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In order to address the paucity of research on Chinese teachers and to foreground their 'Other (ed)' ways of knowing and experiencing, this paper draws on interviews with 15 host country Chinese teachers from three internationalised schools in China. Specifically, this paper explores the participants' pathways into internationalised schooling. These pathways include an attachment to the local, a way to escape the vicissitudes and precarity of private language school teaching, a (re)entry point for teachers returning to China after studying/working overseas, and a vehicle for social mobility. The findings suggest that host country teachers as a group are far more diverse than has been assumed, with many of teachers migrating into internationalised school teaching from other educational sectors (such as language tutoring) or non-educational sectors (such as I.T.). The findings have implications for educational policy making for internationalised schooling in China, particularly in terms of notions of professionalism and what this might mean within the context of internationalised schooling.

Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and burnout; differences in stress and burnout across different demographic groups within the profession; as well as the contributing role of intrapersonal and environmental factors, particularly, emotion regulation, subjective well-being, and workload. Results showed over half of the sample reported being very or extremely stressed and were considering leaving the profession, with early career teachers, primary teachers, and teachers working in rural and remote areas reporting the highest stress and burnout levels. Conditional process analyses highlighted the importance of emotion regulation, workload and subjective well-being in the development of teacher stress and some forms of burnout. Implications for educational practice are discussed.

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.

Science education is believed to be a vital tool for individual and societal development at large. The persistent low levels of students' achievement in sciences at the various public examinations in Nigeria have continued to draw the attention of major stakeholders in education. This study examined academic achievement of Senior Secondary School students in biology and gender difference in students' achievement was examined. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred (200) students, selected using stratified random sampling procedure from the Science secondary schools in Kano state Nigeria. The data collected were the students' performances in biology achievement tests. The data were analysed using descriptive statistics and independent-sample t-test. Overall results showed that the test internal consistency reliability is low and unsatisfactory; the students performed below average (M=47.02, SD=16.493 (47%). Similarly, gender difference exists in biology performance with another significant difference between performance of urban and rural school students. The study concludes that, biology test used in Kano state qualifying examinations to assess students potential ability in biology is not a reliable measurement tool and that, academic performance of students in biology is unsatisfactory and evidence of differential performance between gender and schools locations. The implication for measurements and evaluation of learning as well as recommendations has been discussed.

This study sought to collect URLs (web addresses) of all K-12 schools in the United States (N = 98,477) and analyze website home page system and service data for all available U.S. institutional websites (n = 65,899). Building upon previous research related to Web 2.0 educational potentials, this first-of-its-kind study sought (a) to provide descriptive results of system and service adoption and website data for all schools in the United States and (b) to detect theorized differences based upon school demographics and service/system type (e.g., open source vs. proprietary). Results indicated that proprietary and purchased systems were much more common than free and open systems, that adoption patterns were generally not meaningfully influenced by demographic data (except for charter school status), and that K-12 institutional adoption of Web 2.0 seems to be more focused on educational uses of these tools that might not strictly be considered pedagogical (e.g., community outreach).

Demographic and income disparities may impact food accessibility. Research has not yet well documented the precise location of healthy and unhealthy food resources around children's homes and schools. The objective of this study was to examine the food environment around homes and schools for all public school children, stratified by race/ethnicity and poverty status. This cross-sectional study linked data on the exact home and school addresses of a population-based sample of public school children in New York City from 2013 to all corner stores, supermarkets, fast-food restaurants, and wait-service restaurants. Two measures were created around these addresses for all children: 1) distance to the nearest outlet, and 2) count of outlets within 0.25 miles. The total analytic sample included 789,520 K-12 graders. The average age was 11.78 years (SD ± 4.0 years). Black, Hispanic, and Asian students live and attend schools closer to nearly all food outlet types than White students, regardless of poverty status. Among not low-income students, Black, Hispanic, and Asian students were closer from home and school to corner stores and supermarkets, and had more supermarkets around school than White students. The context in which children live matters, and more nuanced data is important for development of appropriate solutions for childhood obesity. Future research should examine disparities in the food environment in other geographies and by other demographic characteristics, and then link these differences to health outcomes like body mass index. These findings can be used to better understand disparities in food access and to help design policies intended to promote healthy eating among children.

