper considers themes of discipleship. This is accompanied by an argument for schools of discipleship and radical formation. The outworking of this in a particular setting in higher education describes some of the tensions inherent in practicing Christian theology in public and increasingly secular settings. [ABSTRACT FROM AUTHOR]

This article examines peace education in Iran at the primary and secondary levels. It starts by briefly reviewing the fundamental issues that need to be addressed to achieve a culture of peace in any given society, such as cycles in social relations that may establish endemic poverty, violence, and discrimination. The paper highlights the measures necessary to supersede these cycles and social arrangements and examines the need for promotion of peace education and empowerment across all segments of society. Among such measures, peace education is considered essential because it serves the dual roles of advancing awareness and providing capacity and skill to initiate social change. The case of Iran and the challenges that hinder the development of peace education in Iran are then examined. These include a lack of critical and diverse perspectives, lack of understanding on the part of most teachers and peace trainers about the importance of peace and all its aspects, and the content of the Iranian curriculum. Finally, the paper addresses opportunities for peace education in Iran, especially given a new, more open political environment. Such opportunities include the role and impact of women, youth, civil society organisations, and new religious readings favourable to peace. [ABSTRACT FROM AUTHOR]

Black workers continue to earn lower salaries than white workers, even among those with comparable levels of education. Previous research has explored the impact that the choice of college major will have on this disparity in earnings. The results of this research suggest that, among men, black bachelor's degree recipients consistently choose lower paying majors than whites. However, among women, black bachelor's degree recipients have, in recent years, begun to choose higher paying majors than whites. This recent change in major choice among black women is expected to result in higher starting salaries for black women on average, helping to close the racial earnings gap between black and white women. This paper empirically explores the distributional difference across majors between black and white women in Connecticut and explores the psychological reasons for this shift among black women toward higher paying majors. [ABSTRACT FROM AUTHOR]

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

Intra-Asian student mobility is an emerging phenomenon little studied in the literature on the globalization of tertiary education. This paper examines the flow of students from the People's Republic of China to Malaysia, based on a large-scale survey of 888 respondents, as well as in-depth interviews with 80 informants. It addresses three empirical questions: who comes, why Malaysia and what are the outcomes? Underlying these questions is the issue of the character of contemporary intra-Asian educational mobility, and the specificity of regional sites, such as Malaysia, in the global educational spatial order. The paper makes two main arguments. Firstly, this trans-Asian education mobility is largely circular in nature and represents the private-sector creation of a new industry and market, with commercialized market knowledge facilitating the rise of non-elite mass mobility from cities in the interior with no prior migration ties to the destination country. The key role of professional brokerage or education agents in enabling and channeling student mobility from China to hitherto “unknown” destinations such as Malaysia is critical in this respect. Secondly, notwithstanding the commercialization of such flows, ethnicity and religion remains important in channeling the demand for international education to regional hubs such as Malaysia. This is evidenced by the disproportionate numbers of Chinese Muslims among the students from China, for whom the fact that Malaysia was a Muslim country was a key selection factor. [ABSTRACT FROM PUBLISHER]

