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Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study aimed to examine if and to what extent frequently used predictors of study success are portable across a homogenous set of courses. The research was conducted in an integrated blended problem-based curriculum with trace data (n = 2,385 students) from 50 different course offerings across four academic years. We applied the statistical method of single paper meta-analysis to combine correlations of several indicators with students' success. Total activity and the forum indicators exhibited the highest prediction intervals, where the former represented proxies of the overall engagement with online tasks, and the latter with online collaborative learning activities. Indicators of lecture reading (frequency of lecture view) showed statistically insignificant prediction intervals and, therefore, are less likely to be portable across course offerings. The findings show moderate amounts of variability both within iterations of the same course and across courses. The results suggest that the use of the meta-analytic statistical method for the examination of study success indicators across courses with similar learning design and subject area can offer valuable quantitative means for the identification of predictors that reasonably well replicate and consequently can be reliably portable in the future. [ABSTRACT FROM AUTHOR]

From the moment a man took ‘the king’s shilling’ and was sworn to serve as a soldier in the nineteenth-century British Army, his life proceeded as a file as well as a fighting man. Disorder and desertion drove the utilitarian purposes of discipline and tracking, while constant pressure to account for expenditure in lives and money added further impetus to the copious industry of military record-keeping. Individuals were enumerated, named, appraised and allocated pay. Such archives produce a disorderly silence where men are present but without voice. Carefully archived and always public, military files have a continuing currency through the post-army lives of soldiers into the twenty-first century for descendants and historians. Tracking the life of ‘files’ over time, the paper reflects on the shifting forms of knowledge produced. In particular, it notes the tensions between the densely written form of the files in a population of rank and file soldiers who were partially literate; the highly detailed individuation of the files within a heavily conformist institution, and the modernity of post-1850s record-keeping in an institution bound by tradition. It ends with a reflection on the limitations and opportunities presented by digital access to this substantial archive of imperial-colonial conflict. Abbreviations: AJCP: Australian Joint Copying Project TNA: The National Archives, London WO: War Office [ABSTRACT FROM AUTHOR]

Engineering is receiving unprecedented attention in early childhood and elementary classrooms. Teachers of young children may recognize the ways young children act as natural engineers as they design and create with materials from the classroom or playground. Everyday experiences such as choosing the type of bag: paper, plastic, or a reusable cloth bag at the grocery store can also be used to build explorations with engineering design and challenges. The meaningful integration of children's literature with engineering design challenges provides the further benefit of supporting the kinds of literacy instruction fundamental to primary classrooms. One method to consider is the use of Text Sets, a strategy from literacy that involves the selection and use of a variety of texts chosen intentionally along one or more dimensions where multiple kinds of texts might meet multiple needs or purposes. Lesson suggestions are provided for using text sets of books from different literary genres including biography, narrative, expository, and procedural books and activities to explore the properties of paper, plastic, and fabric with preschool through second grade students. [ABSTRACT FROM AUTHOR]

This paper examines the historical background of the Assumption Sisters of Eldoret (ASE), its Charism and apostolate and the secondary schools run by the ASE. It seeks to understand how the Sisters deal with discipline and performance in their schools. The paper also looks at the role of ASE in the management of the schools especially in financing, staff development and checking the facilities, how they handle the challenges facing the secondary schools that are run by the Sisters. The paper concludes and gives a way forward on how to improve the running of the schools run by the Assumption Sisters of Eldoret. [ABSTRACT FROM AUTHOR]

Inter-disciplinarity and bridging disciplinary boundaries is a practice that scholars often strive for within higher education research. Kinesiology encompasses many aspects such as physical activity, physical education and community. In this article, the two fields of leisure studies and physical education are analyzed as a means to argue that these fields have overlapping messages that are currently being missed within scholarship. Using the theory of boundary crossing, this paper will argue that as a result of missing these current messages, we are at risk of disconnecting education from the social context of leisure. As a result of such analysis, this paper presents conclusions on ways in which research and practice can seek to strengthen the connection between these contexts and open new lines of enquiry that would be fruitful to explore. [ABSTRACT FROM AUTHOR]

Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach for including CC in the curriculum is the cross-curriculum approach. The problems associated with this approach are discussed in regard to the challenges posed to the integrity of the CC body of knowledge, and to the teaching and learning. The paper continues to build a case for conceptualising CC as a discipline in its own right. It explains the notions of: disciplines, subjects, and disciplinary-subjects. Further, it describes the disciplinary characteristics of CC, and the benefits of including CC in the curriculum as a disciplinary-subject. However, curricular resistance issues are identified and discussed. These resistances are addressed by considering evidence derived from curriculum theory, cognitive psychology and philosophy of science for supporting the inclusion of a CC disciplinary-subject. Finally, the challenges in establishing a CC disciplinary-subject are discussed. The paper concludes by considering implications for further research. [ABSTRACT FROM AUTHOR]

An editorial is presented on the role of practice in doctoral degrees considering the purpose of doctoral education. Topics include provider of doctoral education and universities having the main influence on doctoral curricula and pedagogy; covering knowledge, policy, and practice in the area of ‘practice in doctoral degrees' covering a range of countries and in different forms of doctorate and discipline.

