Abstract: Racial categories, inequalities, and hierarchies have shaped life in the United States since the formation of the country. For children and youth in the immigrant and second generations, schools ar...

Abstract: This exploratory study focused on the factors that constitute second language (L2) learners’ resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire survey. By analysing the quantitative data, five resilience factors were extracted: perceived happiness, empathy, sociability, persistence, and self-regulation. Confirmative factor analysis using AMOS proved that these five factors are distinctive constructs. Among the factors, persistence was identified to play the most influential role in L2 learning. Persistence showed the highest correlations with, and the strongest explanatory power for, motivated behaviour and English proficiency. It is suggested that resilience can be further explored as an individual differences factor in L2 learning, which is involved in L2 learning process and outcomes.

Abstract: Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis.

Abstract: Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, s...

Abstract: Over the last 3 years, the Climate Change and Me project has mapped children and young people's affective, creative, and ontological relationships with climate change through an emergent and child-...

Abstract: The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating i...

Abstract: This article extends the ongoing critique of neoliberalism's encroachment upon public education by highlighting how neoliberal ideas such individualism, accountability, governmentality, and the marketization of public life are recasting teachers today primarily as competitive economic beings. I contend that teachers are increasingly compelled to act as modern homo economici, working in an education system that conforms to the rules of the neoliberal market. As such, teachers are incentivized to act as self-entrepreneurs, rational individuals who are beholden to a governmentality that requires them to be accountable to the strictures of the neoliberal market. The neoliberal transformation of public schools has led to teaching becoming a strictly controlled and hyperindividualized entrepreneurial activity that compels teachers to focus on their own productivity, while rendering them eminently governable beings.

Abstract: Oleg Poldin - PhD, Senior Researcher at the Center for Institutional Studies, National Research University Higher School of Economics. Nataliya Matveeva - Doctoral Student, National Research University Higher School of Economics; Junior Researcher, Center for Institutional Studies, National Research University Higher School of Economics. Address: 25/12 Bolshaya Pecherskaya St., 603155, Nizhny Novgorod, Russian Federation. E-mail: nmatveeva@hse.ruIvan Sterligov - Director of the Scientometrics Center, National Research University Higher School of Economics. Address: 20 Myasnitskaya St., 101000 Moscow, Russian Federation. E-mail: isterligov@hse.ru Maria Yudkevich - PhD, Vice-Rector, National Research University Higher School of Economics; Director of the Center for Institutional Studies, National Research University Higher School of Economics. Address: 20 Myasnitskaya St., 101000 Moscow, Russian Federation. E-mail: yudkevich@hse.ruWe estimate the effects of the Russian University excellence program (Project 5-100) initiated by the Government in 2013 (Project 5-100) on the research performance of those leading Russian universities that received, on the competitive basis, substantial financial support within this program. While the publication output of Russian universities in general has increased in recent years, we estimate whether there is significant added value from the Program, that is, whether the extra increase in productivity takes place in selected universities. We use econometric analysis of longitudinal data applying the linear growth model with mixed effects, with the number of publications (total number, per capita, and publications in high-quality journals) as a dependent variable. We demonstrate that there is a positive significant effect of the Program that appears from the very first years of its implementation - that is, universities that received financial support demonstrate a substantial steady increase in publications measured in both total numbers and per capita (including publications in the top‑25% of journals) when compared to universities from the control group.

Abstract: The distribution of children in different school-types and regions in Pakistan suggests that access and opportunities in education are not evenly accessible for many children. Segregation at school level is an important concern for equity and social justice because the adverse effects of segregation increase the pre-existing gap in opportunities between rich and poor, preventing the disadvantaged children from equal access to better life and success opportunities. This paper presents an analysis of segregation by poverty and pupil performance between schools, with a comparison of private and government schools in Pakistan. The data obtained for this study is from the Annual Status of Education Report 2014 survey of households and schools. The analysis includes 27,979 children aged 5–16 years for whom the information could be linked with their schools, and parents’ socio-economic status. Segregation levels have been assessed using the Gorard Segregation Index. The results show that segregation by a...

Abstract: This article examines the educational objectives of parents who homeschool (or practice home education) in terms of the widely accepted division of primary educational objectives, namely, socialisa...

Abstract: Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.

Abstract: This article presents insights from an inquiry into renewable energy development by Indigenous communities across Canada. The focus is on Indigenous leadership in developing renewable energy projects that align with traditional ecological philosophies while also providing increased economic and energy security, sovereignty, and educational opportunities. These projects build new STEM knowledges and practices across cultural divides. The article also discusses broader sociocritical concerns regarding renewable energy development, the associated challenges of renewable energy education, and Indigenous environmental education in the context of capitalist and nationalist agendas.

