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"Opportunity to learn" has evolved into an umbrella phrase for describing a large range of settings, resources, structures, and processes. The aim of this study is to develop a conceptual framework that can accommodate a wide range of opportunities to learn, not just those provided by teachers in classrooms. An inclusive framework can bring together diverse studies about opportunity to learn, increasing synergies and uncovering interconnections, and making more visible marginalized forms of learning. It can also be used as a framework for holding governments, education authorities, and policy makers accountable for providing equitable opportunities and conditions to learn. This article presents a three-dimensional conceptual framework of opportunities and conditions to learn (OCL) that captures (a) notions of what opportunities exist and where those opportunities exist and opportunities offered by whom, as well as (b) a spate of conditions that can shape those opportunities. [ABSTRACT FROM AUTHOR]

As the world went suddenly into lockdown due to the COVID-19 pandemic, sending individuals to their homes and shutting businesses and institutions, the closing of schools posed big problems. The majority of the world's children were out of school, leading to the longest sustained period of school closures in history. We saw educators turning towards responses not aimed at collegial and community-engaged strategies for education in an emergency but at online learning cast as education/business as usual. This study explores the logic driving this global response through analyses of the documents released by three key global education actors: (1) the OECD and its paper A Framework to Guide Education Response to the COVID-19 Pandemic of 2020; (2) UNESCO's Global Education Coalition #LearningNeverStops; and (3) the World Bank's Guidance Note on Education Systems' Response to COVID-19; and Guidance Note: Remote Learning and COVID-19. The authors of this article draw on Carol Bacchi's approach to poststructural policy analysis to make visible the key concepts and binaries used within policy texts and to understand the "technologies of saving" that were invoked in each policy response, locating the education programmes, activities and actors within knowledge practices in educational reform. This article explores the World Bank, OECD and UNESCO responses using an analysis of knowledge harmonisation and difference among these institutions as well as their location as key norm-setters and governing actors in the field of education. The authors argue that all three responses privilege private-sector providers of digital technology. The consequence of these responses is that technologies of saving have centred on privatised, corporate edu-business and edu-tech aimed at online education delivery, bringing significant risks for the erasure of local knowledges. The authors' study suggests that local policymakers, including community-based and national actors, must be invited into the discussion to envision other possibilities and to name the potential destructiveness embedded in the international organisations' actions. [ABSTRACT FROM AUTHOR]

This article draws on its authors' experiences of engaging with the narratives of communities in Latin America implicated in the promotion of inclusion and equity in education. It illustrates how the voices of students, teachers, and families can throw light on the challenges involved. In particular, the article shows how their conditions, difficulties, achievements, fears, and hopes can provide a better understanding of their complex realities and help to shape theories of change. Incorporating the views of different stakeholders, the article focuses on the process of enabling people to become critically conscious about their realities, at the same time developing theoretical tools to become more inclusive in their thinking. It argues that inclusive education is a radical political project that needs to be closer to the feelings and knowledge of oppressed people. This means that we must construct new narratives that encourage people to make their own challenges; this, in turn, can contribute to change at the system level. The article proposes a framework that can be used to review the situation in other countries and offers recommendations as to how to introduce it. [ABSTRACT FROM AUTHOR]

A key aim of mathematics teaching is for children to develop appropriate and efficient strategies for solving tasks. The analysis presented in this paper moves beyond the exploration of changes in the strategies that children employ to solve tasks and extends to observation and exploration of changes that occur when their overall solving approach remains seemingly stable. We present an analysis of data from two qualitative studies, each of which combined a microgenetic design with task-based interviews, to examine changes that occur in 5–6-year-old children's verbal reports when solving an additive task, and in 9–10-year-old children's verbal reports when solving fraction word problems. Children's verbal reports were analysed through the lens of the theory of shifts of attention. We found that phases of stability are underlain by dynamic changes in how the same strategy is communicated and conceptualised over a number of sessions and these changes appear to be accounted for by changes related to shifts in the object and structure of children's attention, i.e. what children attend to and how, when reporting on their solving approach. The paper extends the theory by revealing and studying microqualities that underlie different learners' structure of attention during phases of stability in arithmetic tasks. The findings provide new, significant insights for understanding qualitative dynamics of change in learning. Sensitivity to differences and changes in learners' shifts of attention is essential for teachers to make sense of what learners experience and identify opportunities conducive to further learning. [ABSTRACT FROM AUTHOR]