Based on ethnographic research carried out during the 2022 Covid-19 surge in southern China, this paper examines the roll-out of a contact-tracing tool called the Time-Space Companion project. The project exemplifies a state effort to incorporate data-driven surveillance technology into the public health apparatus during the coronavirus outbreak. By exploring the definition, identification, and management of Time-Space Companions, the paper shows that the project was used to discipline Chinese citizens and shift public health responsibilities onto them by transforming daily life into sites of public health regulation, discipline, and criminalization. The project also exemplified an on-going state effort to leverage surveillance technologies for the purposes of social management. The paper draws attention to the social repercussions that resulted when technology offered a tempting tool to enhance the infrastructural and despotic powers of mundane state actors. [ABSTRACT FROM AUTHOR]

Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and 'client' recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Located within a U.S. state that has strict constraints on tax subsidies for religious K-12 education, this paper investigates how an extensive form of decentralisation corresponds with schools' discipline and ethical environment. It analyses teacher interviews and web documents from faith-based, autonomous schools in a state that has devolved power and authority for decision-making to parents and other independent 'agents', having a distanced relationship with its nonstate 'actors'. The paper follows Foucault's use of the metaphor of the panopticon and adopts his power analysis to examine the nature of parental control and its influence on disciplinary and ethical practices. Evidence suggests that these autonomous schools are driven by a 'mini-public' ideology that constrains educators' autonomy and generates particular disciplinary norms; entangling ethical, educational, and social ramifications, including teacher resistance and teacher demoralisation. Implications for policy are discussed in this context of control. [ABSTRACT FROM AUTHOR]

The majority of the Catholic schools under the leadership of their respective Congregations are aimed at transforming the surrounding society by conveying holistic education. The Evangelising Sisters of Mary is one of the Catholic Institutes running different schools among the less advantaged people in the society. This paper explains how the Missionary Congregation of the Evangelising Sisters of Mary carries out its education mission in regard to its charism in the church and society. It gives a brief historical background of their foundation and their founders as it expounds on how they manage the whole idea of running schools, financing the schools, maintain discipline, raising academic performance and handling challenges facing the management of the secondary schools under its care. [ABSTRACT FROM AUTHOR]

Humility, in a variety of forms, has been examined in educational contexts in recent years. However, its association with a particular pedagogical method remains an unexplored area of inquiry. Likewise, social justice and student voice are a concern in international education arenas, including in higher education, but are not usually connected to virtue acquisition or demonstration. The student voice for social justice (SVSJ) pedagogical method, based on the framework of Nancy Fraser, seeks to aid practitioners in higher education to ensure that social justice and student voice, mediated by notions of humility, are at the forefront of higher education practices across disciplines. This is accomplished by creating spaces for students' active participation and voice in course content development and classroom learning. In this paper, we expand philosophical explorations of intellectual humility (IH) and cultural humility (CH) as virtues that mediate teaching and learning practices and interactions in classrooms during SVSJ implementation. This ensures that each student is recognised as an important knowledge holder and that diverse ways of knowing, knowledge systems and cultural traditions are valued in higher education teaching and learning spaces. [ABSTRACT FROM AUTHOR]

This paper discusses various issues related to the fragmentation and specialization debate by attempting to identify critical factors that have contributed to the present knowledge structure of physical education. Two major factors are considered in depth: (a) lack of a clearly defined knowledge structure, and (b) vertical development of independent subdisciplines that have been guided and dominated by the parent disciplines. The first involves conceptual identification and agreement about subject matter, while the second involves the proliferation of independent specialties, each striving for academic respectability. After careful consideration of the issues, fragmentation is viewed as the underlying problem, and a horizontal cross-disciplinary approach is suggested as a possible solution. [ABSTRACT FROM AUTHOR]