Abstract: Since the presidential election on Nov. 8, we've seen a wave of hate speech, harassment, bullying, and violent incidents hit K–12 and college campuses nationwide. One informal collection of nationw...

Abstract: The need for quality teaching is reflected in the poor performance of students in international tests. Teachers’ practices and contextual factors could contribute to substandard quality of ...

Abstract: Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and “different”. These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the “best school”; (4) being a “good student” is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging ...

Abstract: This study investigates head teachers' perspectives of the school dropout problem at public secondary schools in rural Punjab, Pakistan. The study is based on qualitative methods and included interviews to collect primary data. Sixteen districts of the Punjab where secondary school dropout rate is above 20% were purposively selected for the study. The findings indicate that—other than some socioeconomic and individual factors—different exam patterns at primary, elementary, and secondary levels; easy promotion policy in early classes; English medium syllabus; substandard educational background of students; high failure rate in class 9; and top-down pressures on teachers to perform nonacademic duties are major causes of children dropping out from school. The findings of the study suggest that only through implementation of a socio-culturally compatible syllabus—a corresponding examination system for all levels—allowing students to repeat class 9 in case they fail, setting teachers free from nonteaching duti...

Abstract: This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and their implications for the learning process. The perceptions of undergraduate students are analysed taking into account the effectiveness and fairness of both traditional and learner-centred assessment methods, as well their influence on the learning process. In total, 624 students participated in this study in five Portuguese Public Universities in different areas of knowledge and programmes. Data were collected through questionnaires. Findings suggest that assessment is seen as more effective and fairer when it is done through the use of learner-centred assessment methods rather than by traditional assessment (e.g. written tests or exams). The students also claim that they devote more time to study when assessment is performed through learner-centred assessment methods than by traditional ones. The most used as...

Abstract: Four education scholars extend the methodological space inspired by Jackson and Mazzei’s Thinking with Theory through focusing on research design. The notion of de/sign is presented and employed to counter prescriptive method/ology that often sutures over pedagogical possibilities in research and educational settings. Key methodological themes (e.g. voice, agency, subjectivity, data) are (un)tailored in order to work within, against, and beyond conventional humanist qualitative methodology. Patchwork methodologies take shape as key theorists and theories pierce, (un)stitch, snag, embroider, patch, and mend the fabrics of distinct research contexts, components, and commitments. Previews of the productions that result from attending to the enacted and embodied relationship between theory and research de/sign are presented. A discussion of the ways in which patchwork(ing) methodologies provokes new questions, analytical frames, and types of findings concludes the article.

Abstract: Research on problem-based learning (PBL) has tended to focus on the graduate level of education, paying less attention to the primary school level and to what is involved for students during the im...

Abstract: Dmitry Leontiev - Ph D., Dr. Sc., Professor, Head of International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics. E-mail: dmleont@gmail.com Anna Lebedeva - Ph D., Senior Research Fellow, International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics. E-mail: anna.alex.lebedeva@gmail.com Vasily Kostenko - Research Fellow, International Laboratory of Positive Psychology of Personality and Motivation, National Research University Higher School of Economics. E-mail: vasily.kostenko@gmail.comAddress: 20 Myasnitskaya St., 101000 Moscow, Russian Federation.The paper presents a theoretical reconstruction of Lev Vygotsky’s project on theory of personality development and highlights Vygotsky’s relevance and heuristic value for the personality psychology of our days, especially positive psychology. The authors focus on several aspects of Vygotsky’s heritage. 1. The general concept of personality within a non-classical framework. 2. The idea of self-mastery as the central explanatory concept and its relation to the modern concept of agency. 3. The role of self-reflective awareness in personality development. 4. Personality development pathways in challenging conditions. In Vygotsky’s works personality was implicitly constructed as the most integral higher mental function, while self-mastery or self-regulation was its central feature. Vygotsky’s principle of mediation states that the structure of human activity is mediated by physical or mental tools that break the S - R links and make it possible to master one’s own behavior and mental processes. By utilizing speech as a system of signs that enables the process of mastering the psychosocial reality, self-reflection makes a new basis for more complicated forms of higher mental processes that possesses more degr ees of freedom as compared with the lower ones. The law of compensation is discussed in the context of aggravated conditions of personality development, where personality answers to social boundaries, and thus achieves alternative trajectories of development. The sociocultural paradigm is thus consistent with modern thought on positive and personality psychology.