Electronic media has a powerful impact on everyone's life today, particularly younger generation of students. They are addicted to electronic media especially the 'monster', Internet, mainly through mobile phones. They are totally immersed in the mobile phones being unaware of what is happening around them at that particular moment. Recently, we came across students who played deadly online games like 'The Blue Whale Challenge' and 'Momo' which ended in taking the life of students. This could have been avoided if the students had avoided the use of internet and if their parents were "media literate". This was the background of this proposal. The students should spend more time on studies so that they can score good marks, improve their knowledge and understand about the society. The students should be aware of what is happening in and around the society they live in. This can be done by reading daily newspapers and most importantly electronic media like Television, Radio and internet connected mobile phones in a purposeful way. The social problems like honor killings, gender inequality, sanitation and cleanliness, pollution etc and their happenings are easily and quickly available to them. The students should use this opportunity and update themselves and analyze the good and bad effects of each. This proposal studies the impact of electronic media in relation to social awareness among high school students in Coimbatore District.

This study focuses on comparing the growth trajectory of border and non-border school districts regarding their fifth-grade students' performance on a standardized reading test. Using a growth hierarchical linear model, we investigated the effect of time, school location, and their interaction on students' reading performance through the State of Texas Assessment of Academic Readiness (STAAR) reading test in five recent school years. It was found that border school students lagged behind in reading at the initial stage when STAAR was first administered. As time went by, the gap between border and non-border district students' reading performance remained. Implications for teaching pedagogy and research are discussed regarding the preparation of border district students to become bilingual, bicultural, and biliterate.

This study contributes to the growing body of research concerning the strategic geographic positioning of traditional charter schools (TCS) in urban areas and their segregative effect by considering economist Michael Porter's concept of business clusters, in which businesses 'cluster' to maximize their potential profit and to gain access to a customer base. Using a mixed-methods approach, we use geographic information systems (GIS) to perform an Average Nearest Neighbor Analyses (ANNA) to determine if charter and public schools (TPS) cluster in Ohio's Cleveland Metropolitan School District (CMSD). We analyze school enrollment data and the local census tracts using MANOVA to compare the characteristics of TCS and TPS and produce maps of the results. Consistent with other research, we find evidence of increased segregation. The ANNA and MANOVA results indicate that TCS are more clustered than TPS and they tend to locate outside of the poorest communities with higher concentrations of Black and poor individuals.

Pre-school ages, which is the period of rapid development of all developmental areas, is the stage in which children acquire visual perception ability and this ability acquisition process accelerates between the ages of three and seven. Visual perception that accelerates during childhood, is an important factor for academic and motor skills which are essential for school success. In this research, it is aimed to examine visual perception levels of preschool children according to various variables. The research was conducted through the survey model. The study population is consisted of children aged 5-6, who are attending preschools affiliated to the Ministry of National Education in Kadiköy, Maltepe, Besiktas and Sariyer districts on Anatolian and European sides of Istanbul. The sample of the study consists of 114 children aged between 5-6 years and who study in preschools affiliated to the Ministry of National Education in these districts. The "Visual Perception Scale for Preschool Period" and personal information form were used to collect data for the study. Data were analyzed with Mann Whitney U test and Kruskal Wallis one-way analysis of variance. According to the results of the findings, while preschool children's visual perception levels do not differ according to the gender, age and duration of education variables; there is a significant difference in favor of high-middle socio-economic level based on the socio-economic level variable. The findings are discussed in the framework of the relevant literature.

Purpose: Many teachers make assessment and evaluation without taking into account the preferences of the students. However, for a qualified assessment and evaluation activity, it is very important to take into account the individual differences, individual needs, and choice of exam types when determining the type of exam. This study seekeds to determine examination-type preferences of 4th grade primary school students and whether these differed depending on gender, and the location of the school, and to reveal the reasons of students' preferences related to examination types. Methods: The study group of this relational research model was composed of 208 4th grade students. Convenience sampling was used to determine the study group. In this study, "Examination-Type Preference Questionnaire" was used to determine the examination types preferred by students while "Interview Form" was employed to find out the causes of their examination-type preferences. To collect the data of the study, quantitative and qualitative research methods were applied. Findings: It was determined that students preferred multiple choice tests most whereas they preferred written examinations least. It was also determined that there was no significant relationship between examination types preferred and gender of students, and location of the school. Implications for Research and Practice: Studies that will make use of other variables should be carried out related to examination-type preferences. In addition, a similar study on a larger sample can be used to determine alternative assessment and assessment competencies of classroom teachers.

