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In this paper we argue that the complexity of education systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policymakers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers' confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics in other disciplines, which can easily be incorporated by researchers into professional learning programs.

One of the enduring problems in the education system is the gap between theory and practice, where the research to improve teaching and learning is not fully realised in the classroom. This has impacted the effectiveness of education reform. We take a systems thinking approach to better understand the complexity of an education system, which involves multiple stakeholders, each with different levels of power, purposes, and perspectives about what is important. Drawing on an extensive body of research we propose a set of six foundational and five enabling principles that support systemic educational reform. These 11 principles are put forward to provide guidance for decision-makers, researchers and practitioners on how a given educational reform might be more effectively implemented.

This paper reports on research exploring the academic workload and performance practices of Australian universities. This research has identified a suite of activities associated with teaching, research and service, each with an associated time value (allocation). This led to the development of the academic workload estimation tool (AWET). In 2020, to validate the findings, we contacted academics willing to participate further and conducted interviews. We used the AWET to estimate workload for each individual for the previous year and compared it to the workload allocated according to their institutional workload model. Discrepancies were then discussed to ascertain to what extent the AWET was able to capture their work. In general, the participants thought the AWET provided a more realistic estimate of their actual work and highlighted how much is underestimated or unaccounted for by the workload models used within their institutions. It also showed how academic performance policies, focussed primarily on research output, disadvantaged many individuals because they ignored or minimised many scholarly, teaching and service-related tasks inherent in the academic role. Overall, the findings showed the AWET was a useful tool to discuss academic work and assisted them to better capture the complexity and extent of what they did. We offer the AWET as a validated approach for academics to estimate their workload in a holistic and transparent manner. We suggest its implementation institution-wide, along with an aligned performance policy, will facilitate negotiation of reasonable performance expectations. This will rebuild trust in the processes and improve a university's effectiveness.

Worldwide, education jurisdictions are looking for authentic ways to address First Nations perspectives in the K-12 curriculum, including science education. At the same time, there have been ongoing efforts to integrate authentic and engaging approaches to teaching science, including those that are student-centred, inquiry-based, multimodal, and linked to meaningful contexts. Both goals may be realised through the principle of Two-Eyed Seeing (TES), which seeks to integrate the strengths of Indigenous ways of knowing with one eye, and Western ways of knowing with the other eye, for the benefit of all students. This theoretical paper presents a Two-Eyed Seeing for Science Education (TESSE) Framework, which brings together two pedagogical models. One is from a contemporary science perspective, the 5Es representation-rich inquiry approach, which scaffolds authentic student-centred conceptually focused learning experiences. The other is from an Indigenous perspective, the "8 Aboriginal Ways of Learning," which illustrates different ways of knowing--many of which are familiar with First Peoples across the world (e.g., place-based, visual, holistic). The TESSE Framework aims to act as a strengths-based interface between the two knowledge systems to support a culturally responsive approach to teaching and learning science. It is designed to support meaningful connections through curriculum and pedagogy in ways that are contextually relevant to place. Through empirical investigation and in collaboration with local communities, the Framework has the potential to inform current approaches to science education in schools and universities and provide a pathway towards decolonisation and reconciliation.

This paper reports on research exploring the academic workload and performance practices of Australian universities. This research has identified a suite of activities associated with teaching, research and service, each with an associated time value (allocation). This led to the development of the academic workload estimation tool (AWET). In 2020, to validate the findings, we contacted academics willing to participate further and conducted interviews. We used the AWET to estimate workload for each individual for the previous year and compared it to the workload allocated according to their institutional workload model. Discrepancies were then discussed to ascertain to what extent the AWET was able to capture their work. In general, the participants thought the AWET provided a more realistic estimate of their actual work and highlighted how much is underestimated or unaccounted for by the workload models used within their institutions. It also showed how academic performance policies, focussed primarily on research output, disadvantaged many individuals because they ignored or minimised many scholarly, teaching and service-related tasks inherent in the academic role. Overall, the findings showed the AWET was a useful tool to discuss academic work and assisted them to better capture the complexity and extent of what they did. We offer the AWET as a validated approach for academics to estimate their workload in a holistic and transparent manner. We suggest its implementation institution-wide, along with an aligned performance policy, will facilitate negotiation of reasonable performance expectations. This will rebuild trust in the processes and improve a university's effectiveness., Author(s): John Kenny [sup.1] , Andrew Edward Fluck [sup.1] Author Affiliations: (1) grid.1009.8, 0000 0004 1936 826X, Faculty of Education, University of Tasmania, , Launceston, Australia Introduction Ernest Boyer's (1990) [...]

