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The article discusses the challenges faced by students with disabilities, especially in the wake of the COVID-19 pandemic, and highlights the failure of the Individuals with Disabilities Education Act (IDEA) in fulfilling its promise of providing a free appropriate public education for these students. Topics include the historical background of the IDEA, its structure, and the impact of the pandemic and teacher shortages on special education services.

Although there has been a rich amount of research about lifelong learning providing benefits such as economic advancement and personal fulfillment, less is known about factors that increase or decrease a person's likelihood of pursuing it. Nonetheless, knowing these predictors and barriers can have practical consequences on encouraging people to have continued education. Using a national US dataset (n = 1651), our analyses showed people's pursuit of different lifelong learning modalities and revealed significant predictors and barriers of lifelong learning. Counterintuitively, employment and time constraints did not prevent individuals from pursuing educational opportunities; they actually helped predict it. Additionally, limited information—rather than cost—was a stronger driver in preventing people from pursuing lifelong learning. Taken together, the research has implications for encouraging people to pursue lifelong learning. [ABSTRACT FROM AUTHOR]

This research attempted to assess the status of distance education implemented in Turkiye during the COVID-19 pandemic based on stakeholders' (students, parents, pre-service teachers, teachers, and academics) opinions and was completed in the phenomenological study framework. With this aim, stakeholders' views within the study's purview were collected during April 2021 with an online semi-structured interview form with pandemic precautions. The data were examined with content analysis using the MAXQDA 2020 qualitative data analysis program. The interview questions principally focused on four themes, namely readiness for distance learning, benefits, adequacy, and continuation. It can be deduced from stakeholder's opinions that though Turkiye was unprepared for distance education, the adaptation eventuated in a short time. There were differences in educational organizations' readiness levels, and the views on infrastructure's inadequacy explained this situation. They found distance education to be positive from psychological, situational, educational, and economic aspects. They deemed it indispensable for education to continue and for the use of technology in education. However, the lack of interaction in distance education, digital impossibilities, and other factors were the negative aspects. The stakeholders participating in this research emphasized that rather than being adequate, distance education was inadequate due to interaction- and infrastructure-related issues. Though there were negative opinions about the continuation of distance education in the transition to formal education after the COVID-19 pandemic precautions ended, findings revealed that it may continue simultaneously with formal education and may provide compensatory or supportive education. Additionally, further research is needed regarding the generalizability and educational outcomes of distance education implemented during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This timely paper provides empirical evidence on the lived experiences of ten women from eight nationalities in Bosnia & Herzegovina and Germany, who voluntarily taught girls and women digital skills in 2020. I situated this multi-case feminist study within the digital skills gender divide phenomenon. I collected qualitative data through surveys and interviews with the teachers, remote observations of their digital skills lessons, and analysis of programme documents, including curricula. In this paper, I discuss two research questions: (1) “What motivated the women to teach digital literacy?” and (2) “Why do the teachers think the digital skills gender divide exists?” The hybrid approach to data coding and thematic analysis indicated that the teachers were motivated to teach digital literacy to support their students’ selfdevelopment and use digital skills in their daily lives. The teachers at the school in Germany were also motivated by advancing their social capital and societal integration, as six of the eight women teaching in Germany were migrants. The teachers from Bosnia & Herzegovina were motivated by overcoming the systemic gender inequality that the digital skills gender divide encapsulates. The teachers also identified various personal, community, and societal causes of the digital skills gender divide. On the micro-level, they noted that girls engage in risk avoidance behaviour from a young age, limiting their digital skills development. On the mesolevel, women lack exposure to Information and Communication Technology (ICT) within their families and communities. On the macro-level, the teachers in Bosnia & Herzegovina highlighted that girls living in urban areas could access ICT more often than those living in rural areas. This paper offers resolutions to the digital skills gender divide, concluded from the teachers’ evidence, such as educational opportunities, gender diversity hiring in technical roles in the ICT sector, and policy development to underpin solutions and incentivise compliance. This paper is my contribution to centralising in the scholarship the lived experiences and perspectives of diverse women who are at the forefront of the digital skills gender divide. [ABSTRACT FROM AUTHOR]

The article presents the discussion on exploring emotion transfer-related views of teachers holding online classes in emergency remote teaching during the COVID-19 pandemic. Topics include preschool teachers and classroom teachers finding virtual classroom applications more effective in receiving emotions than the high school teachers; and atomic physics teaching materials proven to be effective in increasing students' self-directed learning.