This paper examines how activists negotiate tensions in disciplining offenders who transgress norms in prefigurative politics. Through the disciplinary process of calling-out, activists negotiate a key tension between building a community that is extensive and inclusive or intensive and exclusive for its members. Derived from consciousness raising groups in New Left activism, call-outs are a rhetorical tactic that expose oppressive acts in etiquette, action, or procedure. This tactic, used in physical and virtual space, is a form of normative discipline where challengers, offenders, and any third parties negotiate between reintegrating the accused or expelling them from the spaces. Drawing on in-depth interviews with queer activists and allies in Austin, TX, a city with deep New Left activist legacies, this paper illuminates how offenders react to call-outs and how these responses shape whether the process leads to a redemptive, purgative, or dialogic resolution. From passive acceptance, belligerence, and dialogic dispute, different modes of the call-out enable and constrain how challengers, offenders, and third parties can negotiate a resolution to these transgressions. Call-outs nevertheless risk creating sectarian dynamics when they are used to berate, eliminate dialogue, and fracture groups by weaponizing identities. By drawing on Gorski's theory of discipline, this paper contributes to the study of the disciplinary practices of prefiguration. In doing so, it explores tensions internal to movements between leniency and stringency, inclusion and exclusion. [ABSTRACT FROM AUTHOR]

Global education agendas frequently draw on the construct of 'school readiness', indexing the developmental trajectories of children to the expectations of school systems. Through in-depth ethnographic research in a village in Bihar, India, this paper examines how normative discourses of 'school readiness' govern family strategies for early childhood care and education (ECCE). To navigate the demandsof a competitive and socially stratified school system, marginalised families saw it as crucial for their young children to access multiple forms of educational capital: written literacy, discipline, and dominant caste-class codes. In the absence of functioning provision of ECCE by the state, the low-fee and low-quality private market of early childhood education was seen as a key site through which 'school readiness' could be secured. The paper illustrates how normative developmentalism in education, and the 'hegemonic aspirations' it enshrines, has entrenched the marketisation of ECCE and reinscribed forms of caste-class domination. [ABSTRACT FROM AUTHOR]

This paper reflects on how refugee studies have developed and it identifies areas for future research. First, the paper sets the scene through an overview of refugee protection regime and on patterns of displacement. Second, the development of theories that try to explain refugee movements is explored. Third, the policy focus of refugee studies and the inherent tensions between stakeholders are examined. This is followed by an exploration of three areas for further research: durable solutions, borders and bordering practices and the inter-generational impacts of refugee migration. These areas allow for multi-level analyses, expose the tensions between structure and agency, power and resistance and the post-colonial world order, and place emphasis on everyday lived experiences. The paper argues that social science disciplines have an important role to play in the field of study but need to include historical analyses and engage in inter-disciplinary alliances to enable shifting paradigms. [ABSTRACT FROM AUTHOR]

Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of ‘if’ and ‘how’ outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to define a ‘discipline’. We then present a six-component discipline model and examine whether and how outdoor education aligns with its first three components: a focus of study; a worldview or paradigm; and an active research or theory development agenda. In our analysis of these components we seek to not be definitive; rather, we invite readers to ponder our evidence in light of their lived experience. The ultimate hope is that this paper will encourage readers to deliberate the arguments that arise as a consequence of assessing outdoor education as a discipline. In doing so we hope to challenge readers to conceptualise outdoor education in innovative ways and to stimulate critical discourse to strengthen the field so that it may realise its potential and best serve society. [ABSTRACT FROM PUBLISHER]

This paper takes Wolman et al.'s 2022 assessment of the "state of urban research" in the Journal of Urban Affairs as its point of departure. While acknowledging the insights produced out of these reviews of the "urban" elements of five disciplines, we question their framing and to what the collection as a whole ultimately amounts. Of course, stock taking intellectual exercises of this sort are, almost by design, partial and selective. Moreover, this is not the first (and likely it will not be the last) of its kind both in the Journal of Urban Affairs and in other urban-facing journals. In the spirit of a sympathetic critique, we highlight three issues we argue might frame any future attempts to represent "the state of urban research": those of disciplinary partiality, geographical partiality, and citational absences. [ABSTRACT FROM AUTHOR]

In our paper, we aim to give an overview about the emergence and evolvement of the history of education in Hungary. Nevertheless, we intend to surpass the traditional approach of giving a schematic description of these processes as we would like to depict the interconnectedness of the Hungarian history of education with the European research tendencies and the thematic variety of the Hungarian research activities. We used literature analysis, historical source analysis and descriptive statistical analysis as primary methods. Within Hungary, we pay special attention to the University of Budapest but we also reflect special peculiarities regarding the other full universities in the country. The Hungarian history of education followed the pathway of the German-speaking countries regarding the approach and the function until 1948. History of education had a self-legitimising role in the emerging national education system and modernised university environment; however, this characteristic feature did not exclude the incorporation of international research approaches. This function was slightly altered in the interwar period since leading researchers of the subfield contributed to maintaining the ideological coherence of the political structure. During the socialist period, researchers were expected to follow the directives of their Soviet colleagues; however, in the 1970s the homogeneity in themes and research approaches began loosening. As the result of the political regime change in 1989/1990, Hungarian research was given an opportunity to be integrated into the European exchange of ideas and implement research approaches prevalent in Western countries. [ABSTRACT FROM AUTHOR]