Internationally, much has changed in the governance of universities since the adoption of corporate management approaches. A strong focus on efficiency, productivity and accountability arising from these approaches has been well documented in the literature. Reductions in government funding have caused universities to become more competitive and entrepreneurial. However, little is known about the impacts of these changes on the working lives of individual academics. This paper is part of an ongoing study exploring the lived experiences of 2526 Australian academics who responded to a national questionnaire. This paper builds on earlier work by holistically drawing together the earlier findings which separately analysed the teaching, research and administration/service aspects of their work. In examining the effectiveness of universities through the ability of their academics to undertake their roles, we found the voices of academics that need to be heard in the development and implementation of key policies, such as academic workload and performance, to preserve the essentially self-managed nature of their work. By combining the learning from the project through the literature review, the statistical analysis and themes from the open-ended questions, we developed a set of principles to underpin these policies in universities. These principles can guide universities to shift towards a more collaborative working relationship with academics, based on trust, and actively encourage them to play be more active in institutional decision-making, especially in relation to policies that directly affect their work. These results have implications for improving the productivity of academics and the institutions in which they work.

This study explored academics' and institutional leaders' perception of the empowerment of various actors in Ethiopian higher education institutions. Little is known about university autonomy in Ethiopian higher education in the context of the Bologna Process. Three public universities were selected from the 31 public universities using a stratified sampling technique. A mixed method exploratory research design was employed. The study used descriptive statistics (mean and standard deviation) and inferential statistics (ANOVA and Tukey's posthoc test) for the quantitative data analysis while thematic analysis was used to identify the emerging themes and meanings within qualitative data. The findings of this study showed that the Ethiopian public universities are hierarchal (top-down) in terms of autonomy as power is highly centralized, and the autonomy of the academic units is constrained. Both academics and institutional leaders expressed dissatisfaction with the current situation. They noted the need for more autonomy for the University, which they expected would subsequently lead to them having greater academic freedom. From the findings of the study, there is a critical need for a flexible and responsive system of governance, where academics and institutional leaders are empowered to execute their core activities. University autonomy should be supported by more collegial and less hierarchical systems of governance. The study suggests shared governance or consultative governance for mutual accommodation if Ethiopian universities are to maintain their academic freedom and institutional autonomy and optimize their contribution to national development.

Internationally, much has changed in the governance of universities since the adoption of corporate management approaches. A strong focus on efficiency, productivity and accountability arising from these approaches has been well documented in the literature. Reductions in government funding have caused universities to become more competitive and entrepreneurial. However, little is known about the impacts of these changes on the working lives of individual academics. This paper is part of an ongoing study exploring the lived experiences of 2526 Australian academics who responded to a national questionnaire. This paper builds on earlier work by holistically drawing together the earlier findings which separately analysed the teaching, research and administration/service aspects of their work. In examining the effectiveness of universities through the ability of their academics to undertake their roles, we found the voices of academics that need to be heard in the development and implementation of key policies, such as academic workload and performance, to preserve the essentially self-managed nature of their work. By combining the learning from the project through the literature review, the statistical analysis and themes from the open-ended questions, we developed a set of principles to underpin these policies in universities. These principles can guide universities to shift towards a more collaborative working relationship with academics, based on trust, and actively encourage them to play be more active in institutional decision-making, especially in relation to policies that directly affect their work. These results have implications for improving the productivity of academics and the institutions in which they work., Author(s): John Kenny [sup.1] , Andrew Edward Fluck [sup.1] Author Affiliations: (1) grid.1009.8, 0000 0004 1936 826X, Faculty of Education, University of Tasmania, , Locked Bag 1307, 7250, Launceston, TAS, [...]

When Trump was elected as US President and given the opportunity to implement his campaign promise of withdrawing the country from international climate change agreements, it sparked fears of a knock-on effect of non-commitment from other states that could result in the Paris Agreement's dismantlement. This article examines public opinion – which often influences governments' policy decisions – collected in early 2017 in 38 countries on his proposed withdrawal from international climate change agreements. On top of important individual-level predictors, disapproval of his proposal was higher in liberal democracies and countries that depend less on fossil fuels for electricity. [ABSTRACT FROM AUTHOR]

This article examines the evolution of long-term trends in the prioritization of environmental protection in Britain over a period of four decades. It does so by compiling comparable questions tapping into the same underlying environmental dimension from a range of sources, including historical polling data that has only recently been made available to the research community. At the aggregate level, prioritization largely tracks changing economic conditions as well as key environmental events, with the winter of 2019 showing the highest recorded levels. Furthermore, trends in individuals' willingness to prioritize the environment may not always go in tandem with trends in environmental salience. At the individual level, educational attainment is the only consistently significant demographic correlate over time. However, there is evidence of increasing politicization of the environment, with left–right orientations only becoming an important correlate of environmental prioritization in recent years, in line with rising divergence on the issue at the elite level. [ABSTRACT FROM AUTHOR]

