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In at-risk areas of social exclusion, a higher number of adolescents drop out of school. Dropout from compulsory education and early school leaving are associated with unemployment, poverty, and greater health problems, posing a significant threat to the youth's development and wellbeing. Nevertheless, some students manage to pursue formal education even in high-risk areas, exhibiting resilience. Interwoven between the processes of risk and resilience, the students' identity development plays a vital role. The present study aimed to analyze the learner identity of students who exhibit a resilience trajectory in areas at risk of social exclusion, and its relation to the degree of risk they face, their academic experience, and their gender. The sample consisted of 132 students from at-risk neighborhoods in Spain who successfully completed compulsory secondary education and continued beyond that level. To measure their academic selves, a modified version of the Twenty Statement Test (TST) was used, which was analyzed using a category system that included four dimensions: organization of the self, emotional valence, plane of action, and thematic reference. The results indicate the participants primarily used personal, positive, evaluative self-descriptions related to the academic world, mostly based on effort. A higher degree of risk was associated to more self-descriptions referring good relationships with others and class attendance, while higher academic experience was associated to more independent selves. The study also found several gender differences. The implications of these findings for research and social intervention in at-risk contexts are discussed. [ABSTRACT FROM AUTHOR]

Achieving adequate integration and success at school in the post-compulsory stages involving situations where there is a risk of social exclusion is a real identity challenge for adolescents. In this research, we used a convenience sampling and selected two high schools located in Areas in Need of Social Transformation in Seville (southern Spain). We studied the learner identity of all their students in the first and second grade of secondary post-compulsory education (N = 70). These students present a trajectory of resilience, as they remained in the education system despite facing many difficulties. In this exploratory research, their identity as learners was analysed through an interview applied in a focus group format (N = 12), where their supports, strengths and psycho-social obstacles that facilitate/hinder their stay in the education system in the post-compulsory stage were also identified. Results show that adolescents have a good attitude towards academic training, based on the conviction that, in the future, they will be able to achieve a higher quality of life and a rapid insertion in skilled jobs. The image students have of themselves combines a negative perception of their lack of work habits, the difficulty of self-regulation and the little effort made, with a more positive view of their agency in the process, highlighting their intellectual and academic capacity and their effort when they set out to do so. Family, teachers and peers play a role in the resilience and identity construction of the adolescents, through protecting them, developing positive perceptions and expectations, stimulating control and effort and attributing successes and failures to students. Programmes based on the participation of the target group are essential for the design and improvement of psychosocial intervention programmes in these contexts. [ABSTRACT FROM AUTHOR]

It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education. The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway. The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal. The analysis of participants' narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education. The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice. [ABSTRACT FROM AUTHOR]

The paper, based on a primary survey, explores the inequalities in access and household investment on the market-based 'supplemental educational services' (SESs) in post-compulsory school education (i.e. secondary level of education) in Haryana, a northern state in India. We find that around 44% of students access SESs in secondary education in Haryana, and it varies considerably across socioeconomic groups such as class, caste and gender. Results from the two-step Heckman selection model suggest that access to and household investment in SESs is significantly determined by household factors and school characteristics. We also find that SESs in Haryana are not homogenous, vary widely in content delivery and private costs. Nearly 56% of the students (mainly from socio-economically underprivileged groups) attend the low-cost and low-quality private tuition centres, while their better-off counterparts attend the more organised medium- and high-cost tuition services, and this widens the already existing inequality in educational opportunities in the state. The study suggests to stringently regulate the flourishing commercial SESs market to minimise growing educational inequality in the state. [ABSTRACT FROM AUTHOR]

The education-happiness puzzle has long been debated in the existing literature with conflicting results. Based on the generalized Roy model, this study evaluates the marginal treatment effect of post-compulsory education on subjective well-being in China using individual-level microdata. The results indicate that post-compulsory education has a positive and robust impact on subjective well-being, especially for those with fewer opportunities for further education, such as women and rural residents. Regarding the mechanisms, our findings suggest that while post-compulsory education can enhance both income and health on average. However, it's the impact on health, not income, that explains the heterogenous effect of education on subjective well-being. Our research suggests that post-compulsory education can be a crucial tool for increasing social equity in subjective well-being. It is therefore important for policy makers to recognize the importance of assessing the heterogeneous effects of education across individuals. [ABSTRACT FROM AUTHOR]

