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In most countries, girls perform better than boys in reading but worse in mathematics. However, there is much variation between countries. Explanations for the gender gaps include the organisation of the school system, students' expectations and macro-societal factors. The purpose of this paper is to account for gender differences in both reading and mathematics among 15-year-old students using data from the OECD's 2000 Programme for International Student Assessment (PISA) project. In most countries, school system factors are associated with the gender gap in reading but not in mathematics. Generally, gender differences in students' occupational expectations do not account for the gender gaps, although expectations contribute to the gender gaps in reading in New Zealand and the United States. Although several macro-societal factors - the proportion of women in the workforce, societal inequality and public sector spending - are associated with the gender gap in reading, the correlations are only moderate, unstable and, importantly, are not associated with the gender gaps in mathematics. The much stronger association between the gender gaps in reading and mathematics across countries implies that they are both influenced by policy: the extent that countries have successfully implemented policies to promote the educational outcomes of girls and young women. In such countries the gender gap in mathematics is small or non-existent but the gender gap in reading is relatively large. Policies shift both gender gaps in tandem. [ABSTRACT FROM AUTHOR]

Community building has been a key concern for a wide array of educational projects. Recently, educational theories concerned about social justice have begun to challenge assumptions about community in U.S. education by criticizing its tendencies toward assimilation and homogeneity. Such theories point out that a communitarian agenda excludes the Other, the stranger, or the person of difference. This paper analyzes various conflicting constructions of community in current U.S. education literature, including the establishment of common values in schools, the attempt to integrate racially diverse views into educational discourse, and the exhortation for political solidarity within underrepresented groups. I analyze the construction of community and suggest that community has three distinct strands of meaning: the appeal to “third way” kinds of compromise, the appeal to solidarity for empowerment, and the appeal of emotional bonding. After providing examples of these three strands, I argue that current definitions and assumptions about community building can be politically dangerous insofar as differences are appropriated, assimilated, or excluded. Finally, by bringing some examples from feminism and postcolonialism into conversation with education, I suggest that problematizing the idea of community allows for critical appraisal of the meanings of community and difference, commonality, and diversity. [ABSTRACT FROM AUTHOR]

This paper analyzes self-selection of returning immigrants. We propose an empirical model for this purpose, and apply it to Israeli-born immigrants who arrived in the United States during 1970-79 and returned to Israel during 1980-89. The results, based on analyses of the 5 per cent Public Use Microdata Samples (PUMS) of the 1980 and 1990 United States censuses, suggest that those who return from the United States to Israel have reached a higher level at school than those who remain in the United States. However, the income analysis suggests that, at each schooling level, those who returned to Israel would have been less successful in the United States labour market than Israelis of similar schooling (and other measured characteristics) who remained in the United States. These results were corroborated using Israeli census data that include information on returning Israelis. [ABSTRACT FROM AUTHOR]

The market alternative in education is gaining ground in policy-making circles on both sides of the Atlantic. Parental choice and school competition are seen as ways of achieving reform and raising standards while at the same time reducing State intervention into education planning. This paper interrogates the arguments made for markets and against public monopoly schooling,, and it is argued that on both counts of advocates are partial and flawed. The failure to address the bases and effects of inequalities of the market are given particular attention. It is argued that markets in education provide the possibility for the pursuit of class advantage and generate a differentiated and stratified system of schooling. [ABSTRACT FROM AUTHOR]

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo-corporatism, economic rationalism, corporate managerialism and human capital The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism It also shows how micro-economic reform in this sector is related to reforms in other sectors of education. [ABSTRACT FROM AUTHOR]

Background: In a post-war frontier area in north-western Nicaragua that was severely hit by Hurricane Mitch in 1998, local stakeholders embarked on and facilitated multi-dimensional development initiatives to break the cycles of poverty. Objective: The aim of this paper is to describe the process of priority-setting, and the strategies, guiding principles, activities, achievements, and lessons learned in these local development efforts from 1990 to 2014 in the Cuatro Santos area, Nicaragua. Methods: Data were derived from project records and a Health and Demographic Surveillance System that was initiated in 2004. The area had 25,893 inhabitants living in 5,966 households in 2014. Results: A participatory process with local stakeholders and community representatives resulted in a long-term strategic plan. Guiding principles were local ownership, political reconciliation, consensus decision-making, social and gender equity, an environmental and public health perspective, and sustainability. Local data were used in workshops with communities to re-prioritise and formulate new goals. The interventions included water and sanitation, house construction, microcredits, environmental protection, school breakfasts, technical training, university scholarships, home gardening, breastfeeding promotion, and maternity waiting homes. During the last decade, the proportion of individuals living in poverty was reduced from 79 to 47%. Primary school enrolment increased from 70 to 98% after the start of the school breakfast program. Under-five mortality was around 50 per 1,000 live births in 1990 and again peaked after Hurricane Mitch and was approaching 20 per 1,000 in 2014. Several of the interventions have been scaled up as national programs. Conclusions: The lessons learned from the Cuatro Santos initiative underline the importance of a bottom-up approach and local ownership of the development process, the value of local data for monitoring and evaluation, and the need for multi-dimensional local interventions to break the cycles of poverty and gain better health and welfare. [ABSTRACT FROM AUTHOR]

This note outlines the type of papers which the U.S. periodical "The Sociological Quarterly" wishes to publish. The periodical is a general sociological journal, and as such does not place any quotas on the number of papers it shall publish in any specific area. It nearly always considers scholarly sociological research and writing done by sociologists as being within the journal's acceptable limits. The note airs a special call for articles on the teaching of sociology as well.

Focuses on concerns over the deterioration of older books printed on acid paper in the U.S. Implications for the cultural memory of future generations; Endangered states of the collections of the U.S. Library of Congress; Comparison of the data management capability of the U.S. and European countries.