Copyright of Sociologia, Problemas e Práticas is the property of Centro de Investigacao e Estudos de Sociologia 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Although the existence of state-funded student support services programs dates to the 1960s, studies on how such programs play a role in student success are scarce. By utilizing unique institutional data and a comprehensive conceptual model integrating multiple theories, this study examines the relationship between the New Jersey educational opportunity fund program and first-semester retention at a community college. Results reveal that educational opportunity fund has a positive effect on student retention, and the effect is consistent across different student subgroups. This study provides empirical evidence for greater government commitment needed to fully fund student support services for historically underserved students in community colleges. Future research is suggested to offer additional insight into the effect of government-funded student support services programs on college student retention. [ABSTRACT FROM AUTHOR]

A college degree has been shown to decrease the income gap, but disadvantaged students are at a greater risk of dropping out of college. This study explores meaning-making of students in an educational opportunity program (EOP), the Search for Education Elevation and Knowledge (SEEK) in the City University of New York system. It is important to examine the experiences of students who are receiving additional support to understand how they develop through this complex transition process. Forty-six first-year SEEK students and 38 upperclassmen responded to a set of five narrative prompts of different genres. Using values analysis, the data showed that over half of the values guiding participants' narratives (53.30%) discussed the many benefits of SEEK and the sources of support youth rely on. Participants used the genres to express the complexities of transitioning to college as freshman, along with a settling in the later years. The findings of this study demonstrate youth perspectives on the ways in which EOPs can significantly contribute to student retention. [ABSTRACT FROM AUTHOR]

The European Higher Education Area (EHEA) (formerly named as the Bologna Process) has still been discussing in Turkish and European higher education in terms of its competences and objectives. Although the Bologna Process Implementation Reports contain evaluations of Turkish universities, it is important that the issue is also must be evaluated by stakeholders, especially academic staff and students in universities. The main aim of this study is to reveal the views and perceptions of academic staff, one of the main stakeholders of higher education system, about the European Higher Education Area competences which are considered as an opportunity for Turkish universities in the process of change. The study is conducted in the descriptive research model which is one of the quantitative research models. In terms of EHEA evaluations, competence levels of a state university according to academic staff are examined. As a result of the factor analysis conducted, descriptive statistical methods are preferred in terms of the factors defined herein. The sampling of the study involves 1.756 academic staff of the university. According to the findings of the study, it is concluded that the university is not generally sufficient in terms of EHEA implementations. The participants expressed negative opinions about many competence levels except European Credit Transfer System (ECTS) and three cycle system which Turkish universities are evaluated as good performances in Bologna Implementation Reports. The findings of the study are discussed in comparison with other studies in the literature and some suggestions are developed for following studies. [ABSTRACT FROM AUTHOR]

Diversity and inclusion are topics about which we hear a great deal, especially in science, technology, engineering, and math (STEM) fields. These topics are not only of great interest but also of great concern as we consider the ability of the United States to improve educational opportunities for more Americans and remain competitive in the global economy. Project Include (PI) is a diversity and inclusion initiative spearheaded by a group of women in hightech professions to support start-up companies who wish to build inclusive organizations. I conducted a qualitative content analysis of the PI Web site and found that the vision of PI suggests useful means by which tech organizations can avoid common missteps that undermine their ability to operate inclusively. I found evidence of three themes: interrogating assumptions about human resources (HR) and hiring, defining true diversity, and building diversity and inclusivity. I discuss each theme and conclude with offering a 10-question self-evaluation that tech and other organizations can use or adapt to critically evaluate HR and operational practices to better align with diversity and inclusion goals. [ABSTRACT FROM AUTHOR]

This paper is provided for the Online Learning journal 2018 Special Conference Edition. It was initially presented at the 2018 OLC Innovate Conference in Nashville Tennessee. In this article, we will explore various emerging technologies. It is important to note that the authors believe that learning is not a complete circle when evaluated by what educators do, the technologies we use, or how we communicate our knowledge to our students. Learning is only successful when we fully assess the impact of our preparations and presentations on student outcomes. Students need the opportunity to actively participate in the doing of learning. Modeling the literacies needed to enable us to skillfully meet the needs of our future world through strong use of technologies in a heutagogical setting enables learning success. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

In this study, we examined academic outcomes among students from low-income and academically disadvantaged backgrounds who participated in the Educational Opportunity Program (EOP) at a selective four-year public comprehensive college in the Northeast. We found that provisionally admitted EOP students earned comparable first-semester grades and had similar first-year retention and continuous enrollment rates to students with far higher admission scores. Disadvantage-associated disparities, however, persisted in two domains: the proportion of credits earned in the first semester and transfer rates to associate- vs. bachelor-degree granting institutions at three-year follow-up. We conclude our paper with policy recommendations for further enhancing academic momentum among EOP students towards timely bachelor-degree attainment. [ABSTRACT FROM AUTHOR]

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana 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.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