Using a dataset that matched applicants to graduate programs at a regional university who were admitted but chose not to attend to a section of students who did choose to attend, this research investigates the factors involved in students selecting a graduate program. The distance to a university was not a factor in the student's decision, even controlling for the selection of an online program. The cost of attendance and the quality of the program were important factors in the selection of a graduate program. Analysis of the survey data revealed that applicants experienced much indecision during the application process. Potential students are uncertain about which program is best for them, whether they can afford graduate school, and if a graduate degree program can fit into their current lifestyle. The results of this study may inform the graduate admissions and recruiting process to help find suitable matches between students and programs.

School choice research has provided some initial understandings of how parents choose schools. Parents' school options are bounded to differentiated choice sets--the menu of school options that parents construct when making school selections. The geographical location where families live and schools are located and families' race and class differences appear to play a role shaping the constriction of choice sets. In this article, we describe a theoretical framework to address two limitations of research on school choice sets: limited attention to students with disabilities and dichotomization of space and place. We advance a framework that fuses critical notions of space with critical notions of disability and race. This framework allows theorizing on how the construction of school choice sets is shaped by structural and individual factors related to the interactions of students' race and disability and geographical location.

This research examined the impact of school location on teaching and learning through a case study of two urban, two rural and two remote Fijian secondary schools. A total of 48 semi-structured interviews were conducted: 16 from each category of urban, rural and remote. Each school was represented by three teachers, three heads of department and two administrators. The study established that rural and remote schools often face different challenges to their urban counterparts: geography, poverty and funding influence the quality of education. Leadership support and adequate resources are the key to breaking the over-reliance on traditional methods of teaching and enhancing student classroom interest and participation. Finally, just as schools serve different communities, geographical location impacts on external links, cooperation and professional exchange and development. Understanding the impact of school locality on teaching and learning in Fiji should benefit other developing nations and the educational community at large.

Values are concepts that influence and direct individuals' behaviors. Because values directly influence society's structure, values education also takes an important place. Both children's games and values education have a structure that can diversify values education and make it entertaining during learning. In this study, it was aimed to reveal the perceptions of classroom teachers regarding values education with children's games. Within the scope of this aim, 272 classroom teachers were investigated for their perceptions. The study adopts a survey model and is of a descriptive quality. In the investigation of the study results, it was stated that teachers could conduct values education with children's games and children's games could be used in the educational environment as well as the fact that computer games make individuals antisocial. Additionally, the teachers who participated in the study stated that games ensured acting according to facts by filtering events and cases from a logical process, provided creative and innovative thinking and expressed that teachers should know what games mean for children and how important games' influence is in their development. The participating teachers also reported that children's games include many elements of values that we brought from past to present and they reflected the cultural values of society.

Employing concepts of place and space, we consider the implementation of Early College initiatives in two small school districts in Ohio, situated in very different regions of the state. One is a rural district near the foothills of Appalachia, and the other is a small town district on the shores of Lake Erie. The paper examines data collected through a state-wide evaluation project. Our analysis suggests that where a school is located matters to the kinds of resources, opportunities and constrains it has for implementing state programs. Resources like transportation, access to college partners, and even proximity to other school districts made important differences to how these school districts implemented the Early College program. Given the variable conditions of school districts in Ohio and other states with a large number of rural and small city school districts, state policy makers should consider flexible implementation plans and variable levels of support.

The Recognized American School Counselor Association Model Program (RAMP) designation aims to acknowledge school counselors who deliver comprehensive data-driven programs. However, there is little research to date that examines RAMP schools and associated factors with this designation. Therefore, we compared the characteristics of schools that earned the RAMP designation with a random sample of schools without this designation to examine if differences exist. Data was accessed using the Elementary/ Secondary Information System through the U.S. Department of Education. The results indicated that non-RAMP schools in this study were more likely to: (a) be eligible for Title I; (b) be located in city, rural, and township communities; and (c) have fewer students and full-time equivalent employees. Furthermore, non-RAMP schools had higher rates of students eligible for free or reduced lunch. The development of support mechanisms for the RAMP-seeking process for these schools may be beneficial along with further research on this topic.