China's higher education system has expanded rapidly since 1999. Exploiting variation in the density of university expansion across provinces and high school cohorts and applying a difference-in-differences model, we estimate the impact of higher education expansion on educational access and attainment with a particular focus on students' family and demographic backgrounds. Results indicate that the expansion of university spots increased both access and graduation rates at 4-year universities, but this improvement was driven by those of higher social status, including males, those with highly educated fathers, han-ethnic and urban students. Females, rural students and those with low-educated fathers also benefited once they were able to graduate from high school. Also, the policy had only a limited effect on the likelihood of graduating from high school. As in other countries, education expansion in China has not led to equal distribution of educational opportunities, and the least socioeconomically advantaged students are missing out. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has overwhelmed healthcare systems worldwide, and a large part of regular cardiology care came to a quick halt. A Dutch nationwide survey showed that 41% of cardiology residents suspended their training and worked at COVID-19 cohort units for up to 3 months. With tremendous flexibility, on-call schedules were altered and additional training was provided in order for residents to be directly available where needed most. These unprecedented times have taught them important lessons on crisis management. The momentum is used to incorporate novel tools for patient care. Moreover, their experience of pandemic and crisis management has provided future cardiologists with unique skills. This crisis will not be wasted; however, several challenges have to be overcome in the near future including, but not limited to, a second pandemic wave, a difficult labour market due to an economic recession, and limitations in educational opportunities. [ABSTRACT FROM AUTHOR]

This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15-18, who were given the opportunity to reflect on the implications of having participated in two different ‘traditions’ of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy. [ABSTRACT FROM AUTHOR]

Information technology (IT) and computing are growing fields, offering far more job opportunities than applicants. Yet, little data are available to indicate how course content, employer needs, and additional learning opportunities work together the prepare graduates to enter the IT workforce. To understand the extent to which learners were prepared to for these highly technical careers, we used text analysis to examine the extent to which course syllabi, job postings, internship postings, and industry certifications from information technology preparation programs at state college and two universities commonly reflected national IT curriculum knowledge areas. Integrated data suggested that while the two-year and four-year programs imparted key technical skills, to qualify employers sought applied, or “soft,” skills such as critical thinking, problem solving, teamwork, and written and verbal communication. These soft skills were more difficult to detect as learning outcomes, but the determination of the extent to which the examined programs foster these skills presents a fertile area for subsequent research. [ABSTRACT FROM AUTHOR]

This study extends research on school choice policy, and on the geography of educational opportunity, by exploring how students understand their school choices and select from them within social-geographical space. Using a conceptual framework that draws from situated social cognition and recent research on neighborhood effects, this study explores the experiences of 36 students seeking admission to high school in Chicago Public Schools, a large urban district that offered 130 high school options the year of data collection. Our findings reveal that students' choice processes were geographically specific, and mirrored spatial patterns of power and privilege in Chicago. This article concludes with a discussion of findings' implications for socially and spatially equitable school choice policy, and for subsequent research on the geography of educational opportunity. [ABSTRACT FROM AUTHOR]

The paper offers to substantiate a claim about the so-called Meritocratic Conception of how educational opportunities ought to be distributed. Such a conception holds an individual's prospects for educational achievement may be a function of that individual's talent or effort levels but should not be influenced by their social class background. The paper highlights the internal tension in the Meritocratic Conception between on the one hand a prohibition on the influence of social class on educational opportunities and on the other a permission to allow unequal educational opportunities on the basis of talent and effort. This tension obtains because individuals' talent and effort are themselves subject to influence by social class. The paper makes a positive case for an interpretation of the Meritocratic Conception that resolves this tension in favour of an egalitarian version, such that social class represents an objectionable determinant of unequal educational prospects even when its influence is mediated through the cultivation of talent and effort. This argument is further supported through an explanation that the character of social class as a systemic social source of the structure of individuals' opportunities makes it an objectionable influence on educational opportunities. [ABSTRACT FROM AUTHOR]

Mobile media break down traditional barriers that have defined learning in schools because they enable constant, personalized access to media. This information-rich environment could dramatically expand learning opportunities. This article identifies and discusses two instructional design theories for mobile learning including the major differences between those theories and other online instructional design theories. It also presents a detailed argument for the use of mobile learning in a particular case study. [ABSTRACT FROM AUTHOR]

