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Developing an evidence-base for educational provision can be an arduous journey. To facilitate consistent and accurate implementation of promising approaches, research efforts need to answer questions relating to theoretical coherence, efficacy, effectiveness, cost, ease of use, and acceptability. An evidence-building framework can help us to think critically about the current state of evidence and plan a long-term research programme. In this conceptual paper, we draw attention to an evidence-building framework from medical and psychosocial science that conceptualises the phases and challenges along this journey. We have adapted this framework to help researchers and other education practitioners conceptualise how to review, synthesise, generate and communicate evidence in education. This framework facilitates a questions-to-methods approach in our journey to evidence, dissolving the idea that some research and analysis methods are superior to others. We argue that this evidence building framework can help us to distinguish between key terms in education, such as evidence-informed and evidence-based practice, as well as teacher enquiry and research--helping to distinguish the roles of researchers and practitioners. This paper has direct relevance to informing how we build evidence in education and identifies a need for collaboration as we work towards an evidence-based teaching profession. [ABSTRACT FROM AUTHOR]

As places of learning, schools inevitably foreground cognition. Neglected in schools and in the literature is the body, often an inconvenience or barrier to learning rather than a site of perception and understanding. Where the body is considered, it is primarily concerned with pedagogy and children rather than analysing the broad range of embodied experience: teachers' sensuous experience is side‐lined; classrooms are central, with toilets and staffrooms and corridors usually ignored; policy and architecture largely unconsidered. Furthermore, ironically, the focus in the literature also foregrounds the body within its contribution to cognition rather than centring the fleshy experience of sensing. This paper therefore addresses these omissions and focuses on the sensorium—movement, the haptic, hearing, smell/taste and visual—providing a framework to analyse the truly embodied experience of the school environment. It argues that as well as being culturally bound, the sensorium is delineated and encoded within the educational ideology and architecture of schools, prescribed by senior leaders to manage and police the flesh within their school walls. [ABSTRACT FROM AUTHOR]

Designing the markets that allocate public school seats is a crucial policy consideration. This paper compares the design of school choice mechanisms in terms of economic efficiency, stability, and strategic behavior. We estimate demand for schools using data from a large US public school system with novel indicators of students' levels of strategic sophistication. We find important benefits of reserving a set of seats to be assigned by a pure lottery. In settings that share features in common with the school system we study, our findings suggest that non‐selective criteria such as lotteries induce a large increase in truth‐telling. [ABSTRACT FROM AUTHOR]

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

The School Consolidation Policy in the 1990s significantly impacted Chinese rural compulsory education and Chinese rural communities. Although this policy has been involved in many negative news reports, there is a lack of scientific research on it. To address the research gap, this paper first delineates the evolution of this policy, which was formed to balance the disparity between urban and rural education, accelerated by rural financial reformation and aborted due to various emerging problems. It then discusses the educational problems caused by the policy including misallocated resources, poor quality, rising costs, student safety issues, high dropout rate, and lost rural culture heritage. Through the analyses, this paper provides a clear picture of the development of Chinese rural education, and offers implications for improving educational policy, promoting educational quality, and securing educational rights of students in rural China. [ABSTRACT FROM AUTHOR]

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro-inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden. [ABSTRACT FROM AUTHOR]

This paper reports on a real-life study in a US university. In response to financial issues, the administration at an undergraduate tuition-dependent university pushed for growth in student enrollment. The faculty, who argued that the quality of education had been declining, resisted the expansion. More students also affected the use of the university's infrastructure. By actively engaging key stakeholders, we developed a simple system dynamics model of university expansion. A major insight suggests that policy decisions made non-holistically might result in counter-intuitive outcomes that could take considerable time from which to recover. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

In this study, we investigated people's perceptions about the causes (i.e. attributions) of underachievement among students experiencing socioeconomic disadvantage and their support for public assistance to those students. Results of an online survey conducted with Australian adults (N = 1999) revealed that people preferred societal attributions to individual attributions for underachievement among those students. The respondents' attributions, particularly societal attributions, significantly predicted their support for public assistance to students and schools in need. There were statistically significant differences between people with conservative and progressive political views in their attributions and support for public assistance. However, after taking people's attributions into account, their political views add little to the prediction of their support for public assistance. These findings have implications for the promotion of equity‐oriented educational policies. [ABSTRACT FROM AUTHOR]

