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Schools are ideal settings to promote adolescent physical activity (PA), yet school-based interventions have shown limited long-term impact. This position paper presents key issues surrounding school-based PA interventions. Collaborative conceptual thinking drawing on multi-author expertise and available evidence advanced our understanding and opinion. Key arguments: 1) the adoption of a systems approach, which maximizes partnership action and leverages policy, is crucial for understanding the complexities of implementing whole-school programs; 2) a reorientation to an assets perspective optimizes existing strengths and resources allowing greater emphasis on the full range of physical, cognitive, emotional and social benefits that PA provides, and 3) a move beyond traditional positivist research designs to advance our knowledge of what works better, for whom and in what context is needed for greater progress We provide suggestions, specifically advocating for systems approaches, as a realistic way to improve how we support PA in schools in the future.

Emergency situations are generally described as combining both threat and time pressure. Creative solutions to deal with such situations are important. The present studies (N[subscript total] = 1190) investigated how people are able to produce creative solutions in an emergency. Our first study was correlational, and assessed individual creativity and reactions to emergency situations using self-report questionnaires. It was complemented by three experimental studies. In those, critical features of emergency situations were manipulated (i.e., time pressure and/or threat level) to examine their putative impact on individual performance on creative tasks (Alternate Uses Task and Real Life Problem). Three dependent variables systematically qualified individuals' creative performance: "fluency" (i.e., the number of ideas proposed), "originality" (i.e., the average rarity of the ideas proposed), and "originality adjusted for fluency" (i.e., the rarity of the most original idea proposed). Taken together, the results observed tend to indicate that increasing emergency (i.e., increasing time constraint or threat importance) produced an average reduction in the originality of the ideas proposed. These results complement previously obtained results about the effect of stressful situations on creativity through the distinction made in this paper between two key components of emergency situations, namely time pressure and threat level.

This study examines the extent to which career competencies (knowledge, skills, and abilities necessary to manage one's own work and learning experiences to achieve the desired career progression) are prevalent amongst early career researchers (ECRs). We adapted the Career Competencies Questionnaire [Akkermans, J., Brenninkmeijer, V., Huibers, H., & Blonk, R. W. (2013). Competencies for the contemporary career: Development and preliminary validation of the career competencies questionnaire. "Journal of Career Development," 40(3), 245-267] to ECRs' training and career specificities, considering the two career tracks facing them: within and outside academia. This questionnaire was sent to PhD students and junior PhD holders in 16 countries (n = 727). Our results show that career competencies for within and outside academia are clearly contrasted. Furthermore, compared with their female counterparts, male participants generally reported stronger career competencies in preparation for careers both within and outside academia, while PhD students perceived having more career competencies in preparation for careers outside academia than PhD holders did. We also found a positive link between ECRs' career competencies and their perceived employability, and those who perceived themselves as having strong career competencies were more likely to consider their current work meaningful. While most PhD holders pursue careers beyond academia, the concept of career competencies offers an innovative theoretical contribution to the field of ECRs' development, by highlighting how this population perceives their preparedness for diverse professional paths.

Introduction: The introduction of competence-based approach in international educational official documents has been justified by the development of more active learning methods to respond to social and equality challenges for students. Competence is defined as a situated activity composed of several components, especially knowledge built in action that is transferrable between familiar contexts. Purpose: From an activity analysis in situation, the study investigated students' lived experience in learning situations proposed by the teacher when they seek to develop competences. The aim was to identify, from the students' point of view, (i) how they built and typified knowledge during each lesson of a teaching unit and (ii) how they perceive the role of artefacts in supporting this process of developing competences. Method: Based on the theoretical framework of course of action [Theureau, J. 2006. "Le cours d'action: Méthode dévelopée." Toulouse: Octarès], a case study was conducted in a French school with two students, Mary and Maisy (Both aged 14 years; changed names) during a unit of six lessons in table tennis. Three types of data were collected: the teacher's objectives for each learning experience in the unit; audio-video records of the activity of students and teacher; students' verbalizations during self-confrontation interviews after each lesson. Three steps were undertaken for data analysis: transcription of data and construction of a two-level protocol; identification of the components involved in the process of typifying knowledge (perceptions and knowledge) and their categorization; analysis of constructed and transferred knowledge with regards to the teacher's objectives to identify meaningful moments of typifying knowledge and to understand the role of artefacts in student learning. Findings: Three meaningful moments for the students are analyzed here. Two moments referring to knowledge built were expected by the teacher. One was related to 'exchanges quality improvement' with students by using a symbolic artefact (for counting the score) and the development of various learner perceptions. The other moment was related to 'services quality improvement,' by using a material artefact (a cone) to help develop good services. The third meaningful moment referred to knowledge that was unexpected by the teacher. It is related to the misuse of an artefact by the students (the time-out introduced by the teacher). This artefact focused the student on winning 10 points without typifying knowledge expected by the teacher. Those results show how students construct and typify knowledge in action from their perception of artefacts introduced by the teacher, to develop competences. Discussion: Those findings are discussed around the risk of 'over complexification' of learning designs through use of many artefacts for developing competences in PE; the importance of developing various perceptions in typifying knowledge; and the teacher's guidance for an appropriate use of artefacts for learning. Implications: The observations in this study raised questions over the conditions in which artefacts are introduced for helping developed competence in learners. Several implications are discussed, including the stability, number and shape of artefacts; the teacher's guidance for helping students in learning artefact use and the meaning they give in action, and the development of various perceptions to help typify knowledge.