Environmental issues are an important aspect of party competition and voters' political preferences. Yet political behaviour research often considers environmental attitudes as a component of a broader 'second‐dimension' and either subsumes it into this or omits it. Using data from the fifth wave of the European Values Study, we demonstrate through factor analysis that environmentalism loads as a separate dimension across Western Europe, that environmentalism has somewhat different social predictors and that it has important associations with party preference that differ from those of other second dimension issues. Our findings have crucial implications. Firstly, not accounting for environmentalism in studies of political behaviour misses an important part of the picture. Secondly, subsuming environmentalism into a broader 'cultural' dimension may lead to incomplete conclusions about both social predictors and the electoral consequences of political attitudes and values. Thus, allowing for a separate environmental dimension opens up novel perspectives on political representation in Western democracies. [ABSTRACT FROM AUTHOR]

British and English national identities have long been considered to have porous boundaries whereby English individuals consider the terms more or less interchangeable. However, there is no empirical evidence to demonstrate whether primary feelings of either Britishness or Englishness are highly fluid within-individuals or whether individuals are consistent in their perceptions of their British or English identity. This is especially relevant in the post-Brexit referendum context where national identity is highly correlated with Brexit attitudes. Using panel data, we demonstrate that there is a notable degree of fluidity between identifying as British or English. This is higher than the fluidity between other national identities in the UK as well as more fluid than moving between any partisan or EU referendum identities. Remainers are more fluid than Leavers in their Englishness, whereas they are similar in the fluidity of their Britishness. [ABSTRACT FROM AUTHOR]

This paper uses an extensive collection of historical surveys that have only recently been made available to researchers to examine the formation of British attitudes towards the then European Economic Community. It demonstrates that – up until 1967 – the demographic predictors of support for UK membership were unstable. Thereafter, coinciding with the second UK application, these attitudes started to stabilise and harden, with support becoming highest among men, the youngest age cohorts, the middle class and those with greater education. The renewed politicization of the issue in 1967 also coincided with Labour voters becoming significantly more likely to support membership. Following the change in the parties' positions, Labour voters subsequently become substantially less supportive than Conversative voters. The paper thus supports existing analyses on the role of elite cues, while providing new, robust evidence of the change in demographic associations over this formative period. [ABSTRACT FROM AUTHOR]

Objectives Juvenile-onset systemic lupus erythematosus (jSLE) affects 15–20% of lupus patients. Clinical heterogeneity between racial groups, age groups and individual patients suggests variable pathophysiology. This study aimed to identify highly penetrant damaging mutations in genes associated with SLE/SLE-like disease in a large national cohort (UK JSLE Cohort Study) and compare demographic, clinical and laboratory features in patient sub-cohorts with 'genetic' SLE vs remaining SLE patients. Methods Based on a sequencing panel designed in 2018, target enrichment and next-generation sequencing were performed in 348 patients to identify damaging gene variants. Findings were integrated with demographic, clinical and treatment related datasets. Results Damaging gene variants were identified in ∼3.5% of jSLE patients. When compared with the remaining cohort, 'genetic' SLE affected younger children and more Black African/Caribbean patients. 'Genetic' SLE patients exhibited less organ involvement and damage, and neuropsychiatric involvement developed over time. Less aggressive first line treatment was chosen in 'genetic' SLE patients, but more second and third line agents were used. 'Genetic' SLE associated with anti-dsDNA antibody positivity at diagnosis and reduced ANA, anti-LA and anti-Sm antibody positivity at last visit. Conclusion Approximately 3.5% of jSLE patients present damaging gene variants associated with younger age at onset, and distinct clinical features. As less commonly observed after treatment induction, in 'genetic' SLE, autoantibody positivity may be the result of tissue damage and explain reduced immune complex-mediated renal and haematological involvement. Routine sequencing could allow for patient stratification, risk assessment and target-directed treatment, thereby increasing efficacy and reducing toxicity. [ABSTRACT FROM AUTHOR]

This study explored academics' and institutional leaders' perception of the empowerment of various actors in Ethiopian higher education institutions. Little is known about university autonomy in Ethiopian higher education in the context of the Bologna Process. Three public universities were selected from the 31 public universities using a stratified sampling technique. A mixed method exploratory research design was employed. The study used descriptive statistics (mean and standard deviation) and inferential statistics (ANOVA and Tukey's posthoc test) for the quantitative data analysis while thematic analysis was used to identify the emerging themes and meanings within qualitative data. The findings of this study showed that the Ethiopian public universities are hierarchal (top-down) in terms of autonomy as power is highly centralized, and the autonomy of the academic units is constrained. Both academics and institutional leaders expressed dissatisfaction with the current situation. They noted the need for more autonomy for the University, which they expected would subsequently lead to them having greater academic freedom. From the findings of the study, there is a critical need for a flexible and responsive system of governance, where academics and institutional leaders are empowered to execute their core activities. University autonomy should be supported by more collegial and less hierarchical systems of governance. The study suggests shared governance or consultative governance for mutual accommodation if Ethiopian universities are to maintain their academic freedom and institutional autonomy and optimize their contribution to national development. [ABSTRACT FROM AUTHOR]