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Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross‐sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps. [ABSTRACT FROM AUTHOR]

Students who have dependent children are 'relatively invisible in the policy and physical spaces of universities' (Moreau and Kerner, 2015: p.4), are 'ignored or only briefly mentioned' in governmental communications (Moreau, 2014: p2), and are impossible to track in terms of entrance to, performance at, or attrition rate from, higher education. There is no obligation on institutions in England and Wales to compile data on their students' family circumstances (Moreau, 2014), and as such student-parents at such institutions can remain unidentified and unsupported throughout their higher education journey. With the aim of adding urgency to the calls to take the first step in supporting student parents, this paper uses Hopkins' (Hopkins, R., 2019; 2022a) 'What is? What if? What next?' method to stimulate conversation about this overlooked cohort, and to visualise the ways in which studentparents could be supported and celebrated by their institutions if they were visible participants in higher education. The article underlines why the higher education sector should collect data on student-parents ('What is'); presents a vision of the university of the future which collects data from, and thus is able to support and celebrate, its student-parent population ('What if'); and urges higher education institutions, in the absence of a national requirement to do so, to compile data on an institutional level which in turn facilitates the retention, progression, achievement and satisfaction of this committed and motivated cohort ('What next'). [ABSTRACT FROM AUTHOR]

Controversial topics may be uncomfortable for teachers to include in their in-class discussions. However, there are considerable cognitive and social-emotional benefits to engagement in controversial conversations, or classroom discussion about controversial topics. It is critical that teachers support students in respectful discussion to help them develop skills such as problem solving, critical thinking, and the ability to consider issues from multiple perspectives. These skills can enable students to meet larger educational goals such as engaged citizenship. The goal of this article is to highlight the benefits of controversial conversations in the classroom and describe teaching approaches that facilitate effective controversial conversations. First, we identify important factors for teachers' consideration in supporting effective and beneficial controversial conversations. Second, we provide examples of topics of conversations that may be appropriate for students of varying ages. Third, we review how the structure of conversation, scaffolding, classroom context, relationships, and students' individual differences can shape controversial conversations. [ABSTRACT FROM AUTHOR]

Social participation is an important factor for students' socio-emotional/academic development. The literature on the topic discusses four domains in this regard: friendships, interactions, social acceptance, and self-perception of social inclusion. It shows that marginalized groups (e.g., students with behavioral problems/learning deficiencies/physical disabilities) are experience difficulties in those domains. Little, however, is known about the effect of a migration background (one of the most commonly marginalized groups) in this context. Therefore, self-ratings and peer ratings of 818 fourth graders (148 with a migration background, defined by their first learned language not being German) were assessed. The results of the ANOVA indicate that students with a migration background show a decreased level of friendships, interactions, and social acceptance. Gender effects on self-perceived social inclusion were also found. This suggests that social participation is a rather complex concept, which is also impaired for marginalized groups due to social factors like a migration background. Highlights: Friendships, interactions and social acceptance are negatively affected by a migration background. Self-perception of social inclusion is not affected by a migration background. Self-perception of social inclusion is negatively affected by Gender (boys). Social participation is impaired for students with a migration background. [ABSTRACT FROM AUTHOR]

A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. Purpose: The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Method: Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10–14, M = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. Results: A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures F(1,74) = 15.00, p <.01, partial η2 =.17. Overall school climate scores were statistically significantly greater in the intervention group (F(1,74) = 19.22, p <.01, partial η2 =.20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. Conclusions: A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty. [ABSTRACT FROM AUTHOR]

Educational research has shown that academic achievement and peer relationships are associated from early school years, where friends play a significant role in influencing students' school adjustment, attitudes, and behaviors. The present study examines how individual academic performance is associated with friendships among 240 5th and 6th graders. The information on students' friendships, academic performance, gender, popularity, and social preference was collected in a convenience sample from 8 classrooms of 2 private-subsidized schools in Santiago, Chile. Longitudinal social network analysis (RSiena) was used to study the co-evolution of academic performance and friendship dynamics, by assessing simultaneously selection and influence processes, and by incorporating social status covariates (popularity and social preference) as moderators of friendship selection and influence. Results showed that friendships were more likely to occur between same-sex peers and between students with similar social status. Regarding social influence, friends influenced individual's academic performance. Moreover, socially preferred students were more likely to be influenced by friends' academic performance, but the same did not occur for popular students. These results might suggest that socially preferred students' attributes (cooperation, reciprocity, and high-quality friendships) would facilitate the influence of academic performance. In contrast, popular students would be less sensitive to their friends' academic performance focusing instead on salient behaviors (e.g., aggression). The findings underline the importance of understanding social network dynamics in educational settings. [ABSTRACT FROM AUTHOR]