The present study sought to examine the psychometric properties of new German, Portuguese, and Spanish versions of the Revised Short Form of the Physical Self-Inventory (PSI-S-"R"), and to contrast these properties against those from the original French version of this instrument. Participants (n = 1802) were 288 French youth, 177 German youth, 848 Portuguese youths and 489 Spanish youth. Results from exploratory structural equation modeling (ESEM) analyses supported the factor validity and reliability of PSI-S-"R" across the overall sample and each linguistic sample. Subsequent analyses supported the weak, partial strong, and strict invariance of this measure, and revealed a lack of differential item functioning (i.e., measurement bias) as a function of age, body mass index, sex and sport involvement across all linguistic versions. However, latent mean differences were observed as a function of these predictors and countries.

Using data from 4047 adolescents in three countries, this study was designed to investigate the associations between two important components of the learning process: academic motivation and student engagement. To increase the precision and accuracy of these analyses, preliminary analyses were conducted to identify the optimal measurement structure of both constructs, leading us to retain a bifactor exploratory structural equation modeling representation of academic motivation and of a partial bifactor confirmatory factor analytic representation for student engagement. Our main analyses revealed that academic motivation factors were able to explain almost 66% of the variance in global levels of engagement, and between 5% and 35% of the variance in specific levels of engagement. Finally, mediation analyses supported the role of emotional engagement as a mediator of the association between academic motivation and global and specific behavioral forms of engagement.

In most Western countries, girls outperform boys in academic engagement, scholastic achievement, and school completion. In the current study, researchers assessed the developmental trajectories of European French and North African French boys' (N = 549; M[subscript age] = 11.9 years) perceptions of girls' and boys' ability to succeed in school. Boys reported their perceptions of the academic aptitude of boys and girls annually across the four years of French middle school. Results indicated that both ethnic groups perceived girls to have greater school aptitude than boys in Grade 6, with a larger difference among European French than North African French boys. Boys' perceptions of the school aptitude of boys declined over the four years among both groups, with no ethnic differences in the size of pro-female bias by Grade 9. Implications are considered for developmental theory, including the importance of cultural beliefs that youth experience in the home and school settings.

This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students' self-monitoring with both internal and external feedback. Students' internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students' self-monitoring. Among the other strategies, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting students' self-monitoring.

In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.

This study investigated the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL) using mixed methods. The data sources of this study included an online survey with 198 complete respondents, semistructured interviews with 22 MOOC instructors, and document analysis of 22 MOOCs. Study results indicated that MOOC instructors considered self-monitoring skills critical for SDL. To foster students' self-monitoring, MOOC instructors reported that they facilitated students' self-monitoring by helping students with internal feedback and providing external feedback. Students' internal feedback included cognitive and metacognitive processes. To facilitate cognitive processes, MOOC instructors provided quizzes, tutorials, learning strategies, learning aids, and progress bars. For metacognition, these instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students' self-monitoring. Across these findings, technology played a central role in supporting students' self-monitoring.

This study examined how high school students' attitudes toward advanced physics were predicted by their sense of school belonging, and how gender moderated this relationship. The Trends in International Math and Science (TIMSS) 2015 Advanced data, consisting of responses from 12th grade students enrolled in advanced physics courses among nine countries were used for analysis. Results indicated that students' sense of school belonging significantly predicted the extent that students liked learning advanced physics and their valuing of advanced physics and, among Lebanese students, it was the most important predictor. Additionally, the relationship between students' sense of school belonging and liking advanced physics was stronger for males than for females in Norway and Sweden, while the relationship between the sense of school belonging and valuing advanced physics was stronger for males than females in France and Sweden.