Abstract: This special issue presents a collection of articles that multiplies Science and Technology Studies (STS) with Educational Studies, in an attempt to think differently about science, technology, eng...

Abstract: For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher’s instrumental role during classroom learning. More specifically, it investigated language instructors’ metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individua...

Abstract: In this study, we examine how the standardizing effects of federal and state education policies in the United States reflect particular ways of understanding the structure and function of education and schooling. This understanding impacts how policies affect schools and those who work and depend upon them. We argue that the disparity between how policy makers see and control schools and how those who live and work in them experiencing this pressure leads to serious problems based on what we argue are the misunderstandings of the needs of local school communities. Standardization attempts to bring a simplistic and linear map to an intrinsically complex ecology, resulting in needless stress, distraction, and dehumanization in schools.

Abstract: Elena Chernova - Doctor of Sciences in Economics, Professor, Senior Vice-Rector for Economics, St. Petersburg State University. E-mail: e.chernova@spbu.ru Tite Akhobadze - Candidate of Sciences in Economics, Deputy Head of the Planning and Finance Department, St. Petersburg State University. E-mail: t.akhobadze@spbu.ruAleksandra Malova - Candidate of Sciences in Economics, Associate Professor, Department of Economic Cybernetics, St. Petersburg State University. E-mail: a.malova@spbu.ruAndrey Saltan - Candidate of Sciences in Economics, Assistant Professor, Department of Information Systems in Economics, St. Petersburg State University. E-mail: a.saltan@spbu.ruAddress: 7-9 Universitetskaya Emb., 199034 St. Petersburg, Russian Federation.World Bank data shows that education accounts for, on average, 13% of government expenditure in the world, effective spending being a priority. Position in international academic rankings has been a universally accepted, yet criticized, criterion of institutional effectiveness. No consistent positive correlation was revealed during research on how the size of government subsidies affected university ranking. Assessment methodology is adjusted to study the influence of public funding mechanisms on university ranking. Three mechanisms are investigated: formula based funding, performance based funding, and negotiated funding. The sample includes 107 European universities from 27 countries. For each of them, information on the funding model (or a combination of models), total annual revenue, proportion of public subsidies, ranking and ranking movements over the last decade is collected. Analysis results are used to group universities into two major categories: low-ranking universities (ranked in the top 200-500), which are mostly funded using formal mechanisms (formula- and performance based funding), and high-rankings universities (the top 100), which largely use the negotiated funding model (either alone or combined with formal models). This confirms previous research findings that the size of government subsidies has no impact on university ranking. A qualitative analysis of higher education funding patterns in Russia is performed. Formalization of all sources of university funding has become a major trend, yet this empirical study demonstrates that prioritization of formal criteria may be ineffective if Russian universities want to reach their ambitious goals of making it to the top 100 in international rankings.

Abstract: Notions of American exceptionalism and the American Dream claim that the United States is the home of liberty, equality, and opportunity, where hardworking individuals have unlimited opportunity fo...

Abstract: The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.

Abstract: High-ability pupils in primary schools often do not achieve up to their full potential and teachers seem to face difficulties to motivate these pupils. In this study 891 primary school pupils (463 ...

Abstract: This study explored Turkish teachers’ attributional reasoning regarding the barriers they face when they attempted to undertake learner-centred teaching, which is a core requirement of educational reform-based initiations in Turkey To achieve this aim, a naturalistic inquiry was conducted in order to capture the clarifications of the barriers and related attributional reasoning of 31 teachers The teachers defined 12 teaching barriers for the initial trials of learner-centred teaching and made several attributions to the faced barriers The study showed that the teachers made pervasively externalised attributions when explicating the reasons for the barriers they faced They were the usual suspects of making fundamental attribution error due to the excessive externality of their attributions The teachers’ barrier clarifications and accompanied attributional reasoning typologies in terms of learner-centred teaching have confirmed that the teachers in this study are only in the early stages in reg

Abstract: This study explores the nature of parental attitudinal beliefs towards educational inclusion and the factors that determine these beliefs. Participants were drawn from the Growing Up in Scotland Survey (N = 2200). Results indicate that majority of parents held positive generalised belief towards including children with additional support needs (ASN) in mainstream classrooms (90%), compared with belief about the benefits of inclusion for children with ASN (72%), or benefits for typically developing children (70%). Lower parental income and higher levels of satisfaction with child’s current school were associated with positive generalised beliefs. Belief about the benefits of inclusion for children with ASN was also positively associated with lower parental income, while belief about benefits for typically developing children was determined by higher parental education and age. Our findings suggest that efforts to increase parental attitudes should target salient beliefs and take into account the de...