Research in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students' social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this. [ABSTRACT FROM AUTHOR]

When in children's lives do gaps by family socioeconomic status (SES) in cognitive skills emerge, how large are they before children enter school, and how do they develop over schooling? We study the evolution of achievement gaps by parental education from birth to adolescence in Germany. We exploit data from fifty-seven tests taken from the age of seven months to sixteen years by the National Educational Panel Study. Because Germany has one of the most stratified education systems in the Western World, we hypothesized that achievement gaps will grow particularly during tracked secondary schooling. However, our findings show that SES gaps emerge and expand long before children enter school and then remain stable throughout their school careers. Because gaps stop growing, we tentatively conclude that schooling decreases inequality in learning by family SES. [ABSTRACT FROM AUTHOR]

Any advancements we pursue in education will be most effective if we simultaneously work to support students' physical, mental, and emotional well-being. [ABSTRACT FROM AUTHOR]

Previous research has shown that there is a link between usage of strengths and various positive outcomes, such as finding meaning and happiness in life. In our present study, we aimed to find out how usage of strengths is connected to general happiness with school-related factors as mediating variables. 418 Finnish students aged 10–16 filled a self-report questionnaire consisting of measures of usage of strengths, school engagement, school-related happiness and general happiness. A structural equation model was built to investigate the relationships between the variables. It turned out that 53% of students' overall happiness could be explained by the model. Usage of strengths was both directly and indirectly related to general happiness, emphasising the importance of using one's strengths in schoolwork. [ABSTRACT FROM AUTHOR]

The study examines the prevalence of emergent professional identity (PI) among different groups of higher education students as well as the determining factors in the formation of PI. Drawing on evidence from a survey among Australian and UK students (N = 433), from two institutions and across a range of disciplines, empirical and conceptual insights are developed on the formation and impacts of students' professional identity. The article shows the significance of identity formation as a crucial bridge between higher education and future employment and its mediation by other key resources – in particular social and cultural capital – that students acquire before entering the labour market. The relative strength of identity formations can impact on students' sense of familiarity, proximity, and confidence around targeted employment areas. The article finally discusses the implications this has for individuals and institutions. [ABSTRACT FROM AUTHOR]

This study examined associations among a concurrent set of social-emotional strengths and school membership across the United States (N = 1,009) and Chinese (N = 747) students aged 9 to 11 years old. Results identified significant positive relations of school membership with four social-emotional strengths (i.e., gratitude, optimism, zest, and persistence) and a higher-order latent variable (covitality) in both countries, with optimism having the strongest association in both countries. Cross-culturally, U.S. students showed a stronger gratitude association with school membership whereas Chinese students had stronger zest and persistence associations with school membership. Implications for promoting school membership across cultural contexts are discussed. [ABSTRACT FROM AUTHOR]

Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students' social and emotional learning (SEL) competencies in physical education (PE) (Casey, Ashley, and Javier Fernandez-Rio. 2019. "Cooperative Learning and the Affective Domain." Journal of Physical Education, Recreation & Dance 90 (3): 12–17). The purpose of this study was to investigate how the pedagogical practice of CL contributed to SEL outcomes in PE from a student perspective in Aotearoa New Zealand (NZ) primary schools. Participants and settings: Students at four primary schools participated in the study as part of a larger research study on school-based, teacher-driven professional learning groups supporting the implementation of CL in PE. Research design: This research adopted a case study design (Stake, Robert E. 2006. Multiple Case Study Analysis. New York: Guilford) drawing on qualitative research methods utilizing student interviews and field notes over two years (Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE). One researcher was assigned to each school as a critical friend to each teacher. Teachers used CL structures, with students placed in small groups of 3–5, given different roles, and operating as a team to complete a task or play in a modified game (Dyson, Ben, and Ashley Casey. 2016. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London, UK: Routledge). Data collection: Data was collected over two school years. A minimum of 6 observations per year were carried out at each school. Students were interviewed in focus groups of three or four students. Four focus group interviews were carried out at every school each year. Data analysis: Inductive analysis and constant comparison were used for data analysis (Miles et al. 2014). Trustworthiness was enhanced by utilizing the data analysis strategies and was undertaken through the analysis of data by continually challenging the interpretations of the findings, identifying conceptual links, and uncovering key categories through frequent peer debriefing with the researchers. Findings: Four main themes for learning outcomes that allied with the five key elements of CL and SEL outcomes were: being part of a team; learning how to listen; helping and encouraging others; and, making physical education fair. Findings indicate that learning outcomes of CL in PE align and compliment SEL outcomes. In their heterogeneous, CL groups, students identified and talked about SEL skills as being central in their PE lessons. Conclusion: CL has the potential to be a successful model-based practice to develop SEL outcomes in PE. Further studies on the use of CL and other models-based practices for teaching SEL in PE could legitimize the current popular political and educational rhetoric. [ABSTRACT FROM AUTHOR]