In post-apartheid South Africa, on military integration, the new South African National Defence Forces (SANDF) faced numerous social and political challenges on integration, including former guerrillas absenting themselves from work without official leave. The paper examines the ways in which the Azania Peoples Liberation Army (APLA), an armed wing of the Pan Africanist Congress understood the 'new' army barracks as racialised and dominated by white soldiers. However, I argue that both former guerrilla formations and the white-dominated soldiers, SADF were unwilling to compromise their past political ideological understanding which had shaped them prior to integration in the 'new' army. The paper examines how the military was understood by APLA guerrillas, in which discipline and punishment was viewed as racialised. However, the new army was also insulated with some 'good moments. In substantiating my argument, I draw on 17 former APLA former guerrillas' who were once integrated into the new army and left prematurely. [ABSTRACT FROM AUTHOR]

Student consumerism in the Higher Education (HE) sector continues to stimulate critical academic commentary about the consequences of marketisation. Although much of the debate focuses on the effects that consumerism has on student achievement, little empirical research has analysed the effect that consumerism has on teaching and associated practices from an academic standpoint. Moreover, the disparities between how differing disciplines perceive student consumerism, and the varying effects that this has depending on the academic discipline, remain under-researched. This paper examines findings from eight in-depth interviews that sought to investigate the effects of student-consumerism on the teaching practices of academics from the departments of education and law, in one post-1992 university in England. It finds that perceptions of student-consumerism differ between the disciplines of education and law. One of the key arguments for this finding is that academics in the field of education are accustomed to a regulatory environment, whereas law academics are acclimatised to greater levels of autonomy. A further argument put forward by this paper is that the stark contrast in graduate salary expectations between education and law, may also impact upon student consumerism. [ABSTRACT FROM AUTHOR]

Since the end of 2021, the concept of “metaverse” has received widespread attention in academic field. Movie sector has long been exploring it prospectively and presenting it innovatively, resulting in the production of metaverse-themed movies. This type of movie has practical significance for the future metaverse thesis. “Character” is an important narrative sign of film composition. This paper starts with several meta-cosmic films, divides the types of characters in meta-cosmic films according to Foucault's theory of spatial power, and analyses their prototype indexes and formation reasons from the constitutive factors of the power relationship, thus explores the power relationship of various types of characters in the metaverse-themed films. [ABSTRACT FROM AUTHOR]

This study utilized textual analysis to investigate 27 articles published by Japanese scholars from various disciplines regarding constructivist approaches. The results found that many of the collected articles in this study reported the need for and effectiveness of a constructivist approach in language, STEM, and social sciences education. The most popular topic found in the collected articles related to English language classrooms with 13 of the 27 articles discussing English language classrooms. Only 11 of the 27 articles reported the actual implementation of a constructivist approach, while the other 16 were theoretical papers that asserted the need for and effectiveness of constructivism. These results indicate that constructivist approaches in Japan are still an underdeveloped area. Japanese educators will be required to spend further time and effort to actually implement the approach, especially in STEM and social studies classrooms. [ABSTRACT FROM AUTHOR]

This paper introduces and recommends a particular approach to the structuring of courses of bioethics education, an approach that has the merits of being both relevant to a wider nonprofessional audience and readily applicable to the circumstances in which ordinary people are called upon to make bioethical decisions. As an explanatory preamble, the first part of this paper analyzes the process of a notable ethics committee as it addressed the topic of medical futility. This paper draws attention to the merits of the committee's structuring a response to its complex bioethical challenge in a particular interdisciplinary fashion. The next section of this paper then applies lessons from the analysis of the ethics committee process to the field of ethics education more generally, and attention is given to the practicalities of ethics course design and implementation. The educational functions of a central question, discrete disciplinary elements, and culminating interdisciplinary integration are explained. An illustrative example of one ethics course designed according to the suggestions of this paper is presented. The paper ends by indicating the merits of this approach to bioethics education, given the current cultural circumstances. [ABSTRACT FROM PUBLISHER]

