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A repeated crossover experiment comparing learning among students handing in pen-and-paper homework (PPH) with students handing in web-based homework (WBH) has been conducted. The system used in the experiments, the tutor-web, has been used to deliver homework problems to thousands of students in mathematics and statistics over several years. Since 2011, experimental changes have been made regarding how the system allocates items to students, how grading is done, and the type of feedback provided. The experiment described here was conducted annually from 2011 to 2014. Approximately, 100 students in an introductory statistics course participated each year. The main goals were to determine whether the above-mentioned changes had an impact on learning as measured by test scores in addition to comparing learning among students doing PPH with students handing in WBH. The difference in learning between students doing WBH compared to PPH, measured by test scores, increased significantly from 2011 to 2014 with an effect size of 0.634. This is a strong indication that the changes made in the tutor web have a positive impact on learning. Using the data from 2014, a significant difference in learning between WBH and PPH for 2014 was detected with an effect size of 0.416 supporting the use of WBH as a learning tool. [ABSTRACT FROM AUTHOR]

Due to the proliferation of information available online and through academic libraries, students are increasingly reading from the screen. Academic documents can be long and complex, requiring sustained concentration to read deeply. This paper reviews current literature on the advantages and disadvantages of electronic and paper media for academic reading. Theoretical and empirical research into screen reading in academic institutions falls broadly into the following categories; reading and comprehension theory, the effect of a document’s platform, design and tools on reading, and screen versus paper research studies. These categories inform and provide the structure for this review. This paper concludes by considering how academic librarians can manage their collections and deliver library services in response to recent screen reading research. This overview of the literature on reading theory, the platforms and tools integral to reading electronic documents, and screen versus paper reading research, will enable academic librarians to make more informed collection management and library service decisions. [ABSTRACT FROM PUBLISHER]

This case study investigated how 23 students adapted to using a completely online textbook in lieu of a traditional paper text. All were enrolled in a single advanced MSW practice course. A variety of adaptation styles evolved. The students' primary strategy was to revert to making paper copies when permitted to do so instead of reading the assigned materials online. While a few students adapted to the electronic textbook, most generally did not because of interface design, time constraints, and study strategies. Implications for further research on relying completely on electronically-distributed reading materials are discussed. [ABSTRACT FROM AUTHOR]

The author describes two learning activities for teaching economics at the advanced undergraduate level: a May American Economic Review (AER) papers seminar and an analytic project. Both activities help students learn to "do economics." The May AER papers seminar promotes in-depth synthesis and interpretation on the basis of printed session papers of the American Economics Association's annual meetings. The seminar relies on four structured components: a session-choice process, an advance question and answer exercise, a seminar discourse strategy, and a critical impact paper. The analytic project requires independent formulation and solution of a problem. Components include a procedure to write the project report, an oral class presentation, a listener-response exercise, and feedback in two phases. [ABSTRACT FROM AUTHOR]

Psychosomatic obstetrics and gynecology (POG) encompasses a wide variety of topics. While specialists in this field agree that it is important for practicing clinicians to be familiar with psychosomatic issues related to women's health, there is no consensus about the best practices for teaching and assessing this knowledge, or even which are the topics that should be included. By examining existing literature on educational methodology, this paper aims to suggest best practices that are proven useful in teaching issues related to POG. The paper considers learning objectives for what should be taught, recommendations as to best practices for curriculum delivery, and suggestions for how to assess learners' ability to meet the objectives. Establishing guidelines for teaching POG may be useful for learners at different levels and in various settings. [ABSTRACT FROM AUTHOR]

The authors provide a guide to the thinking of the editorial collective for the Content section of the Journal of Economic Education (JEE). They discuss the type of papers they are looking for, what in their view constitutes a good paper, and how their review process works. They also provide some examples of what works (and what does not). Although they focus specifically on Content articles for the JEE, many of the general issues discussed may carry over to other sections of the JEE and to journals more generally. [ABSTRACT FROM AUTHOR]