The past five decades have witnessed a political tension between Taiwan and Mainland China in relation to many countries on a global scale both economically and diplomatically. While both of them still claim the legitimacy of each other's national sovereignty since 1949, little academic attempts have been made to unravel the intricacies of students' identity regarding the cross-strait issues. This inquiry aims to bridge this gap by exploring Taiwanese students' language and cultural identities after studying in Mainland China. Qualitative data were collected and analyzed through a phenomenology framework that identified the salient themes that emerged during this process. The results illustrated several recurrent features that have shifted the participants' identity historically, culturally, linguistically and academically. The data also revealed the complicated yet essential trajectory for their language and cultural identities to be formed and reformed after studying in Mainland China for them to be more acculturated into the new society. This study details the dynamics of these students' newly negotiated and defined identity and how this progression has further reformulated their outlook that they did not anticipate before. [ABSTRACT FROM AUTHOR]

'Happy Children' was launched as part of the Friendship Cards initiative. FC is an educational tool that was developed by Relationships are Forever Foundation (RAFF), in collaboration with various professionals coming from the field of education and counselling. This study examines the effects of the use of FC interactive tool on children's social-emotional competence. It is a theoretically derived preventive programme that helps students develop their social and emotional understanding so that they are able to manage their feelings and deal with conflicts in a positive way. FC serve as a springboard for lessons on emotional understanding, expression and management, perspective taking, reflection on one's actions and conflict management and resilience. The study included a thematic analysis of the reflections elicited from 80 reflective journals presented by educators, counsellors, psychologists and social workers who attended specific training on the use of this tool. The reflective journals had the intention of helping participants in the study to reflect on the outcomes of their activities, using FC. Results from this study indicate that the tool enhances the social and emotional learning of children and adolescents in a fun and experiential way. The tool enhances reflection, thinking and analysis of one's emotions and behaviour. www.friendshipcards.org [ABSTRACT FROM AUTHOR]

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

There is an enduring issue on whether student‐ and school‐level covariates should be included in value‐added school effects models, in addition to prior achievement. Proponents argue that the addition of covariates allows fairer comparisons of schools, whereas opponents argue that it excuses poorly performing schools and obscures policy‐relevant school differences. School‐level covariates are problematic statistically, but it has been argued that mean school prior achievement should be included in school effects analyses to reduce error. This article reports on school effects analyses of Australia‐wide data of approximately 1.5 million students in both primary and secondary schools that took national assessments in five achievement domains between 2013 and 2018. With appropriate controls for prior achievement, school effects are generally small and most often not statistically significant. The addition of student‐level covariates: further reduces school effects, since part of the school effects is absorbed by the effects of the covariates, which are unlikely to reflect causal social processes; reduces the proportion of schools with significant school effects; does not improve predictive power; increases the amount of missing data; and further reduces the consistency of school effects between domains and their stability over time. Mean school prior achievement did not improve consistency or stability. Incorporating covariates in school effects analyses opens a Pandora's Box of specification and measurement issues, undermining the legitimacy of school comparisons. It is concluded that researchers and administrators of educational jurisdictions should focus mainly on simpler models based on prior achievement. [ABSTRACT FROM AUTHOR]

In an interview conducted in 2020, ethnomusicologist Ruth M. Stone looks back on a career that began with field research in Liberia in the Kpelle communities where she grew up and continues, despite her retirement, to this day. In her reflections, Dr. Stone emphasizes the people in her life—students she has taught; families with whom she has lived, conducted research, and maintained long-term relationships; and colleagues with whom she has worked across disciplinary lines to foster rich understandings of expressive cultural dimensions of African life. She discusses her commitment to administration and service, including her efforts to institutionalize ethnomusicology and the study of African music in North America, Africa, and beyond. [ABSTRACT FROM AUTHOR]