This paper examines transnational circulation of political and pedagogical ideas associated with "éducation permanente" with particular reference to post-war Western Europe. It offers a socio-historical reconstruction of pan-European dissemination and reception of policy repertoires articulated by governmental and non-governmental policy actors. It focuses on advocacy regarding permanent education as a pan-European repertoire associated with the Council of Europe during the 1960s and 1970s. The paper explores involvement of French and other francophone nationals in circulatory regimes, who were engaged in mediating partisan reform aspirations, exchange of information, and dissemination of innovative practices at national, transnational, and pan-European levels. The more specific focus of this paper addresses participation of 'rooted cosmopolitans' in policy formation, who are defined as policy actors rooted in specific national contexts, but who engage in regular activities involving their participation in transnational networks. The conclusions call for further research into circulatory regimes at local, sub-national, regional, national, bilateral, transnational, and pan-European during the 1960s and 1970s. Such research should focus on revisiting different expert, reformist, missionary, and militant networks responsible for building peripatetic 'scholar-militant-activist' coalitions that historically contributed to pan-European policy repertoires seeking to mobilise citizens to participate in the unfinished political project of pan-European cultural democracy.

Background: The present study investigated decision-making in patients with Prader-Willi syndrome (PWS) using the Soochow Gambling Task (SGT). The objective was to assess whether adults with PWS have impaired hot executive functions and whether the deficit is specific to PWS or linked to intellectual disabilities. Method: The SGT performance of 26 adults with PWS was compared to that of 26 healthy adults matched on chronological age, and to that of 26 adults with intellectual disabilities but without PWS, matched on intellectual quotient level and chronological age. Results: The PWS adults showed an absence of learning pattern over trials in the SGT, unlike the healthy individuals, and showed equivalent performances to adults with intellectual disabilities. Conclusions: The results suggest a deficit of hot executive functions in PWS, which is linked to intellectual disabilities and not specific to the syndrome.

The literature regarding the social organisation of 'adult' learning opportunities throughout the life course postulates different significations of policy concepts such as 'lifelong education', 'permanent education', 'recurrent education', and 'lifelong learning' in the 1970s. This paper examines policy formation processes in France during the 1950s when the development of "éducation permanente" was characterised by often-conflicting policy repertoires articulating arguments for redistributing opportunities to participate in organised (adult) learning throughout life. In the post-war context of rapid economic growth and technological change, it focuses on the policy repertoires articulated by the state, civil society organisations, and markets regarding individual and collective opportunities to continue to acquire knowledge, skills and sensitivities throughout life. Based upon a critical rereading of primary and secondary published texts, the analysis suggests that "éducation permanente" constituted a social field of problematic relationships between individual and collective interests regarding the acquisition of knowledge, skills and sensitivities. This constituted the dialectic between economic/vocational, technical reconversion practices in relation to social, cultural, and personal regeneration practices in a rapidly changing capitalist society. The conclusions identify a number of issues calling for further comparative historical research into often-conflicting policy repertoires that propagated policies to promote 'long lives of learning'.

This paper presents the results of a brief mixed-methods intervention which sought to modify the production of prominence-related features in L2 English by four native French-speaking university lecturers, in read-aloud speech. Selected parts of participants' productions were acoustically modified and then used as the model in a Listen-and-Repeat protocol, where both quantitative (acoustic measures) and qualitative (free comments from discussion) data were collected. Acoustic measures were taken again from productions realized three months after the protocol, to trace longer term retention of modifications; expert listeners compared a selection of these productions to the original, diagnostic renditions, rating the degree of nativelike rhythm and melody. Analysis of the quantitative and qualitative results confirm that imitating oneself can help individuals to modify prominence-related features of their pronunciation, that such changes can be retained over a 3-month period, but that people cannot reliably judge what they have modified. New potential is thus shown for Listen-and-Repeat, using one's own modified voice, as an effective technique in pronunciation instruction.

This report explores the ways in which human resource (HR) managers use "TOEIC"® scores to inform hiring, promotion, and training decisions in an international workplace. Two data sources were used (a) previously collected test users' testimonials that described managers' use of TOEIC scores to inform HR decisions and (b) test-use examples collected from HR managers and TOEIC representatives specifically for this project. Our analysis of test-use examples provided insight into how companies use TOEIC scores to inform HR decisions related to hiring, promotion, and training of employees in international businesses. To conclude, we provide suggestions for future research such as providing services to test users (e.g., assessment literacy, the development of assessments measuring additional components of workplace English, or algorithms to help analyze the various variables relevant to informing HR decisions) to continue to support meaningful and relevant score-based HR decisions and score interpretations.