The authors address two informal writing assignments implemented in introductory economics classes. One assignment involves students writing short reflection papers, and the other assignment involves students writing short journal entries for a designated period of time. Both assignments are designed to help students realize that economics is directly pertinent to their daily lives. Pedagogical issues related to both the benefits to students and the benefits and costs to faculty who implement the assignments are discussed. These assignments can provide beneficial insights to newer faculty members, who are adjusting to university and local community life, and contribute to developing new course material of perceived relevance to students. [ABSTRACT FROM AUTHOR]

The article presents the author's commentary on the theories of development underlying the Educational Sector Policy paper of the World Bank. The two main aims of education according to the paper are as follows: contribution of education to the achievement of social justice and role of education in economic development. The author criticizes the strategies derived from the new theories of development which link the achievement of economic development and social justice. According to him, it does not follow from the newer theories of development that equality will contribute to economic development. He also claims that the paper makes the methodological mistake of attempting to derive policies directly from descriptive social theory.

Without achieving gender equality for girls in education, the world has no chance of achieving many of the ambitious health, social and development targets it has set for itself. (UN Secretary-General Kofi Annan, March 2005) [ABSTRACT FROM AUTHOR]

Traces the evolution of the elementary PROTEACH teacher education program. Goal of the program; Key features of elementary PROTEACH; General structure of the program; Thematic focus; Factors influencing the implementation and revision of PROTEACH.

The booming development of digital technology has promoted economic growth and a new round of growth in the income levels of residents. However, the uneven development of digital technology and the existence of the digital divide have led to the fact that urban and rural residents do not enjoy the dividends of income growth brought by digital technology equally. This paper analyzes the relationship between digital technology and the urban-rural income gap and finds that the development of digital technology will narrow the urban-rural income gap, but it shows a non-linear "inverted U-shaped" trend. At the same time, the current level of digital technology is still low and has not yet crossed the inflection point of the "inverted U-shaped" curve. With the continued development of digital technology at its current level, the urban-rural income gap will further widen. [ABSTRACT FROM AUTHOR]

Thousands of term papers, essays, research papers, and theses are available from the Web for free or a fee. Some online paper mills have specific sections for social work. Countless other websites provide excellent information that can easily be stolen and pasted into papers. The best prevention approach is education. Help students develop accurate and in-depth working definitions of plagiarism. Most people agree that the primary problem is that students do not really understand the meaning of plagiarism. Determining whether students' work is entirely their own or whether it has been electronically boosted by unquoted sources or a paper mill is a difficult task. Unambiguous detection and confirmation become the primary tasks. Three approaches are possible: directly investigating theft by search, use of a detection service, and routine analysis via plagiarism-detecting software programs. A professor can directly search on the Web for suspect prose by using search engines. This usually consists of directly copying a short sample of the suspect prose into a search engine and looking for its mirror counterpart.

Presents a comment from the author on the work of Mark Ashton, commenting the former's article "Education for Capability: A Critique." Views on conceptual analysis; Concept of a person's capability to fulfill his tasks and responsibilities; Discovery of a hidden message in the author's work in what Ashton cites as a highly satirical passage.

The article focuses on the World Bank's Education Sector Policy Paper, which highlights issues and trends in the development of education. It examines the relationship between education and development. The significance of education can be shown in the following ways: education as a basic need; education as an instrument to support programs designed to meet other basic needs and education as an activity that sustains overall development. Meanwhile, a set of problems that affects educational development include equality in educational opportunities; internal efficiency of educational systems; management of educational systems and source of funds for education.

Identifies policy issues that tend to be neglected in the debate on the future of the educational system in the KwaNatal region of South Africa. Conflict of visions; Constitutional limitations on education; Regional rights; Structural inequality.

The article reports on the development and use of behavioral objectives for improving the field experiences in student teaching presented by the Directors of Student Teaching at the State of Illinois Colleges and Universities, both private and public institutions. A form of position paper regarding this importance issue was made to present the opinions of the directors. The behavioral objective is to examine narrowly the work of the beginning teacher and focus attention on defined skills and behaviors to be achieved. The development and use of behavioral objectives are one approach on the problem of making pertinent efforts on improving the teaching education.

