Gender Equality Programmes in German Institutions of Higher Education—The North Rhine-Westphalia Case

This article describes the theoretical basis and presents some results of an empirical investigation into all the institutions of higher education in North Rhine-Westphalia, the largest of the German La ?nder that has the largest number of universities (twenty-seven universities and universities of applied sciences, (fachhochschulen), in all). For these institutions, a gender equality policy was elaborated in 1993 by the Ministry of Science and Research of the Land. It is titled ''Basic Principles for the Promotion of Women at the Institutions of Higher Education in North Rhine-Westphalia'' (referred to as ''Basic Principles'' in the text to follow). It became compulsory for all the universities in 1993 and for all the fachhochschulen, as well, in 1995. In 1998, the author was commissioned to assess the impact of these ''basic principles'' three years later.     

The ties that bind – the roles and mundane practices of networks in constructing Educational Internationalisation in the High North

This article seeks to present an original and distinct contribution to the literature on internationalisation of Higher Education, by focusing on the very mundane processes through which agreement is reached on the nuts and bolts of the enactment of ‘internationalisation’, and the nature of ‘internationalisation’ as an experience, not just for students, about whom there is quite an extensive literature, but for the academics and administrators responsible for bringing it into being. It thus aims to provide an alternative understanding of internationalisation of Higher Education from that most commonly found in macro-level studies, through a focus on how internationalisation is creating a new set of cross-national shared institutional practices.     

The Study of Adolescents Worries and Wishes in the North of Fars ProvinceThe Study of Adolescents Worries and Wishes in the North of Fars Province

The worries ＆ wishes of 14 -19 years-old adolescents of Abadeh, Bavanat ＆ Khorambid cities in the north of Fats province are investigated in this research. The wishes ＆ worries are measured by wishes measurement scale （WMS） and Ahwaz worry inventory （AWI） respectively. The Ss consisted of 300 Adolescents （150 girls ＆ 150 Boys） that selected by ratio sampling method. The most important results of project are as following ：（1） there are significant positive correlations between wishes ＆ worries. （2） Girls in comparison with boys have been significantly higher on emotional-psychological and moral-philosophical wishes. Further more, they haven＇t been different on somatic- physical ＆ social - familial wishes. （3） In self -esteem, vocational, other relations, insecurity, detail problems worries and AWI, girls have been significantly worrier than boys. While in cognitive ＆ future worry factors their situation have not been different. （4）. According to the influence of gender on adolescents, worries and wishes for prompting of their mental health should be used in different ways.     

Inhabitants of the North Pole

地球上有许多地方,人活得挺艰难。玻利维亚和西藏的高山上、亚马逊河谷的丛林中都是艰难的定居之地。但是地球上杳无人烟的地方也极少,只有在覆盖着格陵兰和南极洲的大片冰原上和空气稀落得难以呼吸的最高山脉的顶部才无人居住。即使生活在沙漠地区,热带雨林之地以及北极附近的     

Religious education in the context of sub‐Saharan Africa: the Malawian example

The argument in this paper is that in spite of the acknowledgement of plurality, many countries in sub‐Saharan Africa seem reluctant to introduce multi‐faith approaches preferring to maintain Christian confessionalism in religious education. Even in those countries where new approaches are being tried, there is some unwillingness to make wholesale changes throughout the school system. In some instances this state of affairs is precipitated not by educational policy but by the socio‐religious situation, which mirrors Christian ideals. This is better illustrated in the Malawian context where largely due in part to the historical Christian influence and for the fact Christianity is the major religion in the country, multi‐faith religious education introduced in schools was opposed. As a compromise to a difficult situation, government resolved to offer both multi‐faith religious education and the historical Bible knowledge on the school curriculum. Results of a school survey seem to indicate that Bible knowledge as opposed to multi‐faith religious education is still a favoured syllabus in schools, possible reasons of which are suggested. The conclusion is that efforts should be made to interest those still wary about multi‐faith religious education considering the benefits it can bring in a world today where heterogeneity rather than homogeneity is the acceptable reality.     