Empowering families of children with autism spectrum disorder through education and training is best practice. A wide range of Parent Education and Training programmes are delivered around the globe, but there is limited knowledge about the characteristics of these programmes, or about the research methods and outcomes used to evaluate them, particularly in countries outside the United States. We, therefore, performed a scoping review of all peer-reviewed Parent Education and Training publications outside the United States. A search was conducted between March and May 2017. Four reviewers extracted data and performed a mixed-methods quality appraisal of publications. Thirty-seven publications representing 32 unique programmes were identified. Publications described a highly diverse range of Parent Education and Training programmes across 20 countries and all continents except South America. The majority were group-based, but varied significantly in goals, modalities and duration. The majority of studies (86.4%) reported positive outcomes in relation to the core study objectives and only two studies reported some negative findings. Quality appraisal rated only 27% of studies to have met all the methodological quality criteria. Implementation factors such as manualisation, fidelity and cost were commented on infrequently. In spite of the clear need for Parent Education and Training programmes, our findings show that the research evidence-base in autism spectrum disorder outside the United States is relatively small, non-representative and in need of methodological quality improvements.

The results of a 3-year fieldwork study within France's National Centre for Distance Education are presented, specifically detailing the impacts on higher education middle management overseeing curricula design for a series of French 3-year degree programs undergoing revision in how students are financially charged for the programs. Following the ethnographic research process model, an amalgam of the researcher's prior knowledge of middle management and the sharing of that knowledge with educational workers are reported. Findings were as follows: (1) an ethnographic researcher's preconceptions and knowledge should be carefully employed when conducting ethnographic studies; (2) possessing a strong base of prior knowledge of the field under study is an important aspect of the ethnographic research process; (3) emerging observed controversies and debates should not be extinguished with the researcher's knowledge base so that these may be documented and examined (knowledge, even when academically stabilized, undergoes constant adaptation. It is of utmost importance for the education ethnographer to be precise when previous knowledge is relevant to the setting, including the fundamental limits they present.).

Purpose: The paper identifies, outlines, and categorises establishment and operational factors that contribute to successful agricultural on-farm demonstration. Design/Methodology/approach: The paper is based on a literature review on demonstration activities and meta-analysis of 24 original case study reports from 12 European countries. Findings: Based on a combination of deductive and inductive analysis, the success determinants are classified into nine critical success factors deemed important in designing an on-farm demonstration event (the 'Nine Ps'): Purpose, Problem, Place, Personnel, Positioning, Programme, Process, Practicalities, Post-event engagement. Each factor ('what') is framed in terms of success principles to provide a guide to its enactment ('how'). Practical implications: The results of the analysis can serve as a practical decision-support tool for organisers and evaluators of on-farm demonstration events. Theoretical implications: The paper broadens the perspective on the character, interlinkages, and relative importance of the factors underlying demonstration and their successful application within the agricultural knowledge and innovation system. Originality/Value: The paper addresses the deficit of comprehensive empirical studies investigating on-farm demonstrations by offering a rich research-based analysis of the factors and principles underlying their successful implementation.

The use of digital exhibitions in two advanced language and culture courses within a liberal arts curriculum provides an innovative pedagogical approach to promoting language learning and critical analysis. This article proposes a pedagogy to incorporate Maker-Centered Learning (MCL), the framework that emerged from a Harvard Graduate School of Education research project, Agency by Design (AbD) in 2012, into language courses. Through the lens of the three indicators ("looking closely," "exploring complexity," and "finding opportunity") and related descriptors put forward by the AbD project, the analysis of the two language courses--one French and the other Spanish--as case studies reveals how, despite differences in course objectives and design, they achieved similar results by (1) facilitating learner autonomy, (2) developing learner communities, and (3) fostering learning on a continuum by going beyond the classroom. We demonstrate that creative projects made possible through digital tools can generate opportunities for engaging with language, literature, and culture in ways that transform students into collaborators and creators of knowledge. This approach consequently displaces the MCL framework from its more traditional association with Science, Technology, Engineering and Maths (STEM) fields, and bolsters the claims of scholars who view the arts and humanities as equally fertile ground for its application. The pedagogical methodology detailed here could be replicated in any language classroom.

In this article we present exploratory research carried out in order to understand how students (from 12 to 14 years old) relate to technical objects. It uses technical objects that are part of everyday life and mediated reality. A questionnaire was administered to 57 students in French classes. The questionnaire was composed of three parts: 1) the detection of technical characteristics of objects; 2) the ability to create relationships between objects; and 3) the direct use of technical objects and personal interest in sciences and technology. The results show the complexity of the relationship with technical objects and the need for an educational mediated intervention of design and technology education.