The article focuses on developments relevant to education in Great Britain as of October 1973. Nigel Grant, reader in education at the University of Edinburgh, joined the Editorial Board of "Comparative Education" magazine. The eight session of the Standing Conference of European Ministers of Education was held in June 1973, which focused on "The Educational Needs of the 16-19 Age Group." UNESCO released its latest publication "Present Problems in the Democratization of Secondary and Higher Education." The Schools Council and the Standing Conference on University Entrance published the Working Paper 46, entitled "16-19: Growth and Response, 2. Examination Structure" and Working Paper 47, "Preparation for Degree Courses."

The article discusses some changes in the World Bank's Educational Policy Paper. According to the author, the 1974 and 1980 Educational Sector papers of the World Bank show some major shifts of emphasis in its attitude towards educational development in less developed countries. Some changes include: emphasis on the internal functioning of educational institutions; support on software faculties such as economics and management and recognition of the difficulties associated with manpower forecasting. Lastly, the paper suggests the development of educational policies geared towards a balanced educational system, where all school levels and all kinds of curricula have their place.

Teacher wellbeing and teacher resilience are frequently used constructs when discussing and researching teachers' work and lives. However, these terms are often used interchangeably and without clarification, highlighting a need to strengthen both conceptual clarity and understanding of the relationship between wellbeing and resilience in teacher research. To address this need, our discussion paper examines how teacher wellbeing and teacher resilience have been conceptualised and introduces an integrative model that aims to elucidate the relationship between the two. First, we reviewed papers that addressed teacher wellbeing as well as teacher resilience during the last 10 years. In terms of their relationship, we identified four different positions. The most prominent position was that teacher resilience supports the maintenance and development of teacher wellbeing. Second, based on these findings, we developed the Aligning Wellbeing and Resilience in Education (AWaRE) model to specify the relationship between the two constructs and the key aspects of a resilience process. We explain the framework, the individual components of the model and outline the crucial role of appraisals and emotions within the resilience process. We also discuss how this model contributes to the field and may be used as a framework for future research. The AWaRE model describes a resilience process that is embedded in contextual as well as individual challenges and resources. Within the process, the individual teacher aims at maintaining, restoring and developing their wellbeing. Further research is needed, including empirical validation of the model across the teaching profession. However, the AWaRE model is proposed as a useful tool that can help to clarify the constructs of resilience and wellbeing in educational contexts, and can assist educational practitioners to better understand the resilience process. [ABSTRACT FROM AUTHOR]

This paper describes the design and implementation of a political advocacy project in an Organic Chemistry II course. The advocacy project was designed to demonstrate that organic, green, and sustainable chemistry can be applied outside of laboratory and industrial settings to help solve issues related to environmental sustainability. After the instructor identified pending state legislation relating to sustainability, students read and summarized the bill. After class discussion, students did further research into questions raised in the discussion and prepared talking points. The talking points were developed into a white paper or postcard in advance of a class trip to the state capitol to share the views with legislators. Student reflections indicated a positive experience with advocacy, a greater understanding of environmental issues that affect them, and better awareness of how they can affect change. [ABSTRACT FROM AUTHOR]

Discusses the evolution of progressive education. Factors drawing the unification progressive educators; Conditions constituting progressive education to flourish; Explanation on the types of progressive education.

This paper primarily aimed at examining the influence households' demographic characteristics on the level of their financial literacy in Tanzania. The paper employs secondary data from the FinScope survey conducted by Financial Sector Deepening Trust (FSDT). To do so, the study employed both bivariate and multivariate analytical techniques. The study, reveals that the adult population exhibits large financial literacy gap- and, therefore, adults should not be considered as a homogenous group- rather gender, age, education and income levels of the households, which are showcased in this study, to also be taken into consideration while designing financial literacy improvement public initiatives. In particular, the study concludes that men are more inclined to have higher levels of financial literacy than women something which limits their financial decisions making ability. It is also concluded that younger households and those with higher income levels are equipped with higher financial literacy levels. Likewise, more educated and employed households tend to have higher levels of financial literacy. It, therefore, follows that programs to foster financial knowledge among households should be targeted at marginalized groups like women, the elderly and those with low incomes and educational attainment. As the main contribution of the research, it is highlighted that this is a pioneer study in the Tanzanian context, by proposing a model that identifies which socioeconomic and demographic factors influence the propensity for a low or high financial literacy level. [ABSTRACT FROM AUTHOR]