The number of students opting for science subjects, particularly biology, beyond compulsory school level has been decreasing substantially in recent decades in Mauritius. This decline is of major concern when scientific literacy and the need for science-based employment are considered fundamental to face both local and global challenges. Although several studies have identified a range of factors to explain students' choice of subjects and the low number of students opting for biology at post-compulsory level, there is little known about how policies respond to the issue. In this article, we explore how policies are responding, drawing on 25 biology education policy documents and focus groups with twelve students, ten educational officials and six parents. The findings of this study suggest that the actions undertaken in attempts to address the issue of poor uptake of biology could have been undertaken in a more coherent way, with an appropriate overarching policy frame to inform the actions. We argue that current policy actions are too state-centred, with policy-makers adopting a top-down approach where policies are simply meant to be implemented by schools. We also argue that more needs to be done to acknowledge and incorporate inputs from other stakeholders, including students. [ABSTRACT FROM AUTHOR]

Emotional well-being of learners in post-compulsory education is a growing concern for educators. It is well documented that there has been a continued increase in mental health difficulties amongst young people over the last decade. In an attempt to be part of the solution to this growing concern, this study explores the theories of positive psychology and PERMA (Positive emotion, Engagement, Relationships, Meaning and Accomplishment) and the implementation of this theory within teaching practices in post-compulsory education. The aim was to be able to evaluate the impact of teaching practices that had the potential to have a positive impact on the emotional well-being of learners within this sector. This study took place in a large further education college with eight participant teachers across a range of subjects and their first-year learners. The data was collected through online questionnaires, group interviews, and classroom observations. Findings revealed which teaching practices were most conducive to supporting the positive emotional well-being of learners. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless of their institutional context. Our understanding of how teachers viewed their impact on their perceived sense of professional identity is largely unexplored, especially concerning teachers working in the post-compulsory sector. This article discusses the findings from a small-scale qualitative research project that aimed to investigate, 'what teachers' reflective stories tell us about their perceptions of their professional identities in times of unexpected social change.' To explore how teachers perceived their professional roles in these challenging times we used a reflective narrative approach in the format of McAdams's life-story interview (1993). Seven volunteer participants who formed a purposive sample of professionals from a variety of post-compulsory education institutions in the UK were asked to describe key episodes to capture their experiences covering the period from March 2020 to the end of May 2021. The findings focused on how unexpected social changes impacted on teachers' perceived sense of professional identity, specifically through their sense of vulnerability. Three main themes were identified: vulnerability resulting from questioning professional credibility; vulnerability in the changing dynamics of relationship development; and vulnerability in the pastoral role. [ABSTRACT FROM AUTHOR]

Purpose: This study aimed to explore educational outcomes in individuals diagnosed with lymphoma in childhood concerning school grade year 9 and attendance in high school and post-compulsory education. Whether sex or age at diagnosis affected the assessed variables was also explored. Methods: Data from 174 children born 1988–1996 and diagnosed with lymphoma before age 15 were matched with approximately five controls per patient. The mean time since diagnosis to receiving school year 9 grades was 4.88 years for Hodgkin lymphoma (HL) cases (mean age at diagnosis 10.62, 11.76, and 10.05 years for all, girls, and boys, respectively) and 7.79 years for non-Hodgkin lymphoma (NHL) cases (mean age at diagnosis 7.85, 7.87, and 7.84 years for all, girls, and boys, respectively). Results: We observed statistically significant differences between cases and controls in physical education, both for failing (p = 0.041) and the highest grade (p = 0.015). Compared with controls, HL cases were three times more likely to fail mathematics, and significantly fewer individuals in the whole lymphoma (p = 0.011) and NHL (p = 0.035) groups attended the third year of high school. Conclusions: Educational outcomes are impacted for children treated for lymphoma, especially in physical education. Since patients with HL are treated without central nervous system-directed therapy, other factors, such as absence from school, may affect school results. Physical late complications in lymphoma survivors warrant special attention. Implications for Cancer Survivors: The problems childhood lymphoma survivors face should be known by schools and parents, to enable their management. Children treated for lymphoma should be closely monitored and included in follow-up programs when needed, for example, to support physical activity. [ABSTRACT FROM AUTHOR]