Incentives are so widespread and seemingly so insignificant that we might simply take them at face value and fail to ask how we can account for their emergence and proliferation. Building upon Foucault's notion of 'problematization' as a mode of reading history, this paper questions the taken-for-granted place that incentives have come to acquire in our current reflections and practices. To do so, it returns to the late nineteenth and early twentieth centuries when American mechanical engineers and social scientists turned the behaviour of factory workers into a managerial problem and began to design new instruments to incentivize them. The shift from the current proliferation of incentives to their past opens up a genealogical space that invites us to explore the contingent shifts in meaning and use of incentivization as a framework to understand and govern human behaviour over the course of the twentieth century. Such a shift opens up an analytical space too. The return to early instances of incentivization allows us to compare labour incentives with labour discipline and to tease out some of the similarities and differences between these two ways of wielding power on the shop floor – and possibly beyond. [ABSTRACT FROM AUTHOR]

The paper is an examination of some emotional challenges facing child psychotherapists working in modern CAMHS following the introduction of the NHS internal market for commissioning and providing services. Its introduction has brought the loss of organisational containment for all CAMHS clinicians. The meaninglessness in work reported by clinicians is a clue to this loss. This loss is especially difficult for child psychotherapists because of their particular investment in the apprehension of meaning in symptoms and other presentations by patients. The paper proposes that meaninglessness is itself a clue to the ascendancy of what Freud called the death instinct, and that this is inherent within the internal market model. Because service design and delivery is predicated upon it, the internal market model structurally determines that clinicians are bound to senior management in a way that leaves child psychotherapists open to professional life-threatening dynamics associated with the death instinct. The −K (Bion) world of CAMHS is thus deathly, leaving child psychotherapists vulnerable to self-destruction. We have lost a workplace in which our approach flourished conferring on us the identity of a discipline structurally favoured, because of the help we provided through this approach to patient and clinic work. This loss of identity brings the dangers of containment lost. This situation leaves child psychotherapists emotionally vulnerable and is akin to Satan’s loss in Milton’s Paradise Lost. [ABSTRACT FROM AUTHOR]

The success of both microcredit and micro-savings products rests upon simplicity and standardization in order to stimulate client discipline. However, these products lack flexibility. This paper attempts to make sense of behavioural product design in microfinance. We focus on the potential trade-offs between discipline and flexibility. While discipline devices encourage clients to make payments on time, microfinance product flexibility improves clients’ day-to-day money management and helps them cope with shocks. Our contribution is twofold. Firstly, we highlight the evidence-based advantages and disadvantages of flexible products in microfinance. Secondly, we present best-practice examples of flexible products offered by microfinance institutions worldwide. [ABSTRACT FROM PUBLISHER]

The present study provides an analysis of John Amos Comenius's thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault's ideas about governmentality and discipline, as well as on Henri Lefebvre's spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early-modern European educational context. [ABSTRACT FROM AUTHOR]

To date, the way that academic misconduct is manifested in undergraduate mathematics coursework has been unexamined in the literature, with the consequence that policy and preventive education can fail to address it appropriately. This paper describes the particular features of the responses expected in mathematical tasks and provides concrete examples of what lapses of integrity look like in this context. The intent is to lay groundwork for discussion and a response to this issue from within our discipline. [ABSTRACT FROM AUTHOR]

This paper explores assessment experiences of undergraduates studying across disciplines. Within a participatory research design, students as researchers were involved in data collection and interpretation. The student lens is brought to bear on the experiences of academically successful final-year students and their strategies for negotiating assessment across disciplinary departments. Findings highlight perceptions of invisibility, academic homelessness and disadvantage despite participants' high academic achievement. These successful students viewed the divergent disciplinary approaches to assessment they encountered as legitimate but felt challenged and disadvantaged by their diversity. Findings are discussed within a framing of assessment practice as socially situated and embedded in the educational values and epistemologies of learning communities, thus problematising development of student assessment literacy across disciplinary communities. The paper concludes that it is neither feasible nor educationally valuable to iron out divergence but more intentional ways of revealing and sharing different epistemological positions in assessment practice could mitigate challenges. [ABSTRACT FROM AUTHOR]

This paper developed a first-order deterministic macroscopic model H-CTM (heterogeneous cell transmission model) based on basic cell transmission model (CTM). The methodological calibration of the model considers the aggregate behavior of heterogeneous traffic under weak lane discipline. H-CTM incorporates a nonlinear fundamental diagram (FD), modeled for non-lane-based heterogeneous traffic, instead of traditional piecewise linear FD. For validating the model performance, high resolution traffic data were collected from a major arterial roadway (N3-Highway) of Dhaka city covering both peak and off-peak periods. Subsequently, the calibrated FD parameters were incorporated in the newly developed H-CTM to simulate the traffic. The estimated traffic states by the proposed model were then compared with basic model of CTM. Model performances, calculated in terms of mean absolute error based on ground truth values show that the H-CTM can be used to describe the traffic dynamics in the stated traffic system better than the basic model. [ABSTRACT FROM AUTHOR]