Since the founding of the United Nations in 1945, the human rights normative framework pertaining to persons with disabilities has expanded exponentially. In terms of international public policy, it is now recognised that discrimination against persons with disabilities is a violation of the inherent dignity and worth of the human person. This paper proposes to examine those human rights which such persons now enjoy specifically in relation to the human right to education. The first part of the paper will provide a historical overview of the systematic development of the recognition of the educational rights of persons with disabilities under the auspices of the United Nations, with particular emphasis upon the Convention on the Rights of the Child 1989 and the Convention on the Rights of Persons with Disabilities 2006. Brief mention will also be made of the recognition of such rights under regional human rights systems. Other non-binding UN instruments such as the World Programme of Action concerning Disabled Persons 1982 and the Standard Rules on the Equalization of Opportunities for Persons with Disabilities 1993 will also be analysed. The second part of the article will then consider how these international standards have been adopted and applied in Australian law and policy. It will specifically consider the relevant provisions of the Commonwealth of Australia’s Disability Discrimination Act 1992 and the Disability Standards for Education 2005 which have been enacted thereunder as well as case-law of Australian courts.The aims of this article are threefold: (i) to identify and discuss impediments to the fuller realisation of the educational rights of persons with disabilities; (ii) to compare and contrast the extent and impact of the international and national legal recognition and protection afforded to persons with disabilities in the educational context; and (iii) to identify strategies for securing more effective implementation of the right to education of persons with disabilities. While the UN has excelled in formulating relevant and noble treaty obligations and aspirational principles in this area, the author argues that the next developmental stage must systematically address practical measures which can deliver meaningful and objectively verifiable progress in the monitoring and implementation of these rights. While international human rights law has long influenced legislative initiatives and policy development in UN Member States, it is the author’s contention that, in this particular field, UN treaty-monitoring bodies can equally and reciprocally be informed by relevant State practice including that offered by the Australian experience.[T]he physical and mental handicaps which affect millions of children all over the world ought also to be given particular attention, for it is essential, both for moral and for economic reasons, that such children, to whom fate has been unkind but who are perfectly capable of overcoming their handicaps, should not be excluded from the life of society; they have a right to an education adapted to their situation.(M’Bow, 1979: 12–13) [ABSTRACT FROM PUBLISHER]

Abstract: E-readers, or devices designed primarily for reading e-books, are taking the world by storm. Several papers in library studies and education have examined e-book consumption for academic reading. However, no previous marketing study has investigated consumers’ adoption of e-readers for pleasure reading. We address this gap by testing an extended version of the Technology Acceptance Model (TAM) with emotional attachment (TAME) in this context. Consumers’ attachment to paper books is proposed as a barrier to their adoption of e-readers. This speaks to a key deficiency of the TAM, being its focus on cognition at the expense of consumer emotion. A three-phase study finds support for the TAME, with 64% of the variance explained in consumers’ intentions to adopt e-readers. Emotional attachment to paper books is found to be weakly and negatively associated with consumers’ attitude toward using e-readers. The qualitative findings suggest that e-reader adoption may not involve a binary choice between paper and e-formats. [Copyright &y& Elsevier]

Inquiry-based history instruction is rare in most school settings, but particularly in classes of students who are perceived to be "low achieving." Students with low reading abilities or test scores typically receive instruction focused on rote recall of historical information. Teachers and students face great obstacles in inquiry based learning, so often teachers fail to attempt complex instruction with students they perceive will struggle. This paper explores a collaborative community of practice involving classroom teachers and teacher educators, working to implement problem based historical inquiry with a class of students perceived to be "low-achieving". Though not generalizable, this paper suggests effective collaboration may encourage the development of professional teaching knowledge that motivates and supports novice teachers in providing all students opportunities to engage in issues-centered history instruction. [ABSTRACT FROM AUTHOR]

It is argued that the perception of existing inequality within the field of school education gave rise to the language of rights, but that normative notions of childhood underpinning educational discourses have not been sufficiently problematised. The paper makes a case for productive convergence between the discourses of quality and inequality by drawing on the observations from a study of government schools in Andhra Pradesh. Specifically, the paper foregrounds the need for reflecting on the tacit agreement that exists within the education system about bracketing off questions of socio-cultural inequality when discussing issues of quality and learning goals on the one hand, and the compartmentalisation of the language of rights on the other hand such that adequate attention has not yet been paid to questions of educational quality. [ABSTRACT FROM PUBLISHER]

