Financing education: why should tax justice be part of the solution?

This forum seeks to problematise issues related to the lack of resources to adequately finance public education systems. It explores potential solutions based on increased domestic resource mobilisation through progressive taxation in order to meet the growing financing gap needed to achieve Sustainable Development Goal (SDG) 4. While many governments in poor countries are already demonstrating a strong commitment to funding education, the papers will argue that they could raise more money by broadening their tax base – for example, by reducing the prevalence of harmful tax incentives or tackling tax avoidance. Steven Klees’s contribution examines the proposals made by the International Commission on Financing Global Education Opportunity as well as the potential for global taxation mechanisms to be used to finance the education and other SDGs. David Archer argues that SDG4 requires a rebuilding of confidence in the capacity of governments to finance good-quality public education through progressive taxation. Finally, Maria Ron Balsera’s contribution uses Pakistan, Ghana, Kenya and Uganda as case studies to analyse the effect of the inadequate financing of education and to explore sustainable and equitable solutions.     

The utility of reading to read with boys with ADHD‐CT administered at two different intervals post methylphenidate ingestion

This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral‐reading fluency with boys with Attention Deficit‐Hyperactivity Disorder, Combined Type (ADHD‐CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD‐CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD‐CT who take Ritalin are discussed. © 2000 John Wiley & Sons, Inc.     

Teachers' and students' conceptions of ability in elementary physical education

Using Nicholl's (1989) and Dweck 's (1999, 2002) theories on ability as conceptual frameworks, this study explored teachers' and students' conceptions of ability in elementary physical education. Participants were 8 physical education specialists from five public schools and 160 students from their second- and fourth-grade classes. Teacher and student interviews and questionnaires were used for data collection. When asked to describe the "best" and "poorest" students in their physical education classes, teachers defined or referenced student status solely in terms of class behavior and effort, such as participation and working hard. In contrast, students primarily used ability-related indicators, such as task mastery and social comparison along with class behavior as criteria of their own ability. Overall, teachers and students had different views of "good" students in elementary physical education. In an era of standards-based learning and accountability in education, teachers may need to focus more on a task-involved climate by taking into account student learning and achievement.     

Effect of toss and weather on County Cricket Championship outcomes

The principal competition in English professional cricket has become more competitive with the introduction of hierarchical divisions linked by promotion and relegation. Using regression analysis, we examine the effect on league points when teams suffer different degrees of weather disruption over the season and different amounts of luck in winning the toss for choice of first innings. The results are used to illustrate the sensitivity of championship, promotion, and relegation outcomes to such matters of chance and revised league tables are produced after applying adjustments to account for the influence of weather and toss. Policy recommendations are presented on how the influence of weather and toss might be lessened in future seasons.     

Does spatial proximity to customers matter for innovative performance?: Evidence from the Dutch software sector

User-producer interactions are often assumed to be an important source of innovation. Spatial proximity between organisations would contribute to such interactive learning processes, because it facilitates face-to-face interactions required to exchange knowledge. However, both assumptions are increasingly debated. Therefore, we have empirically examined this using firm-level data on user-producer interactions of Dutch software firms. Indeed spatial proximity facilitates face-to-face interactions, but it does not strengthen the effect of face-to-face interactions on innovative performance. Moreover, regular interactions and collaboration with customers increase the likelihood that software firms bring new products to the market, but do not improve the firm's innovation output.     

The roles of science in technological innovation

One of the central issues in science policy during the past decade has been the extent to which the national levels of expenditure on scientific education and research influence the standard of living. This paper provides empirical evidence to show that the pay-off from this investment in science is more complex and indirect than previously supposed.     

The prevalence of social maladjustment among school-age children

PL 94-142 mandates that students who are seriously emotionally disturbed be provided with a free and appropriate public education. Embedded in the federal definition of serious emotional disturbance is a clause that excludes socially maladjusted students from the diagnostic category. Although socially maladjusted children may therefore not receive special education services, their presence in the schools may have implications for society and particularly for the educational system. However, there is little data concerning the prevalence of socially maladjusted students in the schools. The purpose of this study was to investigate the prevalence of social maladjustment in two rural/suburban school systems in the southeastern United States. Results of the study indicate that the percentage of students reported as exhibiting characteristics of social maladjustment is sufficiently high to indicate that services beyond special education may be necessary to meet their educational and social needs.     

30-second interval performance on the coding subtest of the WISC-III: Further evidence of WISC folklore?

Data gathered from 351 students administered the WISC-III were used to analyze the 30-s-interval performance on the WISC-III Coding subtest. Interpretation methods that focus on the relevance and meaning for such interval differences were examined. Because of the lack of “base-rate” data, the suitability of interpreting the Coding subtest intervals is questioned. Results, based both on IQ and special education classification, revealed no significant difference in performance. Cautions regarding the diagnostic use of the 30-s Coding intervals are discussed. © 1998 John Wiley & Sons, Inc.