In post-compulsory initial teacher education (ITE) in the UK, mentors are purported to play a critical role in shaping trainee teachers' professional development through the provision of regular, constructive and purposeful feedback on their mentee's teaching practices. However, the complexity of mentoring feedback practices – socially, spatially and temporally – situated within programmatical and institutional architectures and in the turbulent landscape of Further Education (FE), is often underestimated. Using the theory of practice architectures, this single-site case study attempts to untangle this complexity as it explores how mentoring feedback practices were realised on one post-compulsory ITE programme, examining the processes, arrangements and artefacts which enabled and constrained their enactment. The site ontological approach also examines the dynamic unfolding of mentoring feedback practices in response to these institutional conditions in time and space, concluding that their trajectory largely depends on the 'stickiness' of their relationship and congruence with other organisational practices and concerns. [ABSTRACT FROM AUTHOR]

Simple Summary: Individuals treated for brain tumors in childhood are at high risk of cognitive and other late complications. The aim of this nationwide registry study was to explore further education following the nine years of compulsory school in Sweden in teenagers and young adults treated for childhood brain tumors. Individuals treated for embryonal tumors, low grade astrocytomas, optic pathway gliomas, craniopharyngiomas, and neuronal and mixed neuronal–glial tumors, were analyzed separately. All individuals treated for brain tumors were compared to about five times as many matched controls without cancer diagnoses or treatments. Our results demonstrate significant differences between cases and controls regarding attendance in high school, folk high school, and university. Individuals treated for embryonal tumors or optic pathway gliomas attended post-compulsory education less frequently than other analyzed diagnoses. There was a positive correlation between parental education levels and attendance in high school and university for both cases and controls. The risk of late complications after a brain tumor in childhood is high. Both the tumor itself and the treatments give rise to sequelae that affect daily life activities. In this registry study, we explored post-compulsory education, i.e., further education following the nine compulsory years in school, in 452 cases born 1988–1996 and diagnosed with a brain tumor before their fifteenth birthday. They were compared with 2188 individual controls who were not treated for cancer. Significantly fewer teenagers and young adults treated for brain tumors in childhood attended high school or university compared with controls, especially individuals treated for embryonal tumors or optic pathway gliomas. A significantly larger proportion of subjects treated for embryonal tumors and craniopharyngiomas attended folk high schools, a type of post-compulsory school with a more accessible learning environment. For both cases and controls, we observed a positive correlation between parental education levels and attendance in high school and university. In our previous studies we have shown that children treated for brain tumors, as a group, tend to perform worse during their last year of compulsory school compared with their peers, and the current study confirms that these differences remain over time. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern 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.)

Copyright of Kölner Zeitschrift für Soziologie und Sozialpsychologie ( KZfSS) is the property of Springer Nature 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 aim of this paper is to analyse the profile of young people who enter and progress through vocational training after compulsory schooling. We have used data from the student records of the Department of Education of the Generalitat de Catalunya for the cohort born in 2001, between the academic years 2016-17 and 2019-20. We reconstructed the pathways of CFGM students using an adaptation of the Lexis diagram, and compared the profile of thesestudents with that of those who enter the academic track using a binomial logarithmic regression. The main finding is that there is still a very strong association between low performance or dropout and orientation towards vocational training. [ABSTRACT FROM AUTHOR]

La transición entre la educación obligatoria y la posobligatoria es clave en el recorrido educativo de los jóvenes, durante el cual se produce una parte importante del llamado abandono escolar prematuro. En este proceso, los colectivos más vulnerables son los que presentan mayores proporciones de abandono, entre ellos los alumnos de origen inmigrante. Este trabajo se centra en este grupo, que es analizado empleando una tipología generacional, comparando su presencia en la educación no universitaria a partir del análisis de los microdatos de tres cursos escolares consecutivos en Cataluña. Según los resultados obtenidos, alrededor del 40% del abandono escolar prematuro lo protagonizan los alumnos de origen inmigrante, se produce al finalizar la ESO y con cierto retraso por la elevada proporción de repetidores. En esta transición se observa una segmentación de los itinerarios educativos entre los alumnos que continúan estudiando, con un menor peso de los alumnos de origen inmigrante en el Bachillerato. Por orígenes, el abandono escolar prematuro es especialmente preocupante entre el alumnado asiático y subsahariano.