Approximately 2 million students take Advanced Placement (AP) examinations annually. However, departmental policies that allow students to replace introductory courses with AP credit greatly vary within and across universities, even across relatively similar universities. This study examines the impact of AP credit policies on second‐course success in introductory Biology, Chemistry, and Physics course sequences at six large public research universities (N = 48,230 students). Applying logistic regression analyses, we found that general performance indicators and measures of systemic inequities during high school were predictive of students earning skip‐eligible scores. Interestingly, we descriptively discovered wide variation across institutions and disciplines in the percentage of students who chose to skip when meeting their local policies. However, logistic regression analysis did not find general trends of inequalities for skipping courses for students with skip‐eligible scores. We then applied inverse‐probability weights with regression adjustment to examine the effects of course skipping. We found that students who skipped their first course with AP credit actually performed similarly well or better in subsequent courses than did students who did not skip, even in contexts where lower AP scores were accepted. Therefore, our study suggests administrators to increase coherence in AP credit policies across departments and disciplines. In particular, we encourage modifying AP credit policies and academic advising to encourage students to skip when they have eligible AP scores. Benefits may include reductions in unnecessary coursework that is burdensome for both students and universities, potentially freeing up resources to better support students who were not privileged to enroll in AP courses during their high school education. [ABSTRACT FROM AUTHOR]

In this article, F. Tony Carusi considers the politics of instrumentalism performed between educational policy and research that figures the teacher as the primary means to raise student achievement. By reducing teachers to a means toward an end, policy and research work together to collapse what teachers are into what teachers are for, and in doing so, they enable discourses that privilege the instrumental specifically as ontological. In contrast to this collapse, Carusi highlights here the resistance of the ontological to the instrumental by considering what teachers are apart from what they are for. Thinking the ontological apart from the instrumental leads to a dark pedagogy in which the refusals and negations performed by teachers occur where the politics of instrumentalism that renders them as an "in‐school factor" do not see. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic negatively affected the quality of data from educational testing programs. These data were previously used for many important purposes ranging from placing students in instructional programs to school accountability. In this article, we draw from the research design literature to point out the limitations inherent in "disrupted" educational testing data, suggest questions and criteria to be considered in evaluating the use of such data for decision making, and indicate how such data may be valid or invalid for specific purposes. Six criteria are proposed for evaluating the degree to which educational testing data are valid for specific decisions. These criteria suggest data from COVID‐disrupted school years are not likely to be valid for accountability purposes, but may be valuable for making decisions at the individual student level. Thus, we encourage researchers and policy makers to focus on how decisions derived from such disrupted data affect children. [ABSTRACT FROM AUTHOR]

The article focuses on medical residency training is a period of high professional and personal growth in which common triggers for headache attacks are present. Topics include the common comorbidities of headaches such as high levels of depression and anxiety has observed in this population, and the residency itself or the occurrence of nightshifts during training were responsible for the increase in headache impact.

Socioeconomic segregation continues to be a central issue for education systems in which market‐driven reforms have been implemented. This study analyses trends of socioeconomic segregation in Chile (1999–2018), considering a period with an absence of policies aimed at reducing segregation (1999–2007) and a later stage (2008–2015) when measures were implemented with the potential to affect the socioeconomic composition of schools. Results show that the segregation of both disadvantaged and wealthy students increased to extremely high levels during the first period, and has not shown signs of any significant decrease since then. The slight reduction observed in the second period is associated with changes regarding school fees in the private subsidised education sector rather than the selectivity status of the schools. The challenges faced in fostering greater socioeconomic integration within a market‐driven educational system are discussed in this article. [ABSTRACT FROM AUTHOR]

There is a distinct lack of literature considering childhood bereavement within the United Kingdom. There is particularly a lack of age- specific research into childhood bereavement and the types of support schools are providing for this group of children. In light of this lack of research, the aim of this study was to explore the experiences, perspectives and views of teachers on supporting children in British primary schools. Interviews were analysed using thematic analysis (TA). Analysis revealed four major themes relating to bereavement support: 'support available is inconsistent', 'systemic limitations', 'lack of policy and guidance' and 'speaking to children about death'. The research showed that bereavement support in British primary schools is varied and inconsistent, with examples of good practice and areas for improvement. At the same time, both childhood bereavement and the support available to bereaved children are socially biased, with those in socioeconomically deprived areas more likely to experience a bereavement and receive lower quality support. This study indicates that government policy or guidance with regards to childhood bereavement would be advantageous, for staff and children alike. [ABSTRACT FROM AUTHOR]

In this paper, similarities and differences are outlined between adults with self reported learning disabilities (SRLD) drawn from the International Adult Literacy Survey (IALS) data on adult literacy in The Netherlands and Flanders. These results are discussed in terms of striking differences in the educational context within which the adults developed. The literacy skills of SRLD adults in The Netherlands are superior to SRLD adults in Flanders. This is interpreted in terms of societal acceptance of disability. Copyright © 2003 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