Background: Low family socio‐economic status (SES) is usually associated with children's poor academic achievement, but the mechanisms underlying this relationship are less understood. Aims: The present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross‐sectional data. Sample and methods: A total of 815 fourth‐ to sixth‐grade children were recruited from five elementary schools in China. Family SES (measured by parents' education, parents' occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children's academic achievement was collected from their teachers. Results: The results showed that (1) both family SES and parental academic involvement were positively correlated with children's Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children's Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children's Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children's parents who reported high levels of subjective social mobility. Conclusions: These findings suggest that there is a pathway from family SES to children's academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility. [ABSTRACT FROM AUTHOR]

In this article we investigate the effectiveness of learning analytics for identifying at-risk students in higher education institutions using data output from an in-situ learning analytics platform. Amongst other things, the platform generates 'no-engagement' alerts if students have not engaged with any of the data sources measured for 14 consecutive days. We tested the relationship between these alerts and student outcomes for two cohorts of first-year undergraduate students. We also compared the efficiency of using these alerts to identify students at risk of poorer outcomes with the efficiency of using demographic data, using widening participation status as a case study example. The no-engagement alerts were found to be more efficient at spotting students not progressing and not attaining than demographic data. In order to investigate the efficacy of learning analytics for addressing differential student outcomes for disadvantaged groups, the team also analysed the likelihood of students with widening participation status generating alerts compared with their non-widening participation counterparts. The odds of students with widening participation status generating an alert were on average 43% higher, demonstrating the potential of such a system to preferentially target support at disadvantaged groups without needing to target directly based on immutable factors such as their socio-economic background. [ABSTRACT FROM AUTHOR]

This study aims to examine the happiness levels of physical education and sports college students studying in Konya, Burdur, and Ankara. A total of 229 students, 64.6% female, and 35.4% male, participated in the study in the 2019-2020 academic year. The "Oxford Happiness Scale" developed by Hills and Argyle (2002) and adapted into Turkish by Doğan and Çötok (2011) was used as a data collection tool in the study. Percentage distribution and frequency values of the students participating in the study were determined by descriptive statistics and skewness and kurtosis test was a pplied as the normality test. Due to the normal distribution of the data, the independent samples t-test and ANOVA test, which are parametric tests, were applied (a = 0.05). According to the findings obtained in the research; In the comparison made between the genders of the students, a significant difference was observed between the groups in favor of female. In the comparison made according to the age variable of the students, it was observed that there was a significant difference in favor of 19-year-old students. It was found that there is a significant difference in the comparison made between the sports purposes of the students. Another finding is that there is a significant difference between students' living a healthy life variable and their level of happiness. However, in the c omparisons made according to the social life variable of the students, it was found that there was no significant difference between the groups. As a result, it has been determined that the happiness levels of physical education and sports college students are significantly effective according to their goals of engaging in sports. [ABSTRACT FROM AUTHOR]

Background: Recent work has documented declining public school racial/ethnic segregation, as students have become more evenly distributed across schools and districts since the turn of the century. However, we know little about how declines in school racial/ethnic segregation have affected students of different levels of economic resources. While some evidence suggests that class may be supplanting race as the defining force in structuring residential segregation, it is unclear whether this trend toward spatial assimilation is mirrored in schools. Objective: In this study, we provide initial evidence linking racial/ethnic and socioeconomic segregation in schools. First, we disaggregate patterns and trends in metropolitan segregation by student race/ethnicity and household income to examine how changes in racial/ethnic segregation are experienced by students of different income levels. Second, drawing on theories of spatial assimilation and place stratification, we examine the relative importance of race/ethnicity vis-à-vis income in structuring patterns of segregation. Research Design: We use unique data on the joint distribution of student race/ethnicity and family income from the National Center of Education Statistics' Education Demographic and Geographic Estimates (NCES EDGE) system. For each U.S. metropolitan area, we calculate measures of between-district segregation from 2000 to 2011. We compute measures of racial/ethnic and socioeconomic segregation using the dual-group index of dissimilarity and the rankorder information theory index. We focus on two key comparisons: the segregation between non-White and white students in the same income quintile, and the segregation between non-White students in each income quintile and all White students. Findings: We find that recent declines in racial/ethnic segregation were unevenly distributed across the income distribution. For example, while Black students of all income levels experienced declines in segregation from Whites, decreases were particularly pronounced for affluent Blacks. In addition, poor White students became more segregated from non-White students of all income levels. We also document shifts in the contributions of race/ethnicity and income to segregation: While income is increasingly implicated in Black-White and Hispanic-White segregation, Asian-White segregation is increasingly attributable to race/ethnicity. Conclusions: Findings highlight the complexity of student experiences of segregation by race/ethnicity and income. Focusing exclusively on declines in racial/ethnic segregation or increases in income segregation may lead scholars to neglect phenomena such as the worsening segregation of poor White students, or improving segregation among affluent non-Whites. In addition, while racial/ethnic segregation remains high, segregation between non-Whites and Whites is increasingly attributable to income differences between racial/ethnic groups (i.e., spatial assimilation), with the exception of Asian students. [ABSTRACT FROM AUTHOR]