This article exemplifies the advantages that researchers have if they apply visual methods and in particular photo-elicitation to qualitative research. The research context is post-compulsory education with the field of study being a new vocational degree programme, and the theoretical content of the article draws on the work of Goffman, alongside theories of literacy as social practice. It is interesting that the policy documents that are framing new vocational degrees are texts written in particular ways and that in the UK these texts are informed by political and economic agendas. However, the texts that have given rise to new vocational degree programmes do not appear to necessarily align with the rich subjective practices which are occurring within this form of post-compulsory education. The research that is presented in this article from selected students and academics who are working on a particular vocational degree reveals profound interpretations of the purpose of new vocational degrees. The imaginative and creative images that are captured by the application of photo-elicitation to this study reveal a fascinating interplay between the policy texts and the subjective interpretations of the purpose of post-compulsory education. [ABSTRACT FROM AUTHOR]

The division between academic and vocational paths is a central process in determining the stratification of educational systems, explaining a large part of the selectivity and inequality existing in this system. This article analyzes the transitions to post-compulsory secondary education (Baccalaureate studies and vocational training) in Barcelona, emphasizing the contrast between the vocational and academic tracks. Through a quantitative longitudinal analysis based on census data, evidence is provided regarding the differences in the background of students who follow academic and vocational tracks. Four educational itineraries (academic, vocational, interrupted and slow) have been identified. The implications of these results are also discussed in terms of educational stratification and social inequality. [ABSTRACT FROM AUTHOR]

The division between academic and vocational paths is a central process in determining the stratification of educational systems, explaining a large part of the selectivity and inequality existing in this system. This article analyzes the transitions to post-compulsory secondary education (Baccalaureate studies and vocational training) in Barcelona, emphasizing the contrast between the vocational and academic tracks. Through a quantitative longitudinal analysis based on census data, evidence is provided regarding the differences in the background of students who follow academic and vocational tracks. Four educational itineraries (academic, vocational, interrupted and slow) have been identified. The implications of these results are also discussed in terms of educational stratification and social inequality. [ABSTRACT FROM AUTHOR]

This paper investigates the determinants of participation and performance in post‐compulsory education, controlling for selection into post‐compulsory education and prior attainment, using a unique primary data set on pupils studying in the post‐compulsory grade in 2011–2012 from one district of Punjab province in Pakistan. The main findings of this paper show that participation and performance in post‐compulsory education are two different processes, with participation being driven by the availability of post‐compulsory institutions within travel distance and performance, once in post‐compulsory education, determined by ability. The results further highlight that distance reduces participation most for those living in rural areas. [ABSTRACT FROM AUTHOR]

This article offers a new analysis into young people's perspectives towards Welsh-medium study at post-compulsory level. Drawing on data from semi-structured interviews with twenty-six 15–16-year olds attending a Welsh-medium secondary school in the South Wales Valleys (an area of Wales with a low proportion of Welsh speakers), this article will highlight how the linguistic context of the area affects perspectives towards Welsh-medium study. This paper will also illustrate how perspectives towards language of study is shaped by the types of educational pathways that young people aspire to pursue at post-compulsory level with different factors impacting on the perspectives of academically orientated and vocationally orientated students. [ABSTRACT FROM AUTHOR]

The article offers information related to "Laboratories of Inter-Race and Interfaith Fellowship":Higher Education for American Democracy's Vision for a More Democratic Academy and Country" by Elizabeth Tandy Shermer, which appeared in the periodical "Change" on January 2022, is presented. Topic includes on American democracy and American higher education in 2021, but not much consideration about how the two were deeply intertwined.

This paper explores curiosity of Further Education (FE) lecturers in the United Kingdom through personal narratives and focused group discussions. The paper identifies how curiosity is viewed by FE lecturers as a positive trait for learners to possess, yet when discussing their own curiosities, views changed. Narratives emerge of curiosity being more of a problematic trait to possess whilst lecturing within the business-like structures and an outcome driven environment of FE. The lack of space for lecturer's curiosity was viewed not as a specific institutions problem, but as a system wide problem across the culture of FE. Lecturers felt that creating curiosity, created more work for themselves and was neither celebrated nor embraced within their FE settings. [ABSTRACT FROM AUTHOR]

This study explores student voice practice from a student's viewpoint. Within England, United Kingdom (UK) student voice initiatives can manifest themselves in many ways, for example: surveys, councils, governors, representative groups, committees and student bodies such as the National Union of Students. The young people that took part in this study were between 16 and 20 years old. In total, 57 students took part in the research: 22 females and 35 males. The students were from a variety of socio-economic backgrounds. The setting was a Further Education College in an urban area of Central England, which serves students from areas of social and economic disadvantage. The project employed a mixed methods research design, with Bourdieu's notions of social capital applied to the analysis. Students took part in focus groups and auto-driven photo-elicitation, followed by semi-structured interviews. The data was analysed thematically utilising an interpretivist approach. The themes demonstrated a student body that was largely dismissive of formal channels of student voice practice, preferring different modes of interaction with their teachers. The findings have implications for student voice practice across England and offer insight into how young people may better be enabled to shape their educational experiences. [ABSTRACT FROM AUTHOR]