This paper argues the necessity of making distinctions between facts, values as subject matter (values as facts), value judgments, and world views when discussing or debating goals and methods of sexuality education. The utility of such distinctions is demonstrated through analysis of one recent debate. Development of skills of critical inquiry is proposed as the primary goal which should be shared by all sexuality educators regardless of the value judgments and world views their positions represent. [ABSTRACT FROM AUTHOR]

This study examines teachers' evaluations of teaching resources produced by industry to support science and technology teaching. The aim is to contribute to an understanding of how teachers negotiate the usability of industrial school initiatives for compulsory school science and technology. These evaluations are conceptualized in terms of teacher agency and educational governance. The collected data consist of focus group interviews where Swedish lower secondary school teachers discuss the usability of industry‐produced teaching resources. A discourse analysis was conducted and five discourses discerned regarding teachers' practical evaluations of industry‐produced teaching resources: (1) the curriculum discourse, (2) the educational design discourse, (3) the practical discourse, (4) the correct science content discourse, and (5) the partiality and bias discourse. The teachers draw on the different discourses to different degrees, and the teacher agency achieved in specific situations will vary. Based on the results a tool aimed at strengthening teacher agency in the practical evaluations of teaching resources from the industry is proposed. The study also contributes to a critical discussion on the influence of industry on the local education policy arena and suggests directions for strengthening teacher agency in situations where teachers evaluate and make decisions about the use of industry‐produced teaching resources. [ABSTRACT FROM AUTHOR]

This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi‐layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences. [ABSTRACT FROM AUTHOR]

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

Natural disasters may have catastrophic and long‐lasting impacts on communities' physical, economic, and social infrastructure. Slow recovery of educational services following such events is likely to cause traumatic stress in children, lead families to out‐migrate, and affect the community's overall social stability. Methods for quantifying and assessing the restoration process of educational systems and their dependencies on other supporting infrastructure have not received adequate attention. This study introduces, for the first time, a new framework to evaluate the functionality, recovery, and resilience of a school system following severe earthquake events. The framework considers both the quantity and quality of education services provided, school enrollment, and staff employment, as well as the interaction between various agents such as staff, students, parents, administration, and community. A virtual testbed community, Centerville, is utilized to highlight the application of this framework. The impact of school reopening policies on the number of students enrolled as well as the potential for homeschooling is also considered. The availability of various enrollment alternatives for students, backup classroom space and functioning utility systems, and facilitation of staff and supplies transfer between schools substantially increase the resilience of the education service. Plain Language Summary: Recovery of educational services following natural disasters is key for ensuring the well‐being of communities and for maintaining the overall social stability. Currently, there is a lack of quantifiable methodologies for assessing the restoration process of educational systems while accounting for their dependencies on other supporting infrastructure and the society. In this study, a new sociotechnical approach is devised for evaluating functionality, recovery, and resilience of a school system following severe earthquake events. The framework is applied to a virtual testbed to highlight its application. Various social and physical parameters are shown to have a substantial impact on the recovery trajectory and the overall resilience of the schools. Key Points: A new framework is devised to estimate the resilience and functionality of K‐12 schools after earthquakesThe framework considers the role played by the society on maintaining the schools' functionalityA Markov chain stochastic model, coupled with dynamic optimization, is used to model the near‐optimal school recovery trajectory of the schools [ABSTRACT FROM AUTHOR]

Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as "educational relationships that support students to feel heard." In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk‐taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research. [ABSTRACT FROM AUTHOR]

'Off‐rolling' is widely defined as the illegal removal of students from a school roll, unlike permanent exclusion, which involves sanctioned formal procedures. It is a practice that brings very different logics, political agendas, governmental imperatives and the associated matter of school leader professional identity into sharp relief. Deviant professional identities have already been discursively constituted, despite the current lack of research into the motivation of senior school leaders who engage in 'off‐rolling'. This article draws on Foucault to explore tensions between a political standards and an inclusion agenda, and to consider how the professional identities of senior school leaders are shaped such that 'off‐rolling' becomes possible. It is suggested that chronic underfunding of the inclusion agenda has combined with what England's Office for Standards in Education, Children's Services and Skills (Ofsted) now describes as an over‐emphasis on academic performance to create unsustainable pressures on many senior school leaders. The descriptor 'contextual roll management' may therefore be more appropriate. The moral outrage which accompanies public and political discourse around 'off‐rolling' is theorised with reference to Apple, Ball and Popkewitz. Such moral indignation distracts attention from the wider socio‐political and economic context within which schools are now required to deliver academic progress and inclusion. We conclude the article by outlining key empirical questions that have yet to be addressed. [ABSTRACT FROM AUTHOR]

This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK. [ABSTRACT FROM AUTHOR]