Presents a summary of one of the most troubling situations, sure to evoke de ja vu in most instructors who teach fresh men students to write formal research papers. Diagram that help understand the concept of constructing the jigsaw puzzle; Using sources creatively in a research paper as compared to solving a jigsaw puzzle; How students understand the concept of the jigsaw puzzle assignment, a mini research paper.

The unmatched growth in available jobs, given the rising youth population, is a major concern for policymakers in sub-Saharan African countries (SSAs), particularly Ghana. The weakness in the link between education and the needed skill by the industry, has been labelled as the cause of rising unemployment and prolonged unemployment duration in Ghana. This paper presents new evidence on the effect of education and skill—language, computer and numeracy skills—on unemployment duration in Ghana using the Skill Towards Employment and Productivity (STEP) skill dataset collected by the World Bank in 2013. The study employs Cox's Proportional Hazard Model to examine the effect of education, language, computer and numeracy skill on unemployment duration. We found that education reduces the duration of unemployment in general. However, the effect is higher for exiting salaried work compared to self-employed jobs. Proficiency in computer, English or Ewe reduces the duration of unemployment. In particular, we observe that individuals highly skilled in computer use are 34.4% more likely to exit unemployment compared to those without computer skills. Interestingly, the effect of computer skills is through channels other than formal education. [ABSTRACT FROM AUTHOR]

In 2015, the Programme for International Student Assessment (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students' text responses to eight reading items from the paper-based study in 2012 to text responses to the same items from the computer-based study in 2015. Two response features - information quantity and relevance proportion - were extracted by natural language processing techniques because they are crucial indicators for the response process. Showcasing potential differential relationships, we additionally examined gender differences. Modelling effects of the round of assessment, gender, and response correctness on the response features, we analysed responses from 15-year-olds and ninth-graders in Germany. Results revealed differences in the text responses between the rounds of assessment in that students included more information overall in 2015, and the proportions of relevance varied substantially across items. As the study investigated the mode change in PISA's natural (not experimental) setting, the differences could mirror cohort trends or design changes. However, with the evidence reported, we conclude that the differences could indicate mode effects. [ABSTRACT FROM AUTHOR]

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England. Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teachereducationmodel does not fit within the teachertrainingviewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms. Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper,The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered. Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. [ABSTRACT FROM PUBLISHER]

Despite agriculture being the largest employer of young people, South Africa faces a youth unemployment crisis. The youth are increasingly disinterested in agriculture and often view it as a last resort in the absence of alternative employment opportunities. This paper explores strategies to change these negative perceptions and attract young people to agriculture. Drawing on twenty-two studies conducted over the past decade, national grade 12 statistics, University enrolments, yearbook reviews, and twenty job advertisements, I identify five key areas for intervention. First, the youth interested in agripreneurship need support to access financial and physical resources. They also need training offered jointly by tertiary institutions and the government. Second, agricultural education in primary and secondary schools will likely attract and retain youths to agriculture. Third, we need to reform the education system at all levels to ensure holistic student development opportunities, including the technical and soft skills required by agricultural sector employers. Fourth, our marketing strategies need reform; collaboration with the media is necessary to increase awareness and change youths’ perceptions about agriculture and agricultural careers. Five, we need to strengthen the role of agricultural associations to bridge the gap between the agricultural sector and secondary and tertiary education institutions. [ABSTRACT FROM AUTHOR]

Comments on the paper "Primary Education in the Eighties" that looks at the practice of primary education in Scotland. Principles that underlie the practice; Reasons why the position document by the Scottish Consultative Committee on the Curriculum on "Primary Education in the Eighties" is in question; Apparentness of the doctrine of liberal education on the document.