This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group. [ABSTRACT FROM AUTHOR]

Over the last several decades, "zero-tolerance" policies have been implemented by federal, state, and local educational systems, which have altered the culture of learning. A consequence of this "tough on education" culture is what some scholars have called the "school-to-prison-pipeline" which disproportionately impacts students of color. By using a national representative sample of Latinx students from the National Center for Education Statistics' (NCES) High School Longitudinal Study (HSLS), and intersectionality as a theoretical framework, this paper examines the relative impact of parent-level variables, student-level variables, and key demographics on in-school suspension. That relationship is further interrogated separately for Latinx students below and above the Federal poverty line. Findings indicate that Latinx males living in poverty and Latinx students who are above the poverty line, who attend public schools, are more likely to receive in-school suspension. This suggests that structural inequities of discriminatory practices might play a larger role in secondary schools' disciplinary procedures. [ABSTRACT FROM AUTHOR]

Restorative Justice (RJ) is an educational "innovation" introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way. [ABSTRACT FROM AUTHOR]

Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipline, this means that RCA would include perspectives from all school staff, as well as students and families who are over-represented in discipline outcomes. This paper describes an approach to conducting RCA and presents two case studies that illustrate what stakeholders may gain by incorporating RCA into a school's efforts to increase disciplinary equity. Suggestions for first steps school teams can take to conduct a root cause analysis will be provided. [ABSTRACT FROM AUTHOR]

In this paper, we draw on our personal experiences with the perpetuating gender bias in (early-career) academia, more specifically within geography. We develop two main arguments. First, we argue that everyday academic practices stand in sharp contrast with the critical content geography, as a discipline, aims to study and teach - including its feminist, anti-colonial, and queer understandings. Strikingly, geography as a field does not seem able to apply its academic insights into its internal organization. Indeed, everyday academic practices within geography reproduce structural gendered inequalities. Consequently, geography reproduces the historical 'maleness' of the discipline, both in terms of who embodies it and through the methods and topics it focuses on. Second, we reflect on the strategies we develop to denounce and alter the unjust practices we are confronted with. Yet, these strategies reveal the double bind early career women face, as these very strategies may risk to undermine one's own precarious position, or to give the skewed impression of reproducing the male, disembodied ideal we are fighting. [ABSTRACT FROM AUTHOR]

The synchronization process inherent to the Bitcoin network gives rise to an infinite-server model with the unusual feature that customers interact. Among the closed-form characteristics that we derive for this model is the busy period distribution which, counterintuitively, does not depend on the arrival rate. We explain this by exploiting the equivalence between two specific service disciplines, which is also used to derive the model's stationary distribution. Next to these closed-form results, the second major contribution concerns an asymptotic result: a fluid limit in the presence of service delays. Since fluid limits arise under scalings of the law-of-large-numbers type, they are usually deterministic, but in the setting of the model discussed in this paper the fluid limit is random (more specifically, of growth-collapse type). [ABSTRACT FROM AUTHOR]

While scholars have reflected on the roles played by psychology in tourism studies, there has been only limited exploration of the contributions of this discipline to tourism doctoral research. The aim of this study is to examine how psychology features in tourism-focused doctoral dissertations completed in the United States (US), Canada, Australia and New Zealand from 1974 to 2013. A content analysis was conducted on the 359 tourism doctoral theses identified during that fourdecade period as drawing directly on theory informed by psychology and/or employing psychological concepts. The results indicate that motivation/destination choice, tourist behaviour/experiences, and attitudes/satisfaction are the most prevalent conceptual themes studied and expectancy-value theory the most frequently-invoked theory by psychologyinformed doctoral research in tourism. Although collectively drawing on a wide range of methods throughout this period, an increase in the use of mixed and qualitative methodologies in recent decades was evident. This paper adds to a suite of studies exploring the scholarly contributions and trends in the application of psychology to the study of tourism. It serves to highlight gaps and avenues for further research, including the need for a more strategic and documented approach to the selection and application of psychology-informed theory, theoretical frameworks and models. [ABSTRACT FROM AUTHOR]