The purpose of the study was to compare self-leadership behaviors of Thai and U.S. elementary teachers using the Revised Self-Leadership Questionnaire. Findings indicated that Thai and U.S. elementary teachers had self-leadership behaviors at a high level. Significant differences in self-leadership behaviors were found for Thai teachers regarding two demographic variables, and for U.S. teachers regarding four variables. The study identified strengths related to the cultures of each group of teachers that were seen as potential benefits to the other group. These strengths provided the basis for recommendations related to professional development and teacher training.

To help build capacity among PK-12 school leaders and policymakers whose decisions can impact rural settings, often without full understanding of the nuances most salient to rural places, this study asked (1) To what extent do education researchers account for geographic locale in their reporting? (2) Do highly ranked journals account for geographic locale in their reporting more readily than education research in general? Hybridizing three systematic approaches to literature review--rapid, mapping, and scoping--the study examined a population-level dataset of nearly 109,000 school-focused, peer-reviewed articles in ERIC during a 10-year period and dove deeper into 4,001 articles from highly ranked journals. Overall, we found that more than 85% of the literature base ignores geographic locale entirely. Next, we revealed stunning overrepresentation of city/urban schools, proportionality in towns, and underrepresentation for suburbs, but especially clear neglect for rurality and remoteness. Furthermore, more than 90% of the few studies that invoked "rural" never defined the term. Ultimately, our findings support recommendations for school leaders and policymakers to only employ research that clarifies the 'who' and 'where' of studies, aiding their determinations of whether research can be adapted for--or should be entirely discounted from--local use. We also advocate that researchers embrace geographic locale as an essential, measurable school characteristic; standardize use of National Center for Education Statistics' Urban-Centric codes as a definitional framework; and avoid imaginary urban-rural dichotomies.

This study, which aims to investigate some potential effects derived from the adoption of performance-oriented funding in the higher education system, is focused on competitive allocative mechanism to provide universities with the staff recruitment budget in the Italian Higher Education System using panel data spanning the period 2012-2018 for 58 public universities. Results show that the geographical area in which universities operate influences their capacity to increase performance and thus financial resources. Indeed, universities located in Northern areas, the wealthier part of Italy, received a higher amount of resources than those located in the rest of the country. These findings reveal the key role played by external factors, which are beyond the control of management, in universities' capacity to achieve better performance. Results also suggest that policy-makers should identify the correct trade-off between the quest for higher performance within the Italian Higher Education System and equity in resource allocation.

Children who live abroad with their parents are exposed to a wide diversity of cultural and educational influences. They face various challenges as they live in a different country and experience a different culture. It is therefore important to understand their perceptions with respect to factors that could potentially enhance their satisfaction with schooling and subsequent positive engagement. The main aim of this paper is to understand what factors lead to school experiences of secondary school expatriate Indian students which in turn could lead to their better engagement. Data were gathered relating to perceptions of 1786 expatriate Indian students experiencing secondary education in the Sultanate of Oman with respect to organizational support, teachers' support, peer support, school satisfaction and student engagement. Correlation and regression analyses carried out on this data revealed that variables including organizational support, teachers' support, and peer support were highly significant in predicting school satisfaction of these students. It was also revealed that there exists a highly significant relationship between school satisfaction and student engagement which is not moderated by the location -- rural or urban -- of the school.