During the 2015–16 school year, 1.3 million students nationwide experienced homelessness. Yet hardships like homelessness represent dynamic rather than static states, and so annual figures understate the cumulative risk that students face over time. Moreover, despite recent efforts to understand eviction and foreclosure as exploitative and racialized processes, there have been few efforts to connect homelessness to these and other structural conditions. Using administrative data on the population of public school students in Michigan, we found that close to 1 in 10 students experienced homelessness while in school. Moreover, black students were over three times more likely to experience literal homelessness than white students. County-year fixed effects models indicate that rental costs, forced housing moves, and the opioid epidemic were associated with greater student homelessness. These findings have implications for our understanding of racial inequalities and the ways in which disadvantage and inequality are products of exploitative relationships. [ABSTRACT FROM AUTHOR]

The benefits of recess can be reaped by all students regardless of socioeconomic status, race, or gender and at relatively little cost. The purpose of this study was to examine physical activity (PA) variables related to the recess PA patterns of third and fourth grade children and the social preferences and individuals influencing their PA (friends and parents). Data were collected on students (N = 115) utilizing the System of Observing Children's Activity and Relationships during Play (SOCARP) instrument. In addition, each child was interviewed during the recess period in which SOCARP was completed. Results found that boys spent significantly more time being very active (t (95.64) = 3.252, d = .62, p < .008) than girls and preferred sport activities (t = (73.62) 5.64, d = 1.14, p < .0125) in large groups (t (69.34) = 4.036, d = .83, p < .0125). Meanwhile, girls preferred locomotor activities (t (113) = 3.19, d = .60, p < .0125), sedentary activities (t (113) = 2.829, d = .53, p < .0125) and smaller groups (t (112.63) = 4.259, d = .79, p < .0125). All 115 participants indicated that they wanted to spend time with their friends during recess. [ABSTRACT FROM AUTHOR]

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

In this article I describe teacher–student feedback as an active process shaped by both the teacher and the student and argue that feedback is influenced by students' unique experiences and socialisation. Drawing on sociological theories on interaction and communication, I argue that the type and quality of the teacher–student feedback perceived by the student is influenced by the student's background. While many studies have shown that feedback is a key determinant for student learning and achievement, only a few have examined how feedback is perceived by students and if the perception is related to their socioeconomic status (SES). I use data from the Programme for International Student Assessment (PISA) 2012 in a multilevel regression model to examine differences in students' perceptions of directive and facilitative feedback. The five Nordic countries of Denmark, Finland, Iceland, Norway and Sweden are used as cases. Regarding directive feedback, I find no relationship between this type of feedback and students' SES. However, the results indicate that students with high SES perceive more facilitative feedback in Denmark, Finland, Iceland and Sweden than students with low SES. These results indicate that students are not given equal opportunities to learn. I argue that this might create inequalities in the Nordic school systems. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

This paper highlights how the social world understandings of Rey, an 11th grade Latino student, supported his exploration into and insights of a short story. This work is grounded in the Cultural Modelling Framework. This framework provides students with the chance to acquire important comprehension strategies needed to interpret complex fiction through explicit instruction. The framing theory supports an understanding of the significance of Rey's contributions informed by his perceptions of the social world and the expansion of literary inquiry practices. The findings centre on the importance of valuing experience and knowledge rooted in the reality of students' lives and ideas about the social world. [ABSTRACT FROM AUTHOR]