The paper locates educational policy in a wider socio-historical and political perspective and aims at an ideological deconstruction of policy change with a specific focus on the equality–quality conundrum in elementary education in India. It attempts to critically decode changes in notions and practices of equality and quality in national and international policy prescription, highlighting aspects of ideological contexts, power asymmetries and state dynamics and examines basic shifts in policy discourse and intent. The paper is organised in four parts. The first two parts take a broad historical overview to examine notions of equality and quality, articulated in texts and discussions pertaining to the two national educational policies and in policy initiatives introduced by the Indian state under neoliberal, global hegemonic influence. The interactive impact of educational restructuring and structures of stratification as reflected in the aggravation of key caste, class, gender and ethnic inequalities is captured in the third part of the paper. The final part of the paper draws attention to dilutions and contradictions inherent in recent policy shifts to argue that any meaningful notion of quality education for the poor is impossible to attain in the present context. It unravels the politics of quality. [ABSTRACT FROM PUBLISHER]

This paper considers a popular way of looking at the quality of education as a system which receives ‘inputs’ and delivers ‘output’, i.e. what is put into the education system in terms of resources in the broadest sense, and. ‘output’ is what comes out of it in terms of knowledge, skill, understanding, attitude and virtue. The paper argues that this approach is not very helpful and obscures the key issues that any assessment of quality in education needs to address. We find that using the language of inputs and outputs means that we have to address both as they are inextricably entwined. Even when we use this language, important distinctions are missed. [ABSTRACT FROM PUBLISHER]

This paper discusses Gramsci's perspective on the role of consciousness in social and historical transformation and more specifically its implications in the sphere of education. It analyses Gramsci's idea of the necessity of socio-economic and material foundations to develop a collective consciousness for intervention in social history. The paper examines the distinction between the conceptions of consciousness of the masses and ideological consciousness (organic/traditional intellectuals). It also provides an idea of how Gramsci's epistemological theories and understanding of the development of consciousness in social history could be considered for research in the study of sociology of education. [ABSTRACT FROM AUTHOR]

An interpretation of Gramsci's perspective on Consciousness and Structure and its implications for education is explored in a paper presented in two parts. This first part reflects on the conceptual framework of the development of consciousness in the process of historical changes as the basis to understanding his views on knowledge in society and education. It analyses Gramsci's theoretical insights as well as his criticism of the positions of the positivists and the 'mechanical materialists' who in his view neglect the dialectical relationship between conscious critical activity and material and social reality. The paper highlights his conception of the unity of theory and practice, his understanding of the social system with its relations between structure and superstructures, and his views on the state and the conflicting social hegemonies. [ABSTRACT FROM AUTHOR]

For students in many professional programs, their written work remains the chief means for them to convey their understanding and application of material presented in the classroom. Within their papers are applications of learning objectives or competencies. However, when students are asked to aggregate their acquisition of competencies, or if the school would like to know which competencies students are acquiring, then we are immediately confronted with the fact that the data within these papers is locked up in proprietary data formats, e.g., .doc. This article describes our proof-of-concept research wherein we asked students to "tag" their work with specific competencies via XML and retrieved that data using a database management system. [ABSTRACT FROM AUTHOR]

Phonological awareness is a form of metalinguistic awareness that has been studied intensively because of its relation to schooling and the acquisition of literacy. However, much of this research has been confined to languages with alphabetic scripts such as English. It has been noted that children who are born deaf or acquire deafness very early in life before they have learned their native language and those who are raised in an aural-oral environment do develop some awareness of letter sound mappings and other spelling regularities by drawing on information from lip reading and residual hearing. Such children nevertheless have to do a lot of catching up in language in order to be effectively integrated in schoolwork. There is limited published evidence about the role of phonological awareness in the acquisition and mastery of languages with non alphabetic writing systems associated with some of the Indian languages. Specific literacy acquisition problems faced by hearing impaired children studying in regular schools in India have not been examined within a linguistic perspective. This paper describes the results of an empirical study involving 15 normal hearing children (average age: 10 years) and 15 hearing-impaired children (average age: 14 years), all native speakers of Telugu studying in Telugu-medium schools. Using specially designed syllable manipulation tasks, the quantitative and qualitative differences in the processing of the written word of the two groups were examined. Some of the theoretical and clinical implications of the results are discussed in this paper. [ABSTRACT FROM AUTHOR]