Background: Reflecting increased cross-disciplinary interest in the significance of the body in education, this paper considers that a greater appreciation of John Dewey's conceptualisations of experience and habit would benefit contemporary theory- and practice-related concerns. Sources of evidence and main argument: The paper draws upon pragmatist-informed epistemological insights into the nature of experience and the habitual body from John Dewey. In doing so, the paper highlights how embodied experiences could become more central to realising a diverse range of educational goals. These include contexts where students appreciate that embodied learning practices can play a reconstructive part in shaping their identity, as well as the culture and school environments they share with others. Conclusion: The paper concludes by exemplifying and critiquing some conceptual possibilities which recognise the benefits of intensifying bodily experiences and cultivating related habits in everyday contemporary schooling. [ABSTRACT FROM AUTHOR]

The author evaluates the Research Assessment Exercise (RAE) designed to provide a periodic review of the quality of research in higher education institutions. It is designed to be peer reviwed by a panel of experts chosen from the relevant research community. Several criticisms against REA include the quality across the panels and its effects on research and teaching.

There is a growing recognition in the fields of public health and medicine that social determinants of health (SDOH) play a key role in driving health inequities and disparities among various groups, such that a focus upon individual-level medical interventions will have limited effects without the consideration of the macro-level factors that dictate how effectively individuals can manage their health. While the health impacts of mass incarceration have been explored, less attention has been paid to how the "war on drugs" in the United States exacerbates many of the factors that negatively impact health and wellbeing, disproportionately impacting low-income communities and people of colour who already experience structural challenges including discrimination, disinvestment, and racism. The U.S. war on drugs has subjected millions to criminalisation, incarceration, and lifelong criminal records, disrupting or altogether eliminating their access to adequate resources and supports to live healthy lives. This paper examines the ways that "drug war logic" has become embedded in key SDOH and systems, such as employment, education, housing, public benefits, family regulation (commonly referred to as the child welfare system), the drug treatment system, and the healthcare system. Rather than supporting the health and wellbeing of individuals, families, and communities, the U.S. drug war has exacerbated harm in these systems through practices such as drug testing, mandatory reporting, zero-tolerance policies, and coerced treatment. We argue that, because the drug war has become embedded in these systems, medical practitioners can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and by becoming engaged in policy reform efforts. A drug war logic that prioritises and justifies drug prohibition, criminalisation, and punishment has fuelled the expansion of drug surveillance and control mechanisms in numerous facets of everyday life in the United States negatively impacting key social determinants of health, including housing, education, income, and employment. The U.S. drug war's frontline enforcers are no longer police alone but now include physicians, nurses, teachers, neighbours, social workers, employers, landlords, and others. Physicians and healthcare providers can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and engaging in policy reform. [ABSTRACT FROM AUTHOR]

Urban projects are developed partly to solve local problems but often have wider aims to influence policy and practise. However, there is very little long-term evaluation carried out, and few systematic efforts to link the experience gained in project development and implementation to wider learning and capacity building. I have written this opinion piece based on my experience both in practise in the public and private sectors and in teaching and research. The paper is divided into three parts. First, why urban projects and programmes are important for learning and capacity building. Second, how we learn from projects and the opportunities and barriers to learning. Third, how we could increase learning by explicitly including learning objectives in project planning and evaluation, strengthening links between practice and learning, and improving long-term access to project materials with learning potential. [ABSTRACT FROM AUTHOR]

Presents the author's method in dealing with the students' procrastination in doing their research papers. Ill-advisedness of imposing deadlines; Success of the method.

Reports on the findings of a research on high school activities that prepared students to write in college in the U.S. Criteria in evaluating writing ability of the students; Types of writing assignments; Views of the students on the significance of writing evaluations for college preparation.