This article provides an evaluative account of its authors' involvement in three major national improvement initiatives. Set in the context of three of the countries that make up the UK, these developments were focused in particular on the promotion of educational equity. Unusually, the analysis provided compares evidence collected from an insider perspective with data generated through independent evaluations. In so doing, it considers how research and researchers can contribute to system change by using research evidence to influence policy‐makers and practitioners at all levels of the system. The article argues that this requires the coming together of different perspectives in a process of social learning and knowledge creation within particular settings. This means that researchers have to overcome a number of barriers related to social, cultural and political factors. They therefore have to develop skills in creating collaborative partnerships that span boundaries between actors who have different types of professional experience. It is argued that researchers also need to mobilise support in dealing with the pressures that this involves. The article concludes with the presentation of a strategic framework that can be used to think about how school systems can be helped to make better use of research knowledge. [ABSTRACT FROM AUTHOR]

The author describes the results of PISA, including those of 2015 and Japan's reaction, as well as their impact. Highly-ranked in PISA, Japan has always tried to improve its education system. The promotion of reading comprehension remains an important issue and low interest and motivation to learn subjects are crucial problems. The author discusses these questions and reform policies from a Japanese point of view. He explains the latest reform plan which will be implemented in 2020. The Japanese peculiarity in education is referred to in the conclusion. [ABSTRACT FROM AUTHOR]

This article records and documents the historical development of e-learning policies at EU level by conducting a discourse and content analysis of four key e-learning policy documents drafted and implemented by the European Commission over the past 20 years: Learning in the Information Society: Action Plan for a European Education Initiative (1996) , the eLearning Action Plan (2001), the eLearning Programme (2003) and the Lifelong Learning Programme (2006). The themes teased out from the analysis reveal a gradual consolidation of e-learning policy at EU level, indicating the emergence of an increasingly coherent and formal approach to supporting e-learning initiatives for the benefit of actors at Member State level. The forging of a ' European dimension' in e-learning projects represents the hallmark of these EU policies, but it remains to be seen whether the EU institutions will continue to devote similar attention to and place particular focus on e-learning as a distinct policy priority in the years to come. [ABSTRACT FROM AUTHOR]

How can scholars trace the global production and circulation of educational policies? The vertical case study incorporates three elements: 'vertical' attention across micro-, meso-, and macro-levels, or scales; a 'horizontal' comparison of how policies unfold in distinct locations; and a 'transversal,' processual analysis of the creative appropriation of educational policies across time. The second half of the article draws upon an ethnographic study of learner-centered pedagogy in Tanzania to exemplify the vertical case study approach. [ABSTRACT FROM AUTHOR]

This article considers the role of diverse institutions in framing adult learning systems. The focus is on institutional characteristics and configurations in different countries and their potential impact on the extent of adult learning, as well as on inequalities in access to adult learning. Typologies of education and training systems as well as labour market and welfare systems are introduced in relation to specific particularities relevant to adult learning. An emphasis is placed on how institutions that are interwoven into several systems are relevant to adult learning. This is then considered and elaborated in the context of post-Socialist countries in order to highlight important nuances that are relevant to adult learning and skill formation systems. [ABSTRACT FROM AUTHOR]

The transfer of the European educational discourse to particular nation-states is a complex process. The outcomes following this transfer are unclear. This article examines the transfer of the European educational discourse in the Balkans and proposes its richer description through the consideration of the processes of educational democratisation and modernisation over the last 40 years in this area. These processes have facilitated the transfer of the European discourse to each of the Balkan countries, which today is achieved largely through participation in European Union programmes, the voluntary signing of common declarations, and financial backing through European funding. At the same time, there seems to be the general impression that the spread of the European discourse has similar effects on the reform of all the Balkan educational systems. As research interest now focuses almost exclusively on the transfer of the European educational discourse to the Balkans, one can easily surmise from this that the reform of the educational systems of the various countries in the region has a common ideological foundation. However, taking into account the concept of discourse transformation, it is argued here that the European educational discourse is influenced by the implementation of the various national policies. In one way or another, the European standards and brand names have to be filtered through the existing economic, sociological, political and cultural structures of each of the Balkan countries. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyse the nature of the School-based Curriculum Project Scheme (SBCPS), which was introduced into the Hong Kong education system ir 1988. The aims of the scheme were to promote school-based curriculum development (SBCD) designed to meet the learning needs of pupils and to encourage teachers to solve curriculum problems. Overall, the article provides insights into the characteristics of the SBCPS which was introduced into a highly centralized context and was initiated through a highly centralized mechanism, and describes how it was implemented into Hong Kong schools. This underlines the need both to view curriculum policies critically and to recognize the impact that the prevailing culture in schools has on attempts at curriculum innovations. [ABSTRACT FROM AUTHOR]