Introduction: Motivation plays a central role in teachers' instructional practices. Teaching quality and teacher effectiveness contribute positively to student achievement. In line with this, teachers face several tasks in their profession, and they exhibit various motivational levels consisting of different motivational constructs, such as intrinsic, introjected, identified, external motivation, and amotivation. Therefore, this study aims at revealing Turkish EFL teachers' motivations towards the work tasks of class preparation, teaching, and evaluation of students, which all teachers have to conduct in their profession. Methods: To collect data, Work Tasks Motivation Scale for Teachers was used. The sample consisted of 1786 EFL teachers teaching throughout Turkey in all types of schools and locations across seven geographical regions. Results: The quantitative data revealed that motivational constructs vary according to the work tasks of class preparation, teaching, and evaluation of students indicating that teacher motivation has a multifaceted nature and is a non-uniform construct. Discussion: The results indicated that Turkish EFL teachers did not value the task of classroom preparation, while the task of evaluation of students seemed to be valued. Gender-based differences also indicated that female teachers had higher amotivation and external regulation levels towards classroom preparation and teaching despite their higher levels of intrinsic motivation towards evaluation of students. In addition, considering age variable, the younger group of EFL teachers were found to be more intrinsically motivated towards teaching and evaluation of students compared to the older groups while being more amotivated towards the task of classroom preparation. Limitations: Despite the high number of the participants, the findings of the study are limited to the analyses of quantitative data as the main source. Conclusions: The findings of the study indicated that EFL teachers working in all regions and cities of Turkey demonstrated high levels of a) amotivation towards classroom preparation, b) introjected regulation towards teaching, and c) intrinsic motivation towards evaluation of students. Moreover, EFL teachers' work task motivations displayed variations based on their gender, their age, the location and the type of their school. Further research could investigate potential reasons for the differences in EFL teachers' motivation levels while further increasing the reliability of the results by integrating qualitative data through interviews, observations, or teacher diaries.

Teacher turnover is widely understood to be among the most pressing challenges facing the American public education system. Who and where are the mid-career teachers who choose to stay in the profession? Why do they stay? Researchers need to attend to these questions to inform both national dialogue and local actions regarding how to retain and sustain mid-career teachers who positively impact student learning. This quantitative study explored mid-career teachers' responses to the 2015-2016 National Teacher and Principal Survey to ascertain if certain demographic factors (e.g., race, school location) and school climate and teacher attitudinal factors (e.g., job satisfaction, career pathway and opportunities, support from administrators and/or sources beyond school leaders and colleagues, and influence over school policy) affect a mid-career teacher's decision to remain in the teaching profession. Findings indicate that mid-career teachers (5 to 20 years of teaching experience) in a secondary setting are significantly more likely to intend to stay in the profession than their peers in an elementary setting, and non-White mid-career teachers (Black/African American, Asian, Native Hawaiian/Other Pacific Islanders, and Native American/Alaskan Native) than their White peers, respectively. Suburban mid-career teachers are more likely to express a desire to remain in the profession than their counterparts in urban, town, and rural settings. Related to the climate and attitudinal factors, mid-career teachers with more positive perceptions of school climate are more likely to remain in the profession. The most important factor in mid-career teacher retention is the teacher's level of satisfaction with workplace conditions that directly impact teaching.

Less than one-third of dual enrollment participants choose to matriculate with the host institution after high school, especially at a community college. Using Perna's college choice model, this qualitative study explored how dual enrollment participation shaped students' choice to attend the host institution the semester after high school graduation. The findings suggest that students particularly appreciated the supportive faculty. Additionally, the participants selected the host institution because of the environment, ability to save money, location, the gained momentum, and the available programs and transfer opportunities. The study's findings add to the dual enrollment literature and provide insight for community college administrators seeking to recruit former dual enrollment participants.

In research on math self-concept (MSC) formation, very few studies have juxtaposed the effects of math grades, math ability, school-average math grades, and school-average math ability. However, these factors are important in enabling Taiwanese senior school students to achieve proper MSC and choose a suitable academic track. Thus, the present study aimed to model the relationship of these factors with MSC. The study also examined the gender effect and school location (rurality) effect. The sample contained 1,196 10th-grade students from 31 senior high schools in Taiwan. A doubly latent multilevel linear model was adopted to account for both sampling and measurement errors. The results suggested that math grades relative to the school-average math grade are key in MSC formation. There were school location and gender effects but no significant interaction between gender and school-level math grade or ability. These effects are discussed, as are the implications in practical settings.