Antecedent-based classroom management strategies, including teacher-directed opportunities to respond (TD-OTR), have been identified and studied in the literature, but the link between those practices and student outcomes is still developing. This study describes a within-subject interrupted time-series analysis of the relationship between increased TD-OTRs and student-level behavior and academic outcomes. Results indicate a statistically significant positive relationship between increased TD-OTRs and student academic engagement and disruptive behavior, but not academic achievement based a standardized progress monitoring measure. Limitations and future directions are noted. [ABSTRACT FROM AUTHOR]

As institutions not founded to 'serve' Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations. [ABSTRACT FROM AUTHOR]

The present study investigated the impact of a Science, Technology, Engineering, Mathematics and Health (STEM+H) university-based pipeline program, the Careers in Health and Medical Professions Program, over the course of two summers among predominantly African-American high school students recruited from urban school districts ( N = 155). Based on a mixed methods approach, results indicated that youth made significant gains in both academic and career knowledge. Furthermore, youth generally rated the program's sessions favorably, but also rated sessions with varying levels of satisfaction. The limitations and implications for program delivery and evaluation methods among pipeline programs are discussed. [ABSTRACT FROM AUTHOR]

Access to high-quality educational opportunities is central to growing postsecondary degree attainment. This study employs secondary data analysis of the public-use National Education Longitudinal Study (NELS:88/00) to examine how school context and precollege educational opportunities influence college degree attainment among high-achieving Black males. Findings show that approximately 40 % of high-achieving Black males attained a bachelor's degree or higher 8 years after high school. Binary logistic regression analysis indicates that attending an urban school decreases the likelihood of bachelor's degree attainment. Attending a private school, on the other hand, has the opposite effect-it increases the likelihood of bachelor's degree attainment. Results also indicate that although participating in a gifted and talented program increases the likelihood of bachelor's degree attainment among high-achieving Black males, participating in Advanced Placement has no effect. Implications for educators in K-16 educational settings are discussed. [ABSTRACT FROM AUTHOR]

Peer tutors' behaviour has been stated to have the power to create and increase learning opportunities within peer tutoring programs. However, previous studies have shown that peer tutors struggle to adopt facilitative and constructivist-oriented strategies, as they lean more towards directive and knowledge-telling strategies. This study aims to explore a typology of approaches to peer tutoring by unraveling peer tutors' behavioural strategies and related approaches. Furthermore, it aims to grasp peer tutors' behavioural repertoire in-depth by shedding light on the concerns and challenges they experience while tutoring. Results showed that peer tutors used a variety of strategies but were mainly inclined to adopt answering and directive actions. Their questioning behaviour remained relatively low level in terms of quality. Moreover, three types of peer tutors could be discerned, i.e. questioners, informers and motivational organisers. Finally, although all peer tutors reported diverse organisational, social and didactical concerns and challenges, results showed that different types of tutors struggled with different approach-specific issues and experienced tutoring in a slightly different manner. Taking these issues into account seems crucial for peer tutoring to reach its potential. Implications for peer tutoring programs and training of peer tutors are discussed. [ABSTRACT FROM AUTHOR]

This study examined the individual, class, and school level variability of the students' science achievement. It was hypothesized that there are school or teacher effects which contribute toward explaining achievement differences, besides the student level differences. Owing to the nested structure of the data in Trends in International Mathematics and Science Study, we used the Hierarchical Linear Modeling methodology. Besides the significant effect of engagement, the teachers' teaching certification in science and the topic coverage were both significant factors as were the effect of school SES and availability of remedial and enrichment programs in science. The study makes a contribution to a better understanding of the opportunity to learn variables at classroom and school level in students' science achievement. [ABSTRACT FROM AUTHOR]

We present results on the beneficial effects of compensatory secondary control strategies in a sample who failed the entrance exam at an university. Based on the action phase model of developmental regulation we assumed that failing the exam represents the passing of a developmental deadline. We thus hypothesized that compensatory secondary control is associated with a more positive trajectory of satisfaction with life. Multi-group structural equation models showed that (1) compensatory secondary control was associated with higher levels of and a steeper increase in satisfaction with life in the group who failed but not for the group who passed and that (2) in the group who failed the exam, the slope coefficient indicated a significantly steeper increase of satisfaction with life in those who reported higher compensatory secondary control. These results show that letting go a goal can sometimes be more adaptive than persistent goal striving. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the communicative strategies present in the discourse of patients with dementia of the Alzheimer's type (DAT). No quantitative difference was found in the number of strategies used by the DAT case with moderate-severe cognitive decline and controls. The results also showed the use of turn-taking and theme management strategies. However, patients showed a pattern in which more turn-taking strategies were present. Theme management strategies were predominantly used by the DAT patients with mild to moderate cognitive decline, showing a pattern of hiperactivation of theme management strategies. [ABSTRACT FROM AUTHOR]