Vocational Education and Training (VET) programs have included second-language proficiency in their curricula as a tool to facilitate students' successful incorporation into the labor market. As the need to acquire a second language has increased steadily, the volume of research on motivation in learning foreign languages has also grown exponentially in the last few years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last ten years in this field, focusing on VET level, and to shed light on some of the most relevant topics in the field. The relationship of L2 motivation with different variables such as gender, attitude toward the target language, learning context, methodology, and teachers' role have been profusely studied, confirming that motivation is not affected by a single factor but by the interconnection of some of them. At the same time, results have proved a positive correlation between motivation, autonomous learning, and learning achievement. However, and despite the surge of interest in the study of motivation in learning foreign languages, further empirical research is needed, especially at the VET level. [ABSTRACT FROM AUTHOR]

Few studies in science education have examined how place-based experiences influence students' STEM career aspirations. Rural school students' lived experiences of place and non-traditional STEM career aspirations such as farming are scarcely considered in dominant narratives around science aspirations and career pathways. Adopting a critical relational perspective that considers place as a lived experience we ask How do rural Australian students' ethnogeographies related to people and place influence their STEM career aspirations? Drawing on a broader study (n = 45) of science aspirations, we focus on semi-structured interviews with six middle school students (13–14 years of age) in rural Australia who aspire to be farmers. Thematic analysis of the data demonstrates students' intended careers as farmers relate to their connections to people and belonging to place. This article works through rural-urban binaries to present a counternarrative that legitimises farming as an important STEM career for young people and challenges dominant narratives around post-compulsory participation in senior secondary school and tertiary science as the ideal or only career pathway. Finally, implications of our findings for designing place-conscious school science education are discussed. This includes place-attentive strategies related to policy, pathways, and practice that appreciate the complex realities, strengths, and inequities in rural communities. [ABSTRACT FROM AUTHOR]

Transition has an impact upon the emotional and social development of the individual as well as academically. This paper argues that transition is not a one-off event but is an ongoing process that is repeated over time. In entering further education (FE) the impact of transition in the move from formal schooling to post-compulsory education is no less daunting. Emerging independence and exploration of self-identity are fundamental in adulthood; however, individuals often need guidance and support during this process. Using an interpretive methodology, the voices of key stakeholders in the transition to FE were sought and recorded to explore and inform good practice. Data was collected using online and paper questionnaires, interviews and focus groups. Findings concluded the value of active and supportive relationships between learners and practitioners and between learners and their peers during the transition process. Nurturing effective practitioner–learner relationships, with opportunities to visit the setting promoted increased engagement by learners and facilitated learner identification with the learning environment, thus ensuring smooth transition. [ABSTRACT FROM AUTHOR]

Building on the relational approaches, particularly social relational theory, this study investigates how Chinese adolescents plan their transition to post-compulsory education through relational influences between themselves and their parents. By examining the family and school lives of 25 Chinese adolescents from a small Chinese town, it has been found that they exercise their agency when negotiating their educational future with their parents. Their mixed agentic strategies are embedded in multiple parenting styles and they result in differing levels of agreement. Despite such variation, the adolescent–parent relationship is interpreted as the reliable interdependence across the participants. The findings provide new insights into parental influence on young Chinese people's educational future and stress the value of the relational approach in studying the family–education nexus. [ABSTRACT FROM AUTHOR]

Further education colleges (FECs) are significant providers of level 3 (higher education (HE) entry) courses. Yet, their role in preparing students, including those from widening participation backgrounds, for HE is often overlooked. Indeed, recent reports from the Office for Students have focused on the low HE progression rates returned by colleges. However, this focus overlooks the reality that students educated in FECs do progress and that in many instances colleges are very successful in this endeavour, given that those studying with them are more likely to come from educationally and economically disadvantaged backgrounds. This paper reports on the findings from a recent study that sought to identify the effective progression practices being pursued in two FECs. These include institution-wide activities as well as initiatives adopted at subject level. Whilst the latter have received less attention in the literature, the qualitative approach adopted in this study, which involved drawing on the insights of students as well as teaching staff, was able to detail the application of these subject-level practices. The article concludes by arguing for the wider adoption of subject-level as well as institution-wide practices, and for their potential to be recognised by those working in the HE sector more generally. [ABSTRACT FROM AUTHOR]