Purpose: This study aims to analyse the efficiency of public higher education institutions (HEIs) through teaching and learning (T&L), research and technology (R&T) and social responsibility (SR) activities. It also aims to assess the external factors influencing the efficiency of T&L, R&T and SR, and influence of this efficiency on sustainable regional economic growth and innovation intensity. Design/methodology/approach: The empirical approach is based on a two-step data envelopment analysis to compare the efficiency of 23 Portuguese public HEIs, using a Tobit regression, to assess the influence of the factors affecting HEI efficiency which in turn affects regional sustainability and innovation. Findings: The results lead to the following conclusions--HEIs with better SR efficiency are situated in large urban centres; an insular location is positively associated with HEIs' T&L and SR efficiency; HEIs' T&L and SR efficiency positively influence regional gross domestic product (GDP); and HEIs' R&T efficiency positively influences R&D in regional GDP. Practical implications: This study offers implications in the domain of sustainable regional growth. The study recommends that the policies of HEIs should concentrate on developing activities that meet the needs of the region. It also emphasizes the need to invest in recruitment of qualified lecturers and researchers, and creation of relevant PhD positions. The study also emphasizes the need for government actions to consider the most disadvantaged regions and create infrastructure to attract new companies and people. Originality/value: This study contributes to the existing literature on the efficiency of HEIs by considering the efficiency of not only T&L and R&T but also SR. It also analyses the influencers of both HEIs' efficiency and regional development.

This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it is at the local school-level that reform agendas can and should be directed by the pedagogical and innovative work of educators. We focus on 'relational pedagogy' because it offers opportunities to enact school-wide reform and enhance the professional capacities of educators as pedagogical innovators. Contemporary education reform agendas are best situated and registered within school sites and relational pedagogy stands as a deeply contextualised provocation for enacting school renewal.

This article examines the future as a technique of government aimed at controlling young people's relationships to the present. It analyses the futures deemed feasible in a school located in a border area affected by the Colombian armed conflict. Based on ethnographic data collected primarily between 2013 and 2014, this study highlights the future's regulatory nature and the types of commitments it seeks to generate in students. By examining the ideas and practices that align students' horizons with state needs, this research reveals the tensions between an institutionalised future packaged as a rural entrepreneurship project and students' aspirations for geographical and social mobility.

Based on intensive interviews with 39 participants across four geographically and politically diverse public institutions, this study describes the concept of "student political fluency," the core category developed using constructivist grounded theory. The development of political fluency reflects the expertise a student has based on their political knowledge and actions, informed by their salient social identities, and contextualized by their desired political outcome(s). Four phases frame the development of student political fluency within the collegiate environment, including politically motivating experiences, cognitive negotiation, applying political identity(ies), and political identity congruence. Informed by the new concept, implications for policy and practice draw attention to optimal strategies and tactics that encourage equitable forms of campus-based political pedagogy leading to the realization of a politically dynamic and inclusive campus climate, which can contribute to a range of desirable individual and societal outcomes.

This study extends research on school-based teacher collaboration from single country to comparative settings in Chile and Portugal. Based on interviews with school teachers and principals, the study focused on collaboration engagement and factors conditioning its modalities and depth. Findings indicate that more than country differences and between school differences, collaboration factors and experiences vary according to teacher perception of its value, collective efficacy, school culture/practices and leadership, and in Chile by rural/urban location. Collaboration forms rarely involve more than mutual learning based on sharing of experience. However, involvement in school-based external projects engage teachers in deeper forms of collaboration. Available spaces, time, work-load, systemic policies, testing/accountability are limiting factors.

Anti-immigrant hostility continues to rise throughout multicultural societies. Building on segmented assimilation theory, in this manuscript I examine whether anti-immigrant sentiment might decrease school performance of immigrant children using the case of California, the state with the largest population of immigrants in the United States. I find a negative association between an increase in anti-immigrant sentiment at the community level and academic performance of immigrant students. This finding has broad implications for our understanding of immigrant educational experiences. It is also especially relevant at a time when multicultural societies are struggling to incorporate immigrants successfully into their economic, social, and political spheres.

This study explores how to optimize and improve the strategical development of urban schools in China from a policy analysis perspective. Geographically, urban school layout emphasizes the regional distribution of schools, which is affected by the geographical environment; Economically, urban school layout involves the adjustment and allocation of students' sources, educational funds, educational facilities and other elements. In terms of policy, urban school layout is the result of mutual consultation among different stakeholders, which is related to the flow of students and teachers, the satisfaction of students' needs and the educational needs of families. The strategical development of urban schools refers to a set of technical and management procedures applied to planning the spatial distribution and characteristics of schools, which can be applied to match the development of schools with the distribution of the school-age population and promote the achievement of educational policy objectives.