This paper considers the measurement of performance in public service provision in an international context by examining outcome-based measures for the education sector. It first sets out the measurement issues in general terms. The paper then applies these methods to comparing the UK experience with that in the US over the period 1979–2002. The results show higher labour productivity growth in the UK education sector than in the US over this time period, so that the UK eliminated the productivity gap with the US by the end of the Century. [ABSTRACT FROM AUTHOR]

In recent years there has been a greater willingness for schools to utilise the availability of parents, para-professionals and peer tutors to assist developing and struggling readers. As a consequence, a number of research studies have focused on the many benefits of tutoring, and have also identified critical elements that have contributed to successful home and school intervention programs. This paper discusses the most recent findings on literacy tutoring intervention practice and its application to the appropriate training of skilled tutors. [ABSTRACT FROM AUTHOR]

This critical ethnography investigates a small group of students who have been labeled as at risk by their schools and have participated in an after-school compensatory program. The study finds that this group, made up predominantly of poor, academically unsuccessful African-American students, partially accepts and ultimately rejects the status attainment ideology promulgated within the program. The students speak a belief in this ideology but fail to act upon it for several reasons discussed in the article. The researcher concludes by positing two different ways in which adults could better represent the interests of these young people: by creating different forms of compensatory education programs or by setting up African-American alternative schools that foster the “education” of these young people. [ABSTRACT FROM AUTHOR]

The authors have distinguished between two broad types of research: studies dedicated to development and testing of theoretical explanations and studies seeking to generalize observed effects to settings of interest. Wirier (1999 [this issue]) argues that the goal of making research conducted by marketing academics more relevant can be served by coupling theory studies with effects studies. Outcomes observed in the former type of study would gain external validity firm the latter While this notion has much intuitive appeal, the authors believe it is flawed. Generalizing the effects obtained in theory testing research by conducting additional effects studies using realistic data, such as scanner data, fails to take into account that theoretical explanation is not inherent in any set of data. An alternative view is offered in this article in which theoretical explanation serves as the basis for solving real-world problems and is the appropriate focus of business school education. [ABSTRACT FROM AUTHOR]

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disordes (EBD). A primary consideration in this decision is the restrictiveness of the setting yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of the Scale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student profess and program outcomes. [ABSTRACT FROM AUTHOR]

The article discusses a host of environmental factors that influence the compensatory process of children with learning disability. It also focuses on what takes place inside children and the interdependence between their emotional life and their compensatory efforts. It has been viewed in the article that children do not get over a learning disability, rather they learn how to compensate for it. The foundation of the compensatory process is the children's emotional reaction to having a problem and whether or not they can channel their energy toward productive rather than counterproductive efforts to deal with it. Trying to understand the emotional reality of a learning disability, the theoretical focus of the article is on behavior, family systems, and cognitive development. This theoretical framework depends on ego psychology. The emotional reality is viewed in two ways: the impact of a learning disability on the child's self-concept and self-esteem, and the potential impact a learning disability has on a child's ability to handle his or her feelings.

Presents a case study on the costs of compensatory programs for educationally disadvantaged students focusing on an urban high school in Texas. Definition of compensatory education; Development of a site-based compensatory education student identification process; Cost of site-based compensatory education programs.

Outreach education at the University of Portsmouth Dental Academy is providing a valuable platform to offer students 'micro-educational opportunities'. Some of these are highly innovative experiences, which allow senior students across the dental team to take short periods of time away from the clinic to broaden their life experience. The maturity of senior students generates a significant added-value to their educational experiences with minimal loss of clinical time. Another important outcome, which echoes the Marmot review on Health Inequalities (2010), is the population of the City of Portsmouth, particularly the socially deprived, gain better access to oral health advice, prevention and treatment. Our experience suggests these opportunities enhance the undergraduate experience, equipping our new colleagues for a professional life in a changing and challenging environment. [ABSTRACT FROM AUTHOR]