Working with practitioners’ perspectives: supporting father involvement in family services in England

The paper draws on a study aiming to work with practitioners’ perspectives to support involvement through family services. Data were collected from a cluster sample of practitioners conducting father groups in south-west England. The paper focuses upon working with their perspectives. Two issues in their perspectives were associated with ‘masculinity’ and ‘blocks’ preventing father involvement. Using an interventionist-based method known as the ‘change laboratory’, conducted through a series of development work research (DWR) workshops, practitioners reflected on contradictions in their practice. Implications from the study suggest that, first, if practitioners identify contradictions with which they work, they can explore possibilities for developing their work. Second, being an involved father may be played out differently in terms of identity, according to social and cultural contexts. By implication, practitioners can help fathers to express themselves in several identities and support them in their understanding, through being part of a group.     

Labor versus capital in the provision of public services: Estimating the marginal products of inputs in the production of student outcomes✰

This paper uses data on Ohio school districts to estimate the short and long term impact of different types of school expenditures on student outcomes. Our identification strategy employs a dynamic regression discontinuity design that relies upon the exogenous variation in public school funding created by marginally approved or failed local referenda to fund Ohio schools. We find that additional school expenditures on operating, minor capital, and major capital expenditure categories do not have a statistically significant effect on the student test scores of the average public school. Importantly, however, operating expenditures have a large and statistically significant impact on student performance in higher poverty school districts. We also examine possible channels (e.g., class size, attendance, discipline, and teachers’ compensation) through which each type of expenditure may affect outcomes, and we find that teachers’ compensation is the only channel that is affected by additional operating and minor capital expenditures.     

Does Physical Activity of Preschool Teachers Impact the Planning and Implementation of Movement Activities in the Kindergartens？

The authors of this paper compared the views of Slovenian and Portuguese preschool teachers about the importance of play and movement for the preschool children. In the paper, they focused on the question： Does physical activity of preschool teachers （spontaneous or planned） impact the planning and implementation of movement activities in their kindergarten group？ They also analyzed the influence of subjective theories on the planning of movement activities and the realization of the curriculum objectives in the field of movement. Most of the preschool teachers in Slovenia and Portugal give priority to natural forms of movement in nature and play, allowing the movement of the fingers, palms, and hands. Research has shown a link between physical activity of preschool teachers and their views on the importance of the implementation of the movement activities of preschool children. The authors also noted that the quality of the implementation of the education process in kindergartens in the area of movement activities depends on their subjective theories to a great extent and on the level of professional competence referred to the discussed topic.     

Education in the Information Age – A Preliminary Study of the Changing Roles of School Teachers in Singapore

With the global information boom, and rapid developments in electronic media and the World Wide Web (Web) within the last two decades, the Singapore government envisioned a need for Singapore to be Information Technology (IT) equipped and competent in every industry, beginning most importantly with the education sector. Taking its cue, the Ministry of Education (MOE) implemented rigorous plans for both school teachers and students to possess the necessary skills and knowledge. As a result, there ensued a transformation in existing teaching practices and new expectations of teachers are inadvertently formed. Based on preliminary interviews with practitioners and academics in the area of Education, this paper gives an insight into the changes that have been taking place in the education system in Singapore with respect to the new policies on IT; an overview of the changing roles that teachers have to assume; a brief discussion on how these changes can be expedited, and some possible future trends in the teaching practices and roles of teachers.     

Issues in the development of children’s centres on nursery and primary school sites

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.     

Farm owners’ reluctance to embrace family succession and the implications for extension: the case of family farms in New Zealand

Purpose: Despite the benefits of early planning for business succession, and plan implementation, many owners/managers fail to act expeditiously. Factors such as a reluctance to accept ageing, a concern over the risks involved and inappropriate objectives may be causative. This research moves towards explaining this reluctance and, consequently, suggesting ways to reduce the problem. Design/approach/methodology: Using the literature outlining the variables associated with succession, a hypothesis using the Theory of Planned Behaviour (TPB) is developed to explain the differences between planned and actual asset transfer (using a structural equation model of the TPB). Data to explore the problem and test the model were obtained from a postal survey of 2300 New Zealand farms (36% response). Findings: The results show manager attitudes related to their personality and objectives are the main causes of reluctance. The financial benefits from successful succession also need determining to provide incentives. Practical applications: Support systems are required to modify farmer attitudes and consequently reduce the reluctance. Originality/value: This work presents one of the first attempts to quantify and systems model (using the TPB) the succession process in a rural setting, and provides clear conclusions on reducing succession reluctance. Theoretical implications: Farming is controlled by humans reinforcing that farm studies must include the personal aspects of the decision-makers.     

