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This paper draws attention to how markers of adulthood linked to education and employment form an influential social narrative and argues that these help to construct teenage motherhood as problematic. Social policies, informed by this narrative, reinforce the idea of a "correct" path through education and into employment from which young mothers deviate and must be realigned to. This paper draws on a sample of former young mothers who had largely progressed into higher education and sheds light on how their pathways were possible and what challenges they encountered. It therefore joins others in challenging common conceptualisations of teenage motherhood as inevitably leading to educational failure. This paper seeks to open a further avenue to this debate however, in that it questions the wisdom of utilising predetermined markers of success to measure the achievement of young mothers. As the accounts discussed here show, a later data collection point enables us to see how "outcomes", but also priorities, change. Furthermore, by highlighting stories of pride and joy outside of markers of adulthood, it also encourages us to reflect on the effects of a normative social narrative which depicts divergence as failure. The paper therefore seeks to strike a note of caution in the ways in which we define success. [ABSTRACT FROM AUTHOR]

Three decades ago, the term Education for Sustainable Development (ESD) entered educational discourse. However, it is important to note that the concept of 'ESD' did not emerge from scholarly debates on education, rather as a tool to carry forward the agenda of sustainable development. As a result, it has been conceptualized in many different ways. This article is an attempt to further the debate on ESD-conceptualization. The paper discusses connections between constructivism, transformative learning, and Erich Fromm's idea of 'to be' and argues that the focus of ESD needs to change from narrow behavioural outcomes to emancipating learners to ask critical questions, decide (without the influence of anonymous authority of capitalism) and engage in activities that allows them to develop an authentic relationship with their world. The article suggests that consistent opportunities (inside and outside the classroom) to reflect and question the 'having' mode and taking steps towards 'being' mode will address the problem of 'otherness' and contribute towards a more sustainable world. [ABSTRACT FROM AUTHOR]

Building on Pietz's speculation about the construction of a "history of the fetish' that might be related to, yet stand apart from the fetish as a historical construct, this paper asks if there might be novel yet unmarked contemporary fetish-formations. Taking the later chapters of Pietz's volume, which focuses on capital and techno-political infrastructures, this essay suggests that non-fungible tokens, or "NFTs," might be thought of as failed fetishes, objects that work to occlude the material infrastructure that supports blockchain, yet do not cohere because due to contemporary technology, they lack the sensuous materiality required by Pietz's phenomenologically-shaped understanding of Marxism. Regardless of the correctness of this speculative claim about NFTs, this discussion suggests that Pietz's original, groundbreaking argument on the fetish still has relevance to, and a great deal of creative promise for, analysis in the current day. [ABSTRACT FROM AUTHOR]

Economic efficiency demands accurate assessment of individual ability for selection purposes. This study investigates Classical Test Theory (CTT) and Item Response Theory (IRT) for estimating true ability and ranking individuals. Two Monte Carlo simulations and real data analyses were conducted. Results suggest a slight advantage for IRT, but ability estimates from both methods were highly correlated (r=0.95), indicating similar outcomes. The Logistic two-parameter IRT model emerged as the most reliable and rigorous approach. [ABSTRACT FROM AUTHOR]

Low interest in STEM (science, technology, engineering and mathematics) among high school students in general and women in particular is a highly prevalent phenomenon in many industrialized countries. This study analyses whether study counselling – guiding students to select a major in higher education through self-exploration and fostering their confidence in completing higher education – increases their aspirations toward STEM. We pay particular attention to gender differences in this association. To identify the causal impact of the intervention, we employ a Randomized Controlled Trial (RCT) with pre–post design. Our results show that students participating in the counselling intervention more frequently develop aspirations toward life and environmental sciences subjects such as biology. Moreover, this effect is stronger for female students. In light of these results, we discuss the potential role of study counselling in reducing gender segregation in higher education. [ABSTRACT FROM AUTHOR]

This study considers language proficiency test scores achieved by ESL students who subsequently entered a New Zealand university at the undergraduate level. Scores from IELTS and the university's in-house English Proficiency Test are analysed to determine the predictive ability of overall scores on these two tests and scores for each of the four language skills on academic success. The results indicated that language proficiency had a significant effect on undergraduate academic achievement. Furthermore, analyses of the predictive ability of scores for listening, speaking, and reading were remarkably similar between the tests, with non-significant results of similar magnitude for each skill. On the other hand, IELTS writing scores demonstrated a non-significant negative effect on academic achievement, while EPT writing scores were strongly significantly predictive of academic achievement. The results suggest that universities may benefit from measuring ESL students' academic writing proficiency in more authentic university-level writing tasks. [ABSTRACT FROM AUTHOR]

The challenges facing academic health and medicine are abundant and require effective leadership across institutions. This article highlights the design of a collaborative leadership development program for faculty administrators that seeks to address many of these leadership challenges. The article begins with an overview of existing research to situate the reported case study, including literature on the contemporary context of leadership development within academic health centers and the relevant connections to leadership and communication processes that are fundamental for any leadership training and development effort. It continues with an overview of our focal case, the Academic Leadership Program at Rutgers Biomedical and Health Sciences—a collaborative leadership development program for faculty administrators across the academic health center. Our experiences in the joint design of this program, coupled with the ongoing research on leadership development, leadership practice, and leadership dynamics in higher education and academic health centers, make clear the value of an integrative framework for the design and delivery of leadership development efforts in higher education. [ABSTRACT FROM AUTHOR]