The effects of a free school choice policy on parents’ school choice behaviour

Recently, European school systems have seen various attempts to ‘modernise’ their governance. Market and competition oriented reforms have not been central to governance innovation strategies in German speaking countries, however, their number and relevance is rising in recent years. A free school choice policy which abolishes “school districts” which legally define fixed school catchment areas was introduced in the school year of 2007/2008 in the Austrian city of Linz.The effects of the implementation of this policy on the primary school sector were studied by a standardised questionnaire administered to a representative sample of 3425 parents of five age groups of primary school children. The return rate was about 55%. By special measures during data collection a satisfactory representation of parents with migrant background was achieved.Three questions are discussed in the paper: (1) Is there a rise in segregation in schools as a result of free choice policy? (2) Is there a change in the composition of the student population in different schools as a result of free choice policy? (3) Is there a change in parent school choice behaviour of as a result of free choice policy?Our data indicates that segregation in primary schools with respect to ethnic and social family characteristics increases after the policy implementation, but the sample size is too small to find significant results. In addition, no significant change is observed in the social composition of schools. In accordance with the previous findings no significant modifications of choice behaviour occur for different ethnic or social groups after free choice. However changes in choice motives can be observed.     

The role of action research in the development of learning networks for entrepreneurs

Developing sustainable learning networks for entrepreneurs is the core objective of the Sustainable Learning Networks in Ireland and Wales (SLNIW) project. One research team drawn from the Centre for Enterprise Development and Regional Economy at Waterford Institute of Technology and the School of Management and Business from Aberystwyth University has contributed to the understanding of how to create sustainable business learning networks for entrepreneurs. The research findings are attributed to action research by the conduction of two separate cycles in the forum of research projects. The first cycle, called Female Entrepreneurs in Ireland and Wales, produced findings that were reflected on and investigated further by the research team through the establishment of the second cycle named SLNIW. This paper discusses the two action research cycles through the action sets of planning, action, observing and reflecting and the contribution of the development of understanding and practice of networking for entrepreneurs through the production of guidelines for establishing sustainable learning networks.     

Student affect and conceptual understanding in learning chemistry

This study explores the relationship between affective and cognitive variables in grade 9 chemistry students (n = 73). In particular, it explores how students' situational interest, their attitudes toward chemistry, and their chemistry‐specific self‐concept influence their understanding of chemistry concepts over the course of a school year. All affective variables were assessed at two time points: at the middle of the first semester of grade 9, and at the end of the second semester of grade 9, and then related to students' postinstructional understanding of chemical concepts. Results reveal that none of the affective variables measured at the earliest time point have a significant direct effect on postinstructional conceptual understanding. Looking at the different affective variables as intermediary constructs, however, reveals a pattern in which self‐concept and situational interest measured at the middle of grade 9 contribute to self‐concept measured at the end of grade 9, which in turn, has a positive, significant effect on students' postinstructional conceptual understanding. These results reveal the importance of a strong and positive self‐concept, the feeling of doing well in the chemistry class, for developing a meaningful understanding of scientific concepts. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 908–937, 2007     

How to institutionalize innovative clusters? Comparing explicit top-down and implicit bottom-up approaches

The cluster concept has become a popular guideline for regional policies fostering industrial competitiveness and innovativeness based on sectoral specialization and collaboration. This article discusses the issue of effective institutional forms of cluster promotion, juxtaposing two modes: Explicit cluster policies implemented top-down by regional authorities and implicit initiatives that are organized and financed bottom-up by groups of firms. Both approaches are compared from a theoretical and empirical perspective, pointing out differing patterns of effects, relative strengths and weaknesses. Realization of these differences, considered in relation to regional preconditions and objectives, may help to adequately institutionalize cluster support.     

Correction to: Development of Children’s monitoring and control when learning from texts: effects of age and test format

Metacognition and Learning - The article Development of Children’s monitoring and control when learning from texts: effects of age and test format, written by Martina Steiner, Mariëtte...     

Health sciences libraries in Germany: new directions

This feature is part of a series about medical library services in various countries. It gives an overview of the state of and selected current developments of medical library services to support research, education and clinical practice in Germany. Findings from an online survey and issues of access to health information are discussed in relation to the German health care system.J.M.     

Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

International Journal of Science and Mathematics Education - Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32...     

Incorrect order of draw could be mitigate the patient safety: a phlebotomy management case report

Procedures involving phlebotomy are critical for obtaining diagnostic blood specimens and represent a well known and recognized problem, probably among the most important issues in laboratory medicine. The aim of this report is to show spurious hyperkalemia and hypocalcemia due to inadequate phlebotomy procedure. The diagnostic blood specimens were collected from a male outpatient 45 years old, with no clinical complaints. The tubes drawing order were as follows: i) clot activator and gel separator (serum vacuum tube), ii) K₃EDTA, iii) a needleless blood gas dedicated-syringe with 80 I.U. lithium heparin, directly connected to the vacuum tube holder system. The laboratory testing results from serum vacuum tube and dedicated syringe were 4.8 and 8.5 mmol/L for potassium, 2.36 and 1.48 mmol/L for total calcium, respectively. Moreover 0.15 mmol/L of free calcium was observed in dedicated syringe. A new blood collection was performed without K₃EDTA tube. Different results were found for potassium (4.7 and 4.5 mmol/L) and total calcium (2.37 and 2.38 mmol/L) from serum vacuum tube and dedicated syringe, respectively. Also free calcium showed different concentration (1.21 mmol/L) in this new sample when compared with the first blood specimen. Based on this case we do not encourage the laboratory managers training the phlebotomists to insert the dedicated syringes in needle-holder system at the end of all vacuum tubes. To avoid double vein puncture the dedicated syringe for free calcium determination should be inserted immediately after serum tubes before EDTA vacuum tubes.     

Girls,girls, girls: Gender composition and female school choice

Gender segregation in employment may be explained by women's reluctance to choose technical occupations. However, the foundations for career choices are laid much earlier. Educational experts claim that female students are doing better in math and science and are more likely to choose these subjects if they are in single-sex classes. One possible explanation is that coeducational settings reinforce gender stereotypes. In this paper, we identify the causal impact of the gender composition in coeducational classes on the choice of school type for female students. Using natural variation in the gender composition of adjacent cohorts within schools, we show that girls are less likely to choose a traditionally female dominated school type and more likely to choose a male dominated school type at the age of 14 if they were exposed to a higher share of girls in previous grades.     

Basic auditory processing and developmental dyslexia in Chinese

The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability in Chinese. A series of psychometric, literacy, phonological, auditory, and character processing tasks were given to 73 native speakers of Mandarin with an average age of 9.7 years. Twenty-six children had developmental dyslexia, 29 were chronological age-matched controls (CA controls) and 18 were reading-matched controls (RL controls). Chinese children with dyslexia were significantly poorer than CA controls in almost all phonological tasks, in semantic radical search, and in phonological recoding proficiency. Chinese children with dyslexia also showed significant impairments in most of the basic auditory processing tasks. Regression analyses demonstrated that different auditory measures of rise time discrimination were the strongest predictors of individual differences in Chinese character reading (1 Rise task) and phonological recoding (2 Rise task) respectively, with frequency discrimination also important for nonsense syllable decoding. Our results support the hypothesis that accurate perception of the amplitude envelope of speech is critical for phonological development and consequently reading acquisition across languages.