In the context of a proliferation of post-16 options, the need for substantial individual financial investment in university education, and uncertainties of employment outcomes, this paper explores student agency and structural constraints around career planning and progression into Higher Education (HE). Analysing data collected on behalf of a National Collaborative Outreach Programme (NCOP) hub in England, this research considers the views of students and staff at further education colleges (FECs). It draws on fourteen in-depth interviews with students undertaking qualifications that facilitate university entry, and seven interviews with staff involved in delivering information, advice and guidance (IAG) in some capacity within FECs. The paper explores the similarities and differences in how IAG is perceived, regarding its timing, depth, focus and scope. Students and staff broadly agreed that IAG in their FEC was often too broad, generic and insufficiently tailored to individual needs. In the cost-benefit analysis on university progression, students weighed up individual circumstances, calculating their best option whilst negotiating the structural constraints. Self-sufficiency was a common desire and ambition, and as such, the financial risks of entering university needed to be mitigated by a clear promise of stability in the future. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Sociología is the property of Consejo Superior de Investigaciones Cientificas 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.)

Copyright of Aposta is the property of Aposta 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 England, a relatively new set of post-16 qualifications has been developed under the umbrella term 'Core Maths', with a focus on the application of mathematics in context, including the kinds of mathematics needed to support other subjects, to provide a sound basis for the mathematical demands of higher education and employment and to develop problem-solving skills for use in life. The UK government has an ambition that all post-16 students should be studying some mathematics, and Core Maths was designed in part with this aspiration in mind. In this paper, longitudinal questionnaire data from over 100 Core Maths students in 13 case study institutions are analysed to measure students' views of teaching as transmissionist, their mathematical dispositions and self-identification and how these change over a year of studying Core Maths. We find some evidence that pedagogy in lessons is perceived as being less transmissionist than it was in school mathematics pre-16. There is also some evidence of a negative change in students' mathematical dispositions over a year of Core Maths. We conclude that supporting teachers in embedding new pedagogical approaches remains a challenge and that this issue could inhibit the growth of new qualifications like Core Maths. [ABSTRACT FROM AUTHOR]

The further and higher educational experiences and consequent employability of women with the under-researched Triple X syndrome are arguably unknown. This research study examines their special educational needs (where relevant), and their negotiation of conventional educative systems, throughout the stages of post-compulsory education and into the world of work. The prevalent individualist societal focus means that education bodies promote their qualification offers for students to gain individual employability currency, in order to secure their own futures. Ten women with Triple X were asked to reflect on their post-compulsory education experiences, considering their varying developmental and cultural barriers to access, and their employability skill set against the background of the likelihood of their transferring this to a position of graduate employment. Findings illustrate the significance of socio-economic background and support network, as well as varying individual cognitive capacity and also health status in participants being able to varying degrees, to secure a sense of stability and contentment: yet no woman secured graduate employment. By way of a further conclusion this research discloses the systemic lack of awareness of the existence of Triple X on the part of educational bodies and employers, a problem which further research is needed to address. [ABSTRACT FROM AUTHOR]

This article explores the student experience of simulated learning in post-compulsory radiography education. The content is based on the varied experiences of students using both laboratory-based simulation exercises and a virtual reality computer simulation activity by situating these views within a wider understanding of the students' journey through their undergraduate and postgraduate studies. Much research on the application of technology in pedagogy in post-compulsory education has sought to find ways of measuring the efficacy of such interventions in raising student achievement. This research reveals a diverse range of student experiences in learning with technology. There are potential pedagogical benefits with computer simulation in radiography education; however, the research reveals the need for educators and policy-makers to recognise the sheer complexity of radiography practice and the importance of evaluating simulation within a holistic view of the curriculum. The data were gathered via four focus group discussions; one research interview; and reflections that were made about simulated learning within research diaries. The article contributes to new knowledge about the use of simulated learning in post-compulsory medical education. [ABSTRACT FROM AUTHOR]

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona 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.)

