Invest for the Long Term or Attend to Immediate Needs? Schools and the Employment of Less Educated Youths and Adults

For the past 20 years, researchers worldwide have shared a consensus that tracking leads to failure in school. But educational systems continue to use this practice for many reasons. One argument used to support the practice is that students who enter the vocational track early in their careers tend to enter the labour market more quickly. Data show, however, that when these people are in their 40s, they become the most vulnerable to poverty, especially during periods of economic recession. In addition to moving towards more comprehensive educational systems as the best long-term way to improve the chances of all future adults, our research demonstrates that schools can play a key role in preventing and reversing the risk of unemployment and poverty of low educated youth. The INCLUD-ED project has analysed effective actions in eight European countries (Slovenia, United Kingdom, Italy, Austria, Romania, Belgium, Finland, and Spain) that respond to the educational needs of those who have experienced tracking. These effective alternatives are vocational programmes that include an academic-type of curriculum and allow students to move to higher education, as well as adult education programmes in schools which meet families' training needs, improving their opportunities in the labour market.     

Cognitive and parenting pathways in the transmission of antisocial behavior from parents to adolescents

This study examined the role of adolescent perceptions of parental behavior and disrupted parenting in the continuity of antisocial behavior across generations. Participants included 430 adolescents and their biological parents assessed during the period from the 9th to 12th grades (9th grade age in years: M=15.09, SD=0.43). Structural equation modeling provided support for the mediating role of adolescent perceptions and disrupted parenting in the familial transmission of antisocial behavior. Furthermore, the results were consistent across parent and adolescent gender. The findings extend previous research by suggesting a significant role for adolescent perceptions of parents' activities in the development and growth of antisocial behavior. Results also support significant stability in antisocial tendencies over the course of adolescence.     

The process of conceptual change in force and motion during computer‐supported physics instruction

The process of students' conceptual change was investigated during a computer‐supported physics unit in a Grade 10 science class. Computer simulation programs were developed to confront students' alternative conceptions in mechanics. A conceptual test was administered as a pre‐, post‐, and delayed posttest to determine students' conceptual change. Students worked collaboratively in pairs on the programs carrying out predict–observe–explain tasks according to worksheets. While the pairs worked on the tasks, their conversational interactions were recorded. A range of other data was collected at various junctures during instruction. At each juncture, the data for each of 12 students were analyzed to provide a conceptual snapshot at that juncture. All the conceptual snapshots together provided a delineation of the students' conceptual development. It was found that many students vacillated between alternative and scientific conceptions from one context to another during instruction, i.e., their conceptual change was context dependent and unstable. The few students who achieved context independent and stable conceptual change appeared to be able to perceive the commonalities and accept the generality of scientific conceptions across contexts. These findings led to a pattern of conceptual change which has implications for instructional practices. The article concludes with consequent implications for classsrooms. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 859–882, 1999     

Trust,reputation and ambiguous freedoms: financial institutions and subversive libertarians navigating blockchain,markets, and regulation

This article departs from the post 2008 financial crisis context, from its intersection with technological developments, and from the socio-technical arrangements configured by this conjuncture. It explores plans and actions – of mainstream financial institutions, and of a community seeking for alternatives to centralised economy and governance – for the use of digital platforms supported by blockchain infrastructure. In particular, it explores how such plans and actions relate to conceptions of public and peer trust and how they appear to produce, or reinforce, reputational imaginaries and quantification practices within added value philosophies. By illuminating a tension between the two identified case examples, I seek to render alternative communities’ and financial institutions’ conceptions, imaginaries and practices (more) visible and to analyse their organisational marketing strategies – where there is a pragmatic and discursive operationalisation of technology as well as of trust as means to gain more self-sovereignty in action, while navigating markets and regulated actual world contexts.     

Erratum to: Management and academic practices to prevent higher education corruption — a case review of an international branch campus in Uzbekistan

Tertiary Education and Management - The following article is being retracted from publication in Tertiary Education and Management: ‘Management and academic practices to prevent higher...