IN THIS PAPER WE EXAMINE eight lesbian mothers' experiences and perceptions of their young children's early childhood education. These mothers identified the (in)visibility of their lesbian identities and families and the narrow definition of family in early childhood settings as significant issues in their experiences as childcare users. This paper traces these issues to the normative ideas of, and superficial engagement with, families in early childhood curriculum, pedagogy, practices and procedures. The childcare settings used by these families were situated in a relatively 'accepting' community within a lesbian enclave in inner-city Sydney. Yet even here the mothers were required to undertake complex negotiations about the way the setting catered to their family constellation in the everyday practices. We argue that early childhood educators could better support this group through more active engagement in representing a broad range of differences, including those relating to sexuality. Furthermore, educators can create richer opportunities for connections and community between families when they focus on the everyday functions of families rather than an exclusive focus on family structures. [ABSTRACT FROM AUTHOR]

The training of teachers of gifted students is necessary for students to be afforded the most suitable forms of education in both mainstream and specialist classes. This paper examines the training of teachers in gifted education in Australia in light of the political structure of the country which impacts upon the options for learning for gifted students. Within the Commonwealth of Australia there are three levels of government which all have different responsibilities for the training of teachers and the education of students. The tertiary sector is governed by the Federal Government whilst the primary and secondary sectors are governed by the State/Territory Governments. This structure creates difficulties for the training of teachers of gifted students in particular that the state and territory teachers are not required to have formal qualifications in gifted education to be a teacher of gifted students despite gifted education being an educational priority. This paper examines the limited number of courses available to teachers on gifted education and the level they are taught. [ABSTRACT FROM AUTHOR]

This paper explores the implications of a model that works from the premise that all children may be capable of what is currently considered to be exceptional performance, in one or more areas of skill, talent or endeavour. In this scenario the role of the educator is to develop their pedagogical understanding and practice so that an increasing number of children have the opportunity to give expression to their exceptional ability during their life time. The paper goes on to introduce a framework I have been developing to enable me to reflect on and progress a learning environment which provides the experiences and support that will enable children and young people to develop the attitudes, attributes, understandings and skills of thought full and thoughtful learners, with informed aspirations, and the confidence, competence and understanding of themselves, necessary to realise them, to their own and society's benefit. [ABSTRACT FROM AUTHOR]

In recent years sociocultural theory has provided an important conceptual tool for re-thinking many practices in early childhood education (e.g. Anning, Cullen & Fleer, 2004; Edwards, 2001; Edwards, 2003). While much has been gained, many taken-for-granted practices still remain in need of critique. Although the term 'Child Development' has been debated in the past (see collection of papers in Fleer, 1995; Keesing-Styles & Hedges, in press; Lubeck, 1996; 1998), we have not seen the emergence of a new approach or world view to replace it. Ten years have passed, and we still find national materials which foreground Western middle-class notions of development (e.g. Responses to the National Agenda for Early Childhood, Australian Government, 2003). This paper seeks to stimulate debate within Australia and New Zealand around the term 'Child Development'. Responses are invited so that the historical and cultural legacy of that term can be examined and a new term introduced which recognises our culturally and linguistically diverse communities. It is through public debate that we can as a scholarly community build new terminology to name and make visible new thinking. [ABSTRACT FROM AUTHOR]

Throughout Australia and North America gifted indigenous/minority students are under-represented in gifted programs. There is a paucity of research in this area, particularly in Australia. What research has been conducted confirms that globally, attitudes towards the identification of Indigenous and minority students need to be further challenged. Overall a more concerted effort is required by all educational systems in having practitioners understand the needs of the gifted and the identification and significant features of culturally inclusive provision. A Churchill Fellowship study, undertaken by the author of this paper, has revealed that a transformative agenda for meeting the needs of the gifted indigenous student is required. Some successful practice both in America and Australia provide a foundation for this transformative agenda. The Moorditji Kulungar ('bright children') program in Western Australia, which is outlined in this paper, is a start. [ABSTRACT FROM AUTHOR]