Objective: To examine the associations between sleep problems and mental health dimensions in university students, and the effect of sex on these associations. Participants: Self-reported survey data from 3,483 students aged 18-30 years was drawn from a larger web-based study (i-Share) conducted in France in the years 2013-2017. Methods: We performed logistic regression analyses stratified by sex using insufficient sleep duration, poor sleep quality, difficulty initiating sleep and excessive daytime sleepiness, in relation with stress, self-esteem, depression and anxiety. Results: All sleep problems were strongly associated with all mental health dimensions, particularly anxiety, in female students. Sleep and mental health problems were also associated in male students, with the exception of low self-esteem, but odds ratios were lower than for female students. Conclusions: Present findings warrant attention to propose early interventions targeting sleep and mental health in the university setting taking sex into account.

This review aims to provide information on the prevalence and frequency of adult males' pornography use. It appears, the majority (> 80%) of adult men have accessed pornography at some point, and in the past year (40-70%). Around half of younger men (25 or under) are weekly consumers. Pornography use tapers-off with age. Relatively few (<10%) younger men have accessed violent pornography in the past year. The Internet is the primary method of access. Pornography use is associated with masturbation; use during partnered sex is less common. Differences in consumption rates between heterosexual and gay and bisexual men are discussed.

Sports practice is a way to be physically active. Despite public health efforts to support it, teenagers' sport participation is declining in some European countries. One reason for the decline is drop-out from sports practice. Various analytical frameworks have been applied to this issue but little is known about how teenagers understand their own pathway in the social context, ending with a drop-out from sports practice. This study aimed to identify reasons given by teenagers about sports practice drop-out situated within the circles of their everyday lives, through 100 semi-structured interviews. The results made it possible to classify the reasons for dropping out into five themes: friendship, body, family, school, and sport. Two processes lead to drop-out: constraints which prevent access to the circle of sports practice and/or a decision-making that brings them out of it. The respondents could mention one or multiple reasons, accumulating (snowball effect) or following one another (cascade effect). Depending on the moment of drop-out, some circles of social life played a preponderant role. The family seemed to be central in the decision to drop out during primary school, whereas sport itself and school were influential in middle and high schools respectively. The results showed that the more recent the drop-out, the more the teenagers planned to resume sports practice. These data are relevant for health education policies to prevent physical inactivity through sport. It is important not only to remove the constraints that prevent access to the circle of sports practice, but also to promote the most pleasurable sports experiences.

For scholars and policy-makers alike, deeper learning has been a promising paradigm for fostering students' interest in and mastery of science, technology, engineering, and mathematics (STEM). Deeper learning is assumed to result in a more thorough understanding of a subject that endures the test of time. To reach this level, a fascination with the subject matter is thought to be a critical motivational element. The focus of our study was to measure the two core consequences of deeper learning: the extent of knowledge integration and the level of fascination with the subject matter (in this case, science and technology). Using a sample of sixth graders from Greece, Finland, France, and Portugal (N = 1,261), we explored the measurement properties of the two newly developed instruments. Both of our deeper learning assessment tools showed satisfactory measurement properties (i.e. fit indices and reliabilities). More importantly, both tools were able to cover a broad range of integrated knowledge and fascination, and thus, they can be used to differentiate between sixth-grade European students with low to high levels of fascination and knowledge. These properties of our assessment tools and their out-of-the-box availability will help foster more empirical research and the development of the deeper learning paradigm.

The likeability of organisms is an effective tool for conservation education. However, stimulating the cute appeal of animals can also bolster the desire to possess them, and thus can encourage the trade in animals as pets. We assessed the perception of primary French schoolchildren (7-11 years old) for the Hermann tortoise (Testudo hermanni), a popular species endangered by illegal harvesting. Likeability for tortoises is associated with a strong willingness to protect them. Many children, however, expressed controversial attitudes toward them, such as the desire to possess a tortoise as a pet and to remove it from its natural habitat. Likeability was a significant determinant of these attitudes, and must thus be used with caution. Implementing these findings in conservation education programs should, therefore, be considered.

Research has suggested mixed results regarding the relations between dimensions of ethnic-racial identity (ERI) and academic outcomes. Furthermore, little scholarship has explored the mechanisms that underlie these relations. In the current study, we investigated the longitudinal relations of 2 dimensions of ERI (embedded achievement, and ethnic affirmation and belonging) with achievement approach goal orientations, and we tested whether these relations were mediated by valuing of school among North African French middle school students (N = 336). Adolescents completed surveys annually during the last 3 years of French middle school (Grades 7, 8, and 9