The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This article examines effects of the Great Recession and educational budget policy on the identification of Black, Latinx, and Native American students for gifted services in Texas. Publicly available data were acquired from the Texas Education Agency on district demographic data from 1999 to 2015. A longitudinal mixed effect model was used to analyze rates of representation of Asian, Black, Latinx, and Native American students relative to White students. Results suggest that budgetary cuts to gifted education programs following the Great Recession did not adversely affect the representation of Black, Latinx, and Native American students in gifted education programs and that Asian students increased their representation in gifted programs. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article offers information on the challenges to the higher education system in the South Africa. Topics discussed include information on the efforts of the Former President of South Africa, Gedleyihlekisa Zuma new system of funding for students from poor and working-class families to access higher education in response to the FeesMustFall campaign waged by students; discussions on the importance of education in social mobility, construction of a more equitable societ and central to the creation of South Africa’s democracy.

Across the United States, the 'no-excuses' charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students' social differences. Drawing from a yearlong qualitative research study, we examine interviews with Black and Latinx parents who experienced conflict with charter schools and the school lawyers, along with school artifacts we gathered such as parent handbooks and website information. We found parents experienced what we refer to as the 'irony of rigor:' the contradictory double-movement through which students of color with disabilities desired inclusion into 'rigorous' charter schools which then excluded them using 'rigor' as a central feature of student pushout practices. We present the irony of rigor in three interrelated acts: Act I: the lure of rigor (i.e. what drew parents to charter schools); Act II: the body meets rigor (i.e. how schools disciplined and managed student differences); and Act III: the consequences of rigor (i.e., what happened to students and parents while and after experiencing rigorous practices). We contextualize the irony of rigor within the relationship between disability, race, and neoliberalism. [ABSTRACT FROM AUTHOR]

The effects of poverty on important outcome measures are devastating and well documented, but the conceptualization and operationalization of socioeconomic status (SES) are underdeveloped. Various indicators of SES are useful for different purposes. Free or reduced-price lunch (FRL) status is commonly used because of its convenience and predictive strength, but it has many limitations. This study explored property value as a convenient alternative or complement to FRL status. The conceptual alignment of property value with SES was compared with that of traditional indicators like parent income, education, and occupation. Empirically, hierarchical linear modeling and regression analyses were conducted to evaluate the effects of property value on math achievement in comparison with and in conjunction with FRL status. Property value is strongly related to Math achievement, and it complements conceptual and methodological flaws of FRL status by providing nuance at the local level and encompassing aspects of human and social capital. [ABSTRACT FROM AUTHOR]

Black women engineering students often find themselves in an uninviting space in a field dominated by White men. Thus, as Black women matriculate toward completion of their engineering degrees, they encounter instances of racism, sexism, and prejudice that result from the intersection of their race and gender. In an effort to identify and understand their similar experiences, the present study used Black feminist theory and intersectionality. Nine undergraduate Black women engineering students at a predominantly White institution engaged in semi-structured life history interviews. The interviews revealed two themes that exposed how others view participants, how participants view themselves, the similarities among Black women engineering students' experiences, the different ways Black women can be oppressed, and the ways in which Black women experience and respond to different forms of prejudice. [ABSTRACT FROM AUTHOR]

Through an exploration of oral history and ethnographic material, this article makes a comparative examination of the life-trajectories of students from Yemen, Iraq, and Afghanistan who studied in Russia (Moscow) during the late 1980s, and from Tajikistan, Iran, Azerbaijan and Saudi Arabia who studied in China in the 2000s. In contrast to the cohort of students in Moscow who were mainly men from places with relatively amicable relations with the USSR, the female students of Muslim background from West and Central Asia regarded China as a place where they could pursue fulfilling forms of economic and personal autonomy. By comparing these two groups of international students, this article sheds light into the nature of historical, geographical and geopolitical connections and disconnections between West-Central Asia, Eurasia (especially Russia) and East Asia (especially China). By centring its attention to the demise of Soviet/Russian education and the emergence of China as a figure of economic prosperity, the article theorises West-Central Asia as a particular arena of interaction suitable to comprehend the networks, 'third spaces' or zones of interaction (e.g. Moscow and Yiwu), and forms of connection fostered by these students' trajectories. [ABSTRACT FROM AUTHOR]

Examines professional socialization of graduate students in library work. W. Bede Mitchell and Bruce Morton's academic model; Shortcomings of library science education programs; Nature of academic librarianship.