As environmental education and sustainability education play a fundamental role in training citizens who are more aware of global change and more environmentally responsible, organic learning is a recommended alternative learning experience for young children. This article describes how one kindergarten class in South Korea applied organic learning to their curriculum and illustrates its effectiveness and practicality via the example of cotton planting. Geographically, this school is surrounded by forests and rivers within walking distance. Therefore, nature, ecology, and the environment are well integrated into their curriculum. The kindergarten facilities include 15 small gardens where students and teachers plant a wide variety of flowers, trees, and plants. Students have unlimited access to the gardens for observation and exploration. As a result, children remain engaged in active interactions with nature throughout the year.

This study examines which school factors schools report influence their (dis)continuation of lesson study, a professional development initiative, and how after a four-year, cross-school lesson study project ends. To examine this, the framework on three types of school factors (features of employment, malleable school processes and fixed school characteristics) and the concept of organisational routines are used. Semistructured interviews were held with 21 teachers and 15 school leaders from the 14 schools who participated in the project. Findings show schools reported nine school factors that influenced their (dis)continuation of lesson study after the project: five features of employment (part-time appointment, turnover, (un)planned leave of absence, work location and beginning teachers), three malleable processes (policies on improvement, scheduling and school finances), and one fixed school characteristic (school size). School factors were reported to constrain schools from making lesson study a repeated practice in the school, performing its core features, and ensuring collective attendance. Two narrative portraits revealed that the simultaneous occurrence of school factors made continuing with lesson study especially complex and limited schools' ability to move beyond shortened and simplified initiatives to more rich and meaningful professional development.

The internationalisation of educational trajectories has emerged as a new form of cultural capital in education systems. Research suggests that the 'international capital' offered by language enrichment programs has become appropriated primarily by middle- and upper-class families investing in new forms of educational distinction. However, little is known about the appeal of international capital to different class fractions. In this paper, I draw on Bourdieu's theory of class and administrative data on French students and schools to examine the role of international certification in class practices of school choice. The analysis reveals that specific fractions of the upper-middle and upper classes are over-represented in schools offering international certificates. I use the findings to discuss the role of family resources and education system structures in the making of educational strategies. I conclude by highlighting the importance of empirically grounded analyses of the sociological significance and limits of international capital in education.

In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago's Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that CPS should interrogate who these programs are positioned to serve. We suggest the need for researchers, educators and advocates to be vigilant about their Latina/o/x communities' access to DL education.

This study empirically examines different factors that influence students to select universities in the UAE. The primary data were collected based on a survey of students at two public universities -- United Arab Emirates University and Zayed University, as well as three private universities -- New York University, Abu Dhabi University, and Alain University. The data were analyzed using an ANOVA test, an exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) using SPSS and Smart PLS software. This study found high reliability and validity of the scale under five dimensions, which determine the student's choice of the university. The findings show that several factors, such as the academic reputation, grants and funding, location and proximity, facilities and services, promotional and marketing channels, drive students' choices for studying at universities in UAE. This finding will help the administrators of private and public universities in the UAE, in particular, and other regional and international universities, in general, address the growing competition among the institutions of higher education. It will also help policymakers to design effective policies and strategies to make the UAE an international education hub.

The Post-9/11 GI Bill represents significant public investment in and commitment to veterans who have served in the armed forces and those who will serve in the future. Recent studies have examined its effect on veterans' college participation. In this study, Liang Zhang uses data from four waves of the National Postsecondary Student Aid Study between 2004 and 2016 to examine the effect of the Post-9/11 GI Bill on veterans' college choices. This analysis finds, most notably, that veterans who received federal education benefits attended colleges in more expensive locations after the implementation of the bill. Moreover, a greater proportion of veterans attended private for-profit institutions instead of public institutions. Also, the bill had no significant impact on choices in terms of institution level as measured by four-year versus two-year colleges, Carnegie Classification, or program type (online versus in-person).