Background: The Asenze study has the long-term goal of promoting better physical, cognitive and psychosocial functioning of children in a rural area in KwaZulu-Natal, 50 km from Durban, with a view to planning interventions to promote growth and development for very young children. The specific objective in this paper was to provide information for the Child Health and Development project of the Valley Trust to assist with intervention planning. The broader goal was to assess developmental delays in communities ravaged by the HIV epidemic. The Asenze study was designed in two phases from 2008 and 2012. The current paper reports on 1 581 4–6-year-old children in the baseline phase (2008–2010) in the five adjacent tribal areas in the study area. Method: The participants included all the 4–6-year-olds whose parents had consented to inclusion in the project and their caregivers. Data were derived from a brief questionnaire administered in the homes of participants, and subsequently from medical and psychological assessments of the children and their caregivers at the Asenze clinic. The association between child factors and other factors (geographic area, socioeconomic status (SES), parental level of education, the child's preschool education) on the one hand, and the child's cognitive performance (as measured by the Grover Counter and subtests of the KABC-11) were analysed. Linear regression models were employed to determine which predictor variables of interest in a model were associated with the children's cognitive scores as the dependent variables. Results: Based on the data, the principal factors associated with children's cognitive outcomes were height-for-age z-score (HAZ), preschool education and the area of residence. Generally children who had low cognitive scores were more often stunted (as defined by the WHO anthropometric tables), had not had preschool education, and came from areas less favourable in terms of local infrastructure and access to employment opportunities and arable land. Conclusion: The finding from this cross-sectional analysis of baseline data showed that in addition to height for age and preschool education, which are commonly thought to impact on cognition, the local authority area where the children lived was associated with their scores on cognitive tests. This has implications for intervention planning. The functioning of local government in promoting the type of community development that will protect the rights of children should be taken into account. [ABSTRACT FROM AUTHOR]

This paper deals with utilizing tablets for university education incorporating group activities. Ideathons for undergraduates were held in 2017 and 2018 at Ehime University, Japan. When holding an ideathon, we had to meet some requirements such as appropriate and prompt team organization considering interest and characteristics of the students. In order to meet those requirements, tablets were distributed to students and faculty members. The tablets were used for organizing teams, answering a survey, sharing files, and using the Internet. As a result, we received positive feedback from the students in the survey conducted after the ideathon. [ABSTRACT FROM AUTHOR]

This article discusses the problems which arise in the planning and organizing of educational indicator systems. If a person wants to assess the effect of a certain measure, program evaluation can not be substituted by social indicators as usually conceived. Social indicators can not either give much guidance in the day-to-day planning in intermediate levels of the administration. What social indicators can do is to give a kind of gross evaluation of a number of measures usually taken under a period and of unforeseen and unplanned changes as well, to indicate if the development is taking desired directions. A danger of an indicator system of the type closely affiliated to administration is the sectorization and institutional bias likely to manifest itself in concentration on means available to the bureaucracy in question. This is an advantage as to manipulability of means but as disadvantage as to seeing the whole range of alternatives. In a social-indicators-project the ideal would be indicators of knowledge and skills in the whole population, instead of educational indicators aimed primarily at evaluating the institutionalized school system and its effects on the minority of the population affected by it.

To assess the merits and demerits of the content of Culp's educational programme, the paper does three things: First, it discusses whether Culp's defence against conceivable objections manages to effectively dispel the charge of cosmopolitan arrogance. Second, it spells out one implication of epistemic modesty, which Culp considers a core competence to be imparted by citizenship education. Third, it reflects upon the tricky task of motivating individuals to comply with the demands of justice. Taken together, the paper argues that Culp's case is impressively strong but nevertheless tends to suffer from a rationalist constriction. It does not leave sufficient room for tradition in private life and public reasoning. This rationalist constriction is problematic from a normative philosophical, and especially a practice-oriented viewpoint. [ABSTRACT FROM AUTHOR]