Scholars across disciplines assert the importance of diverse faculty for the effective performance of vital higher education functions, including student learning and the generation and dissemination of knowledge. Further, a forecasted depletion of business faculty due to retirement and the persistent lack of diversity among business faculty have rendered insight into the factors determining entrance into the PhD pipeline, particularly in the case of minorities, relevant and timely. We examine factors that influence ethnic minorities’ (Black/African-American and Latinos) decisions to pursue PhDs in business by surveying a sample of participants at the annual PhD Project prospective business doctoral student conference. Results suggest that nonwork factors (cognitive values, social support, financial concerns) were more significant in shaping PhD program pursuit behavior than current job-related factors (job satisfaction). [ABSTRACT FROM AUTHOR]

Abstract Background Some studies have found positive associations between physical fitness and academic achievements. Pupils’ academic achievements should indicate scholastic abilities to commence a post-compulsory education. However, the effect magnitude of physical fitness and academic achievements on commencement in post-compulsory education is unknown. We examined the pathways between physical fitness and academic achievement on pupils’ commencement in post-compulsory education. Methods This historical cohort study followed 530 girls and 554 boys from the Danish municipality of Aalborg in the period 2008–2014, 13 to 15 years old in 2010. Physical fitness was assessed through a watt-max cycle ergometer test represented as VO2max (mL·kg−1·min−1). Academic achievement, commencement status and information on covariates were obtained from Danish nationwide registers. Causal inference based mediation analysis was used to investigate the indirect and direct pathways by separating the total effect of physical fitness on post-compulsory education commencement. Results Adjusting for sex, age, ethnicity and socioeconomic status, the overall mediation analysis showed an odds ratio (OR) of 1.87 (95% confidence interval (CI): 1.30; 2.73) for the total effect, corresponding to an increase in odds of post-compulsory education commencement when the physical fitness was increased by 10 units of VO2max. The separated total effect showed a natural direct OR of 1.36 (95% CI: 0.93; 1.98) and a natural indirect (i.e., through academic achievement) OR of 1.37 (95% CI: 1.20; 1.57). Thus, 51% (95% CI: 27%; 122%) of the effect of physical fitness on post-compulsory education commencement was mediated through academic achievement. Conclusion Physical fitness had a positive effect on post-compulsory education commencement. A substantial part of this effect was mediated through academic achievement.

Post-compulsory education constitutes a stage of heightened vulnerability for certain young people who face conditions of inequality. Young people with disabilities or from socio-economically disadvantaged backgrounds, immigrants, Romani, and women are the primary vulnerable groups in Spain. In addition, other circumstances may present a challenge to gaining admission to, persisting in and successfully graduating from post-compulsory education. Although belonging to one of these groups does not present an obstacle for certain young people in the continuation of their studies, for others, being a member of a vulnerable group poses a challenge on a daily basis. This article seeks to identify the factors that render it difficult for young people belonging to vulnerable groups to continue their post-compulsory studies in Spain. This study has identified familial, personal, institutional, and systemic factors that may explain why certain young people do not have access to post-compulsory schooling or drop out before completing their studies. [ABSTRACT FROM AUTHOR]

School leaders employ various school-based actions to influence students' subject enrolments at senior secondary levels (Years 11 and 12), which in turn affect students' entrance into tertiary courses and career choices. In the context of reported declines in the proportion of students opting to study higher-level mathematics, this qualitative study sought insights into seven Australian mathematics teacher leaders' decision-making processes and actions in their particular school contexts. It aimed to relate their actions to particular attributions for enrolment declines and their goals for students' learning and achievement. The leaders' attributions included students' lack of ability, changes in university courses' pre-requisites, students' lack of effort or persistence, and negative attitudes towards mathematics. The leaders described a variety of school-based actions; some school leaders had actually chosen opposing actions but expressed similar reasons for implementing them, and vice versa. Tensions among external pragmatic constraints, the actions of other school staff, and the teacher leaders' own goals for student learning in mathematics framed the findings of this study. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to assess the role of local labour market conditions and pupil educational attainment as primary determinants of the post-compulsory schooling decision. Design/methodology/approach: Through the specification of a nested logit model, the restrictive independence of irrelevant alternatives (IIA) assumption inherent in the multinomial logit (MNL) model is relaxed across multiple unordered outcomes. Findings: The analysis shows that the factors influencing schooling decisions differ for males and females. For females, on average, the key drivers of the schooling decision are expected wage returns based on youth educational attainment, attitudes to school and parental aspirations, rather than local labour market conditions. For males, higher local unemployment rates encourage greater investment in education. Originality/value: The contribution of this paper to the existing literature is threefold. First, a nested logit model is proposed as an alternative to a MNL. The former can formally incorporate the structured and sequential decision-making process that youths may engage with in relation to the post-compulsory schooling decision, as well as relaxing the restrictive IIA assumption inherent in the MNL across multiple unordered outcomes, an issue the authors discuss in more detail in the Methodology section below. Second, the analysis is based on extremely rich socio-economic data from the Longitudinal Study of Young People in England, matched to local labour market data and administrative data from the National Pupil Database and Pupil Level Annual School Census, which provide a broad set of unusually high-quality measures of prior attainment. The authors argue that such high-quality data and an appropriate model specification allows identification of the determinants of the post-compulsory decision in a more detailed manner than many previous analyses. Third, the data have the scale necessary to consider whether the determinants of post-compulsory schooling decisions vary by gender, a particularly important issue given the differential education participation rates of males and females (e.g. in this cohort, females are about 10 percentage points more likely to go on to higher education in the UK than males), and the gendered choices of occupation (see, e.g. Bertrand, 2011). The work will, therefore, provide recent empirical evidence from England on gender differences in the determinants of education choices. [ABSTRACT FROM AUTHOR]