Violence is an unfortunate and unpleasant aspect of many sporting contests. It is a challenging task to unravel the complex reasons that underly the phenomenon. As of yet this task has not been accomplished fully. This paper will assess the relative importance of a number of factors that contribute to sports violence, and will suggest remedies to the problem. A wide variety of psychological, social, situational, and moral forces are examined. The paper suggests that a powerful socialization process is the primary determinant of sports violence but that other factors also play a significant mediating role. A conceptual model of the aggression process is presented, which suggests ways to curb violent behavior. It is concluded that socialization forces, particularly reinforcement, are the most readily manipulated in order to control violence in sport. [ABSTRACT FROM AUTHOR]

While suspension continues to be a common response to student misbehavior in schools, evidence mounts for its ineffective and counterproductive results. Moreover, as the use of suspension increases, there is a tendency for it to be disproportionately applied to students of color and those with disabilities. Realizing that not all students are equally at-risk for suspension, the role of implicit bias in schools is a necessary consideration for all. The purpose of this paper is to consider the teacher's role in minimizing the need for suspension by creating student success in the classroom and to present a conceptual framework for both the problem and a potential solution. [ABSTRACT FROM AUTHOR]

In this paper, I argue that history is a large-scale transmedia project that is not understood as such, and this causes friction when history is engaged with through media in which historical research is not usually presented. To do this, I go through Henry Jenkins' ten-step definition of transmedia and argue that history matches the definition very well. This transmedia discussion brings forth the concept of 'world-building', in which narrative is superseded by world-building as the all-encompassing concept and as the beginning point of analysis. In the analysis, history (as a product of historiography) is treated as phenomenon instead of a discipline and compared to other forms of transmedia world-building. [ABSTRACT FROM AUTHOR]

There is widespread pressure that universities should become more responsive and accountable to multiple demands in their local, national and global contexts. Academics grapple to identify appropriate organisational responses to the pressures of state steering and incentive programmes. The empirical focus of the paper is a survey of academics' community engagement activities, mapping their interaction with external partners at five South African universities. The paper addresses a basic question: Who are the academics that engage, and what are their main academic influences? We argue that engagement is more likely to 'lure the academic soul' when it is driven by substantive growth in a disciplinary field and enhances reputations. The analysis seeks to identify how disciplinary, institutional and positional attributes are correlated with engaged activities. 'Luring the academic soul' through an understanding of the influences on academics' propensity to engage can facilitate more effectively targeted incentives and policies. [ABSTRACT FROM AUTHOR]

Research needs in Cognitive Ergonomics are many and varied, as attested by this special issue. However, research is only one component of the discipline to which Cognitive Ergonomics aspires. To ground these research needs, and so to contribute to their future satisfaction, this paper argues for a meta-need, that of relating them to other discipline components, such as scope, practice and knowledge. The past, present and future of Cognitive Ergonomics are reviewed as a discipline, so relating research to these other components. An historical view is taken, which characterizes the past, present and future of Cognitive Ergonomics. The past, and in particular its shortcomings—as lessons awaiting to be learned— is described in terms of an earlier characterization offered by Long. The present is described in terms of the lessons assumed to have been learned by Cognitive Ergonomics since that publication. The future is characterized in terms of lessons which still remain to be learned, that is, research needs to be satisfied. The lessons remaining are exemplified in the form of a model of planning and control of multiple-task work in medical reception and a design method. Lastly, the paper argues the need for consensus concerning the discipline of Cognitive Ergonomics, including its research knowledge and practices, as a pre-requisite for meeting the research needs identified by the papers in this special issue. [ABSTRACT FROM AUTHOR]

This paper focuses on how the food banks, in working to allocate resources appropriately, constantly generate appropriate subjects, the "deserving poor", and through processes of identification and verification, unmask the "undeserving poor". The paper argues that process of identification, which includes practices of identification, registration, and documentation, push the applicants to self-identify and self-register as "the poor". Next, process of verification, which includes practices of categorization, surveillance, and verification, divide the applicants into "deserving" and "undeserving". While the "deserving poor" become the recipients of food aid from the food banks, the "undeserving" are characterized as lazy, greedy, and cunning and attempting to claim more than what they are entitled to. Even though the recipients resist this categorization, the separation is maintained to ensure that the aid is allocated appropriately. What is appropriate, however, is closely related to who is appropriate, which, in turn, is dependent upon who the food bank staff prioritize in terms of age, ethnicity, gender, employment, and marriage status. As such, not only some experiences of poverty and food insecurity are recognized as public problems, but also associations of reproductive and productive labor, public and domestic realm with specific gender roles and identities are reinforced. [ABSTRACT FROM AUTHOR]