Despite providing objective, benchmark statistics on the condition and progress of US education since 1867, the National Center for Education Statistics has been the center of scrutiny over the last dozen years for its lack of resources and agility as well as for its diminished stature and autonomy. Motivated by the COVID-19 pandemic exposure of NCES’ bureaucratic hurdles, Congress’ interest in reauthorizing the agency and its umbrella organization, and the 2022 National Academies’ report, A Vision and Roadmap for Education Statistics, we explore legislative changes and attendant administrative actions that would contribute to building the trust of respondents who provide data to NCES and users who depend on the agency’s products; our paper offers recommendations to that end.  [ABSTRACT FROM AUTHOR]

I have argued that citizenship tests are not, in principle, unjust, were they to accurately test the acquisition of those particular aspects of local history and vocabulary necessary for participation in the local political community. Daniel Sharp disagrees, and argues that such tests are always unjust; they impose unjustifiable burdens against all and only migrants seeking admission to political citizenship. In this paper, I defend the possibility of a just test. I argue, first, that the burden on prospective citizens is not an undue or unjust one, were we to have some reason available to us by which that burden might be justified; and, second, that some such reason is available, given the relevance of local knowledge to political discourse – a relevance acknowledged in both current law and in theories of public reason. [ABSTRACT FROM AUTHOR]

Discusses the benefits of Groupware, a generic term for network-based software design for student learning activities. Features of the software; Theoretical justification on the use of groupware; How to use the tool.

This paper examines the problem of world hunger and discusses potential solutions to it. It reflects on the debate about whether transgenic foods should be used, which is more of a social controversy than a scientific one. Sustainability is considered a key driver for innovation that can be used as a basis for assessing the problem of hunger in the world, and the question is inseparable from its ethical aspects. Given that economic growth does not directly equate to human development, this paper states that it is necessary to address the problem of poverty and hunger from the capacity development framework according to human rights. Poverty causes disability by limiting human development; it creates the conditions for the violation of human rights; therefore, an institutional framework and social initiatives aimed at protecting the poor should be established. Finally, the main lines of research in the field of biotechnology are outlined, such as the development of genetically modified organisms and the need to continue defining methods, based on the development of capabilities. Such capabilities should be embedded in educational programmes, to establish guidelines that are incorporated into curricula as transversal orientations to be able to make sustainability a social reality. [ABSTRACT FROM AUTHOR]

Appropriately disseminating results to children are important because it respects the role they played in the research process. Clearly conveying complex messages to children, however, can be challenging and take a substantial amount of time for researchers. This paper reports on the results dissemination processes and accompanying critical reflection, that occurred during Neighbourhoods for Active Kids study – a community-based health research project with 1102 children aged 8–13 years residing in Auckland, Aotearoa/New Zealand. The results dissemination items included: an individual physical activity and food-purchasing behaviour summary, school physical activity and food-purchasing behaviour summary, colouring-in poster, a video, comic, results booklet, school summary report and school data. The results from critical reflection have been developed into five tips for disseminating results to children. The tips are: consult with children and incorporate their feedback throughout; allow space for change and adaptation; meet children where they are at in the digital world and in the physical world; it's OK to ask for help; and be careful of the words you use. Findings can be used to inform results dissemination activities across a range of social science disciplines. [ABSTRACT FROM AUTHOR]

The authors describe the establishment of a group that encourages doctoral students to write for publication while focusing on the quality of their written work. They detail the steps taken in starting the group, describe the group's internal review process, share results of an evaluation of the group's first year, and discuss implications for other social work programs wishing to nurture publication productivity. [ABSTRACT FROM AUTHOR]

The article comments on the Educational Sector Policy paper of the World Bank. The paper explores the educational problems in developing countries. The author compares it with the 1974 paper of the Bank, claiming that the present paper is more clear in terms of recognizing the complexity of the social and political forces at work on the educational scene in developing countries. However, he criticizes the paper's view of the purposes of education. He suggests that it lacks diachronic perspective on the processes of growth and adjustment in the past.