Two experiments were conducted to investigate the effects of multimodal information on learning performance and judgrnent of learning (JOL). Experiment I examined the effects of representation type (word-only versus wordplus-picture) and presentation channel (visual-only versus visual-plusauditory) on recall and immediate-JOL in fixed-rate learning conditions. Experiment 2 examined the effects of representation type (word-only versus word-plus-picture) and presentation media (computer versus paper) on recall and delayed-JOL in self-paced learning conditions. The results showed that recall performance was better in word-only conditions than in wordplus-picture conditions in Experiment 1, and better in computer conditions than in paper conditions in Experiment 2. Multimodal information had no influence on magnitude of people's judgment. Participants were overconfident in all conditions, but more overconfident in computer conditions than in paper conditions. [ABSTRACT FROM AUTHOR]

This paper presents a detailed optimal model of a metacognitive decision-making process for individuals. With the aid of an organizing diagram, the various stages of decision-making are presented: gathering and organizing information prior to problem definition; definition of the problem; gathering and organizing information in the light of the definition; planning the solution's implementation, and feedback. The process involves two systems. One, which is supportive, includes mental imagery, self- talk, regulation of processing, management of time and resources, and precision. The second system oversees the process through monitoring and control. The model's advantages are expressed in four areas: high probability of correct decisions, over time; reduction of grave errors; creation of new strategies; and facilitation of positive transfer to new tasks and situations. The paper proposes several future directions: expanding time theory to include group processes and affective and motivational factors, validation of the mode! through empirical and qualitative studies, and application of the model in instruction, learning and various other fields. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to highlight important milestones in the development of conceptions of social giftedness in the general psychology and education literature as well as literature specific to gifted education. Based on Thorndike's (1920) conception. of social intelligence, the paper focuses on the "ability to act wisely in human relations." The paper addresses conceptual and methodological issues that have affected the study of the construct of social giftedness. The article provides a framework for understanding and enhancing social giftedness. [ABSTRACT FROM AUTHOR]

Since the late 1990s, the competition for 'the best and the brightest' has shaped many developed countries' policy approaches toward international students seeking permanent skilled migration in their countries. Australia and New Zealand are among those that established innovative immigration policies to facilitate the skilled migration of international students after successful completion of their studies. Using Considine's policy system framework, this paper reviewed each country's policy setting linking education and migration between 1998 and 2010 and compared policy developments by their constituent policy institutions, policy actors, political economy and policy culture. The similarities and differences between the two countries are identified and used to understand how international education and skilled migration policies had changed in each setting. [ABSTRACT FROM AUTHOR]

In December 2013 the first case of Ebola appeared in Guinea. In September 2014 the United Nations (UN) and its specialized agency the World Health Organization (WHO) issued a call for medical collaboration in response to the medical crisis and social disaster caused by the Ebola virus epidemic in West Africa. Cuban authorities responded immediately to the call by offering specialized help for the epidemic, in collaboration with WHO. A group of 256 Cuban doctors, nurses and other health professionals provided direct care during the Ebola epidemic in Sierra Leone, Liberia and Equatorial Guinea from October 2014 to April 2015. This paper explains the main features of the Cuban health system, describes the development of Cuba's international medical cooperation approach, and highlights the work done by Cuban health collaborators in addressing the damage caused by the Ebola epidemic. Information used includes reports and documents of the Ministry of Public Health of Cuba, reports of WHO and PAHO, and articles published in scientific journals and newspaper articles. The response of the Cuban medical teams to the Ebola epidemic in West Africa is only one example of the Cuban efforts to strengthening health care provision in areas of need throughout the world. [ABSTRACT FROM AUTHOR]