There is no doubt that attribution theories have made their mark in social psychology and other related disciplines, but their application and extension to the field of HRs is in its infancy. Indeed, HR scholars have recently realized that understanding the process by which individuals explain the causes of behaviors and events provides insight into a host of HR-related issues. In our review of 65 papers, we identified three research streams with different foci - those that focused on HR system strength, on attributions that influence judgements and behaviors within functional HRM domains, and on the attributions employees make of the intent of HR practices. Notably, despite shared foundations, these three streams of literature rarely overlap. We summarize and provide theoretical and empirical directions for future research within each research area to help steer courses in these areas. Importantly, we also draw connections among the three streams to inspire future research to stretch the bounds of current theorizing on attributions in the field of HR. [ABSTRACT FROM AUTHOR]

This paper explores the evaluations of discipline fairness by 1,006 police officers from different parts of Bosnia and Herzegovina. Police officers in our 2017 sample were asked to assess the appropriate and expected discipline for police misconduct described in 14 hypothetical scenarios. The majority of the respondents evaluated expected discipline as fair in all the scenarios. There was only one scenario in which a substantial minority of the respondents evaluated the expected discipline as too harsh. The analyses yielded no scenarios in which the respondents assessed the expected discipline as too lenient. Compared to respondents who evaluated discipline as fair, respondents who perceived discipline to be too harsh were more likely to say that they would not report misconduct, but there were no differences in the expressed willingness to report between respondents who evaluated the expected discipline as fair and those who evaluated the expected discipline as too lenient. [ABSTRACT FROM AUTHOR]

Many policy interventions designed to achieve gender equality in education are predicated on the assumption that the enforcement of a human rights framework will promote equality and reduce (gender) inequalities. In South Africa, the ending of apartheid led to the introduction of a rights-based constitution in 1996. In line with this Constitution the education system was overhauled and a new Act, the South African Education Act of 1996 came into force. Despite one of the most progressive constitutions in the world and the authority of the Education Act, progress has been limited towards reducing gender inequality and gender-based violence. In this paper we focus on the continuing illegal use of corporal punishment (CP) to explore the limitations of a right-based approach to gender transformation in schools. Drawing on research undertaken in schools of vastly different socio-economic status we argue that rights-based approaches against CP resonate most in middle-class schools that have close links to formal work. In contrast, in other schools, certain types of CP have persisted often with the approval of parents and learners where they are thought of as a caring and necessary means to redress schooling inequities. [ABSTRACT FROM AUTHOR]

This article examines the big data practices employed by the online gambling industry to illustrate the wider societal power structures involved. As well as using data for commercial ends, gambling operators in the UK market are obligated by law to utilise gamblers' data to protect problem gamblers. This paper argues that the use of data in this way can be interpreted as a form of social control when observed through a Foucauldian lens. Contrary to the dominant narrative of free and informed choice, gamblers' behaviour is arguably being governed both at an individual level through disciplinary mechanisms of surveillance and correction, and at the level of the population through governmentality techniques applied to the gambling environment. Through big data practices and industry discourse, these mechanisms of power are used to frame the choices of individuals and shape them into a productive population of 'responsible gamblers'. [ABSTRACT FROM AUTHOR]

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children’s behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four purposively selected kindergarten teachers working in Hong Kong with children aged 5–6 years. The findings of this qualitative case study show that the teachers were concerned about disciplining children to ensure good behaviour. They expected all children to follow the rules and used characteristic discipline strategies such as stating expectations and ‘praising the opposite’ to maintain good behaviour. The paper discusses these findings in light of the Westernisation of kindergarten teaching practices in Hong Kong. [ABSTRACT FROM AUTHOR]

Our aim in this commentary is to challenge one of the claims made by interdisciplinarity advocates: that disciplines are silos and, as such, hinder cross-disciplinary knowledge exchange. This claim is a central feature in interdisciplinarity advocates' rationale for promoting structural changes across universities and reallocating resources toward interdisciplinary research units and training programmes. We use citation practices to demonstrate that cross disciplinary communication occurs despite claims otherwise. Considering the overwhelming amount of data generated by bibliometric studies, we argue that knowledge exchange across disciplines is too large to be ignored and that the silo thesis should be re-examined. The longitudinal perspective adopted by bibliometricians also shows that cross-disciplinary communication is far from being a new trend, but to the contrary is a well-established practice among academic communities. We begin our commentary by briefly reviewing three widespread assumptions underpinning pro-interdisciplinary arguments: (1) disciplines' specialization hinders cross-disciplinary communication; (2) disciplines shun away from addressing real world problems; (3) disciplines are self-centred entities primarily competing for academic authority. We conclude our commentary by suggesting that a better understanding of the benefits and limits of interdisciplinarity requires moving away from broad statements about the alleged insularity of disciplines and openness of interdisciplinarity. [ABSTRACT FROM AUTHOR]