This article discusses the role of the foreign-language press in migrant integration. In studying transatlantic migration in the nineteenth century, one might analyse the rhythm of economic growth in the principal sending countries of Europe and attempt to find a relationship between the course of migration and the changes in pace of American economic development. One might also relate the findings of such an economic analysis to a set of demographic data showing. The results of such a study would be of interest to students of select disciplines like economics and demography. There is, however, a large body of social sciences including, for instance, history, sociology, social psychology, criminology and social geography, which contribute special tools for the study of cultural factors affecting the volume and direction of international migrations. Emotional attachments to a community and to acquaintances, to a culture or language, to political and social institutions or to a way of life must be considered as factors inhibiting Trans-Atlantic movement and affecting the adjustment of migrants in the U.S.

Background:Knowledge about the brain has been growing rapidly since the 1990s as a result of developments in neuroscientific research linked to improvements in functional neuroimaging and other brain imaging technologies. As the brain is the ‘principal organ involved in learning’ (1), it would seem reasonable to assume that education should be one of the chief beneficiaries of this research, leading to advances in our understanding of how people learn, the development of new curricula and innovative teaching and learning approaches. However, the linkage between neuroscience and education has, historically, always been weak, and, we suggest, continues to be so, notwithstanding important research initiatives since the year 2000. Purpose: The purpose of this paper is to critically explore current theoretical understanding of joint neuroscientific and educational research, herein referred to as ‘neuroeducational’ research. There is a particular focus on a critique of the transdisciplinary model as applied in a study of imitation in learners with autism. Main argument and sources of evidence:The review of the literature in the first half of the paper identifies the key barriers to neuroeducational research, including neuromyths, lack of shared understanding, the problem of the translation of neuroscientific findings to schools and clashing research assumptions, methodologies and traditions. However, a model of transdisciplinarity is presented as a possible way forward. This model is tested in the second half of the paper against the experiences of the authors in conducting transdisciplinary research in autism and imitation in the secondary classroom. Here, we develop the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ to structure our analysis of the various dimensions of the transdisciplinary research process. These new concepts are defined, and their relevance and utility explained. Conclusions:The main conclusion of the paper is that the transdisciplinary research process within neuroeducation is complex, far from fully understood and requires further mapping. It is proposed that the concepts of ‘transfer affordances’, ‘transfer challenges’ and ‘transfer opportunities’ are useful theoretical ideas in pursuit of this aim. [ABSTRACT FROM PUBLISHER]

The article presents an analysis to define the term "educational studies." Looking at a series of conferences held in the summer and autumn of 1977, that some kind of definition might result from considering such conferences. Firstly, there was the seventh world congress of the International Association for the Advancement of Educational Research at Ghent, Belgium, in July. Some fifty nationalities were present at this meeting so possibly it was not the ideal occasion for seeking an agreed definition. In fact, though the congress had a central, unifying theme, 'Self-Realization through Education', the plenary papers almost served as illustrations of the variety of approach to educational studies in different areas of the world. From Poland came emphasis on the search for quality of life and the place of art in education while from the U.S. and Canada came a complex review of aims, objectives, innovations, methods, numerous research findings. Individual papers in discussion group sessions offered equally rich variety, ranging from educational television for adults in Quebec, Canada through Yoruba myths and pupils' understanding of science concepts to school counselling in Iran.

Education and training in global health and social justice is crucial to ensuring the next generation of health professionals are poised to tackle the pressing issues of our time. To develop and implement an intensive summer course on global health and social justice for high school students at the University of Southern California. This paper reviews the course aims and curriculum, its implementation both onsite and online, and reports on student course evaluations and long-term student outcomes. Student satisfaction with the program was extremely high, which endured when the course went virtual during the COVID-19 pandemic. The most popular elements of the course included interactive, game-based activities and guest speakers. Many students reported that the course motivated them to pursue higher education and careers in global health or related fields. More universities should consider offering summer programs or other extension programs targeting high school students in order to meet the increasing demand for global health education. Recommendations for implementing global health courses for younger learners include having an interdisciplinary focus with a range of topics and diverse perspectives; provision of scholarships to allow low-income students and students from abroad to participate; prioritizing the integration of active learning and experiential educational opportunities; and incorporating debriefing and reflection as integral parts of learning. [ABSTRACT FROM AUTHOR]