In the usual case a PhD student is enrolled and supervised at an academic faculty, in Sweden also most often employed at a department of the university. The whole doctoral education takes part in one single environment. Younger universities in Sweden have the opportunity to enroll “classes” of industrial PhD students in industrial graduate schools. The PhD student is in these cases most often employed by a company, in some cases by a research institute. Each PhD student has at least one academic supervisor, but also an industrial mentor. Sometimes the industrial mentor also holds a PhD and can formally also be an industrial advisor or co-supervisor. Even if the funding of the PhD student is a research project, the doctoral work is often not performed as a project. There are often severe delays of the dissertation. The public defense often happens a year or so after the funded time period. Delays represent a large cost for the university (when the student is employed there) or for the company (in the case of industrial PhD students). There is a large risk for the company that the effort will not pay off entirely. The progression of the student lies outside the control of both the university management and the funding company. It is more in the hands of the supervisor and the student him/herself. We have conducted a case study to explore the organizing of PhD work with the purpose to describe whether project methodology could or could not support progress of industrial PhD students towards a PhD. [ABSTRACT FROM AUTHOR]

The authors argue that two main challenges face Hispanic Serving Institutions (HSIs) and the people who work in them. The first is that those who work in HSIs must focus first on making core changes within themselves, their institutions, and their society before inequitable patterns of educational opportunity, achievement and degree attainment can be improved. Three core "fault lines" in the values, beliefs, and norms of the educational enterprise are identified as contributing to faulty pipeline functioning: inequity, injustice, and disconnection. National data on educational attainment, income, and demographic growth patterns are presented, and detailed U.S. census tract data on local degree attainment rates are provided as a strategy for making regional pipeline functioning visible, for problematizing inequities, and for inspiring a felt local need to make improvements. The second challenge is that legitimacy in claiming an HSI identity requires a campus community's collective desire, willingness, and increasingly sophisticated ability to talk in public spaces about race and ethnicity as they intersect with and inform patterns of inequity. The authors describe actions taken at their institution to expand capacity for meeting both challenges. [ABSTRACT FROM AUTHOR]

The article discusses the importance of educational opportunity to prepare children for responsibilities of citizenship, and also mentions the litigation for fair school funding by Massachusetts court in 1819.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Copyright of Eurasian Journal of Educational Research (EJER) is the property of Eurasian Journal of Educational Research 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.)

The practice of separating students according to ability level, also known as academic tracking, allows racially mixed schools to maintain segregated classrooms. This article examines the effects of academic tracking on the racial identity and educational opportunities of students at a mixed-race suburban charter school. Through five months of participant observation research, I found that the long-term practice of academic tracking created racial boundaries among students, silenced students of color in honors classes, and limited educational opportunity for all students. However, subsequent efforts to detrack, although superficial, resulted in positive outcomes for all students. [ABSTRACT FROM AUTHOR]

Copyright of Éducation et Francophonie is the property of Association Canadienne d'Education de Langue Francaise (ACELF) 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.)

The purpose of this phenomenological study ums to understand if and how community college faculty construct work-life balance, as our review of the literature pointed toward a lack of research on this topic. Twenty-eight community college faculty members were interviewed, and six major findings were generated through the data analysis. Metaphors related to water were developed to articulate the findings, which were: (a) tides of life, (b) flow of the academic year, (c) the flood, (d) the maelstrom, (e) refraction, and (f) swimming and/or treading water. Each of these findings and concomitant practical implications are fully explained. [ABSTRACT FROM AUTHOR]

The superior learning of King Aldfrith of Northumbria (685–704) was acknowledged in both Anglo-Saxon and Gaelic contemporary sources by such renowned scholars as Bede of Wearmouth-Jarrow, Aldhelm of Malmesbury, Adomnán of Iona, Stephen of Ripon, and Alcuin of York. Both Aldhelm and Adomnán knew him personally, and texts composed by these two scholars and presented to Aldfrith help delineate the breadth of his educational background. He was educated among the Gaels, and their records described him as sapiens. By examining texts of other seventh-century Gaelic sapientes, and the comments of Aldhelm and Bede about Gaelic intellectual life and educational opportunities, we can expand our purview of the scope of his education. The nature of seventh-century schooling was peripatetic, and Aldfrith's dual heritage requires a broad search for locations. Many scholars accept Iona as the likely source of his learned background, but this essay will argue that, among other likely locations in Britain and Ireland, Bangor in Northern Ireland is best supported by surviving evidence. His benign reign is placed at the end of the first century of the Anglo-Saxon conversion, but his education benefited the kingdom of Northumbria through generations of Gaelic scholarship, as exemplified by peregrini such as Columba and Columbanus, and sapientes like Laidcenn mac Baíth, Cummíne of Clonfert, Ailerán of Clonard, Cenn Fáelad mac Ailello, and Banbán of Kildare. Aldfrith's rule ushered in a period of cultural florescence in Northumbria that saw the first hagiography and earliest illuminated manuscripts produced in Anglo-Saxon England and that culminated in the extensive library authored by Bede (d. 735). [ABSTRACT FROM AUTHOR]

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Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research 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.)