This paper is based on a qualitative, longitudinal study of in-service teacher trainee cohorts in two UK institutions of Higher Education preparing to teach Law, Construction, Nursing, Hairdressing, Police and Fire service training in the Post-Compulsory Education and Training (PCET) sector. The programme is entitled Professional Teaching and Training so the aim was to explore whether it fully meets their professional requirements in generic teaching skills and, in particular, subject-specific skills. The research suggests that the participants require more subject related pedagogy within generic teacher education. By exploring the challenges of how to bridge this gap and promote more meaningful and professionally focused teacher education, there can be a more robust understanding and conceptualisation of the relationship between subject knowledge and generic pedagogy. It is proposed that a thorough understanding of the interdependent relationship of content knowledge (CK) and pedagogical content knowledge (PCK) can enable an innovative reconceptualisation of teacher education driven by subjektdidaktik and linked to possibilities for implementation in newly developed programmes. [ABSTRACT FROM AUTHOR]

This longitudinal study of trainee teachers in post-compulsory education and training was conducted over an 18-month period and explores the interplay between identity and self-esteem in trainees' professional development. The study contributes to the developing body of work on trainee teachers' professional identities and serves to offer new insights on the interplay between their identity and self-esteem in the context of post-compulsory education and training. The study draws on a variety of data collected in three phases, including narratives prompted by graphical elicitation and semi structured interviews. It explores the development of trainee teachers during their teacher education course and into their first year of employment, post-qualification. Findings show that the interplay between identity and self-esteem is complex, shifting and overlapping. The way that trainees are shaped by this, leads to differences in their sense of belonging, professional competency and sense of self as a teacher. [ABSTRACT FROM AUTHOR]

Abstract We exploit an expansion of post-compulsory schooling that occurred from the late 1980s to the early 1990s to investigate the effect of education on the timing of fertility in England and Wales. We do not find a significant effect on the probability of having a child as a teenager but instead find that the variation in education led to delays in childbearing. Our estimates suggest that an increase in education by one year led to a 5.3% increase in probability of first birth aged 24 or above, 9.4% increase in probability of first birth aged 27 or above, and 13.3% increase in probability of first birth aged 30 or above. The mechanisms driving these findings are not due to an incapacitation effect – by keeping young people in school or university they have less time or opportunity to have a child – but due to a combination of human capital and signalling effects. [ABSTRACT FROM AUTHOR]

Abstract Human capital development, including the expansion and improvement of schooling, has played a crucial role in Vietnam's strong and relatively inclusive economic growth in recent years. Universal access to primary and lower secondary education have been achieved, but progression to upper secondary remains, for the most part, rationed by entrance examinations and the payment of fees. Both supply and access have improved strongly at upper secondary level since the 1990s, in line with rising demand for higher skilled school-leavers. However, it is less clear whether access to upper secondary schooling, and its wider social and economic benefits, is provided equitably. In this paper we employ a unique longitudinal dataset to examine the patterns of both access and attainment in upper secondary education in Vietnam. We consider their implications for equitable educational progression and the extent to which, in light of these patterns, the system can be described as meritocratic. [ABSTRACT FROM AUTHOR]