For nearly 30 years, Mozambique has been facing austerity measures regulated by the IMF. These austerity measures, grounded in macroeconomic policies, were supposed to lift Mozambique out of poverty, and improve its healthcare and education systems. By taking an in-depth look at the major etiologies of Mozambique’s debt and the conditions which forced the country to accept austerity measures-despite their protests-prior to receiving IMF funding, this paper examines how IMF policies over the past 30 years have affected poverty, health, and the education system. The results of these policies have contributed to Mozambique’s enduring classification as one of the poorest countries in the world. Aside from economic outcomes, Mozambique also has abysmal health and education systems, with one of the lowest life expectancies in Sub-Saharan Africa. It is time to re-evaluate how the current IMF macroeconomic policies negatively affect, health, education and the socioeconomic status of those who live in abject poverty. As short term macroeconomic policies of PARPA have been ineffective at reducing poverty, promoting education and improving health, the IMF should consider using longer term macroeconomic policies which invest in—rather than limit—public services such as health and education. [ABSTRACT FROM AUTHOR]

Both students with disabilities and their typically-developing peers exhibit alarming participation deficits that involve many occupational areas of their school experience. Enabling participation in school-related occupations as the goal of school-based occupational therapy services invokes practice breadth. However, the documented focus of practice appears narrow, and there is an apparent paucity of evidence to describe how school participation is enabled. This paper discusses the complex concept of participation and how it can be applied in the school setting, while drawing upon occupational therapy elements. Redirecting attention towards participation can expand the scope of school-based occupational therapy to its intended broad perspective. [ABSTRACT FROM AUTHOR]

This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic differences within the student population. On account of the relative lack of specific literature on Philippine gifted education, this review links the findings in gifted education research from Western-based countries and relates the findings to the Philippine context. For example, although the Philippines do not have as much of an issue of racial inequity in schools as the United States, the same inequity because of socioeconomic factors can be tackled similarly. The implication of alternative assessments, and their utility in cross-cultural gifted education, are also examined. [ABSTRACT FROM AUTHOR]

Recent ideological shifts, along with budgeting constraints, have made parental involvement in the schooling process necessary. Such expectations have increased the toll on working-class mothers, who now have to assume responsibility in three time-consuming areas: child care at home, school involvement and labour market participation. In analysing how mothers deal with this threefold expectation, research has focused on class-specific maternal ideals and practices, but rarely directed systematic attention to how these concurrent expectations shape the maternal ideals they embrace. Moreover, few studies have examined how mothers' maternal ideals shape their employment interruptions. The current paper considers how workingclass mothers rationalize the maternal ideals they embrace with regard to school involvement and examines how they negotiate them vis- ` a-vis other possible maternal ideals. Interviews of 48 Israeli low-income mothers reveal that educational success is consensually perceived as critical for maximizing life chances and that this understanding evolved from the gradual realization that school involvement through extensive mothering - where women rely on others to meet their children's schooling needs - must be replaced by school involvement through intensive mothering - namely, personal presence-based nurturing. We draw some implications relevant to the debate over class-based maternal ideals. [ABSTRACT FROM AUTHOR]

This paper attempts to study the trends and pattern of household expenditure on education of children, the extent of gender inequality in educational expenditure and the underlying reasons for such gender differences. The study is based on about 1000 sample households drawn from the rural and urban areas of Tamil Nadu. It is observed that there is gender parity at the level of primary education, but pro-male bias exists in secondary and higher education across all economic classes, social groups and regions. Poverty, caste inequalities, illiteracy, and woeful employment status of parents and gender identity of the household head intensifies the problem of gender discrimination. Further, gender differentiated ideologies and socialization processes that transcend all economic classes and social groups explain why even in economically well-off families, girls lag behind boys in access to education. [ABSTRACT FROM AUTHOR]