Emotional energy and sub-cultural politics: alternative bands in post-1997 Hong Kong

The paper attempts to work out the link between the structuring of the public domain and hegemonic masculinities in contemporary Kerala, South India. Using the debates around an incident of sexual harassment that happened in 1999, it argues for a conjunctural understanding of the contemporary where various events and moments in history are replayed through narrativization and popular memory. The paper goes on to analyse the debates around the incident that produce a ‘narrative public domain’, to foreground the various notions of masculinity that construct and structure it in relation to notions of female sexuality and changing structures of family. These notions of masculinity could be, the paper argues, a starting point for a historical inquiry into Kerala's modernity – an inquiry that would throw light on the past and the ways in which the contemporary is produced through its historical legacies.     

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond

There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.     

浅谈暗夜AC、风德内战的细节

在魔兽发展的7年时间里,暗夜内战经历了首发白虎暴海量HT（女猎手）开矿对拼的时期,也曾经流行DH（恶魔猎手）、Naga（娜迦海妖）速熊到80人口互拍一波定胜负,到现在衍生出的改进版AC（弓箭手）风德内战三英雄的过程,每一次的战术改变都让我们深深地体会到了魔兽的求变之路是如此的迫切、如此的惊喜不断。     

Relative efficiency of R&D activities: A cross-country study accounting for environmental factors in the DEA approach

This paper applies the production framework associated with the data envelopment analysis (DEA) method to evaluate the relative efficiency of R&D activities across countries. R&D capital stocks and manpower are treated as inputs while patents and academic publications are considered as outputs. A three-stage approach, which involves using DEA for evaluating efficiency and using Tobit regressions for controlling the external environment, is applied to 30 countries in recent years. The results show that less than one-half of the countries are fully efficient in R&D activities and that more than two-thirds are at the stage of increasing returns to scale. Most countries have a more significant advantage in producing SCI cum EI publications than in generating patents.     

A Survey of Families in a Charter Hybrid Homeschool

“Hybrid homeschools” generally operate as formal schools 2–3 days per week. The rest of the week students are homeschooled. These entities therefore share some aspects of conventional schooling along with some aspects of homeschooling and are classified in a variety of ways by their states, local districts, and even their own administrations. Most hybrid homeschools around the nation tend to be private and religiously affiliated, though some public models have emerged. The purpose of this study was to better understand parents’ stated preferences for choosing to enroll their children in a charter school that is organized as a hybrid homeschool network in southern California. An electronic survey was sent through the network’s CEO to all enrolled families asking questions regarding demographics, stated values, and desired sources of information. The results of this survey find that these hybrid homeschool families are on average slightly more ethnically diverse, less wealthy, and less educated compared to private, religious hybrid homeschoolers, but are also more ethnically diverse, more wealthy, and more educated compared to their sponsoring school district. These families tend to place more value on individualized attention and the learning environment than on religion, safety, or formal academic issues when choosing a hybrid homeschool compared to their private, religious counterparts.     

Dynamic Transition Patterns in Acculturation Among Hispanic Adolescents

Acculturation consists of multiple domains (i.e., cultural practices, identifications, and values). However, less is known about how acculturation processes influence each other across multiple domains of acculturation. This study was designed to investigate transition patterns of acculturative processes within and across domains in a sample of 302 recent-immigrant Hispanic adolescents, M_age (SD) = 14.51 years (0.88) at baseline; male = 53%). Adolescents were assessed six times over a 3-year period. Latent profile analyses identified two profiles (high [or increasing] vs. low) for each domain at each timepoint. We found largely stable transition patterns in each domain over six timepoints. Importantly, sequential associations among profiles in acculturation domains were also detected. Implication for acculturation theory and research are discussed.     

‘Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration

This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education administration is presented highlighting the types of situations that produce this ambiguity, two variants of attributional ambiguity (i.e. cognitive and social), and the psychological and organizational consequences of such ambiguity. Reasons that attributional ambiguity is inherent to higher education administration are examined including the fluidity of gender roles, the culture of academia, and leaders’ minimization of discriminatory experiences. Implications for professional practice are also presented such as the need for curricula, trainings, mentoring, and coaching that addresses attributional ambiguity and greater publicity related to women’s underrepresentation in leadership roles in higher education.     

Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.