New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative

Abstract

This article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the growing collaborative activity of cross-field networks between governmental, non-governmental and private actors. Empirically, this article refers to the so-called Common Core State Standards (CCSS) Initiative which has fundamentally reshaped US education policy since 2001. The initiative comprised the negotiation, implementation and controlling of supra-state core skill standards for K-12 education as the benchmark for other regulating instruments such as assessments, monitoring and teacher training. In the context of the CCSS, the aforementioned new structures of regulation can then be located within an entrepreneurial alliance around the non-profit organisation Achieve, Inc. Through its function as a core policy network manager, Achieve generated simultaneous practices of collaboration and distinction, discourse initiation and (invisible) norm stabilisation.     

The Prediction of State Progress in the Implementation of Public Law 99–457, Part H

The purpose of this study was to examine the ability of several state characteristics to predict progress in the implementation of Part H of P.L. 99–457. This analysis utilizes two scales developed by investigators at the Carolina Policy Studies Program. One is intended to measure four potentially influential characteristics of the states: political climate, resources, policies, and interagency systems related to Part H. The second scale is an indicator of the progress states are making in the three stages of policy implementation (policy development, policy approval, and policy application). This study reports findings regarding the relationships between geographic region and state progress, as well as between influential characteristics and progress in the three stages of policy implementation. No statistically significant differences were found in state progress by geographic region. However, the four influential characteristics together predicted overall state progress and progress in each of the three stages. The dimension of system uniquely accounted for a significant proportion of variance in overall state progress, and progress in policy development and policy approval. The results suggest that an administrative structure, mechanisms, and process that promote multiagency planning are important to the successful implementation of Part H of P.L. 99–457.     

The future of the humanities in primary schools – reflections in troubled times

ABSTRACT

This article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond.     

“Finding the Joy in the Unknown”: Implementation of STEAM Teaching Practices in Middle School Science and Math Classrooms

In response to a desire to strengthen the economy, educational settings are emphasizing science, technology, engineering, and mathematics (STEM) curriculum and programs. Yet, because of the narrow approach to STEM, educational leaders continue to call for a more balanced approach to teaching and learning, which includes the arts, design, and humanities. This desire created space for science, technology, engineering, arts, and mathematics (STEAM) education, a transdisciplinary approach that focuses on problem-solving. STEAM-based curricula and STEAM-themed schools are appearing all over the globe. This growing national and global attention to STEAM provides an opportunity for teacher education to explore the ways in which teachers implement STEAM practices, examining the successes and challenges, and how teachers are beginning to make sense of this innovative teaching practice. The purpose of this paper is to examine the implementation of STEAM teaching practices in science and math middle school classrooms, in hopes to provide research-based evidence on this emerging topic to guide teacher educators.     

The effect of culture on the learning of science in non‐western countries: the results of an integrated research review

Abstract

An increasing number of researchers are investigating the effect of students’ prior knowledge and beliefs on their development of scientific concepts. Much of this research is taking place within the framework of constructivism, and is attracting the attention of science educators in non‐western countries. This integrative research review has been undertaken to help researchers and practitioners to identify issues for further investigation and reflection. The results suggest that ‘cosmetic’ attempts to nationalize western science curricula in non‐western countries are likely to prove ineffective because the problem, from the students’ perspective, is one of poor ‘fit’ between their world‐views, language meanings and prior beliefs and those inherent in the subject. A constructivist paradigm seems to offer good prospects for both understanding the problem and formulating learning strategies in science education which are better suited to non‐western cultures. Nevertheless, constructivist pedagogies imported from the West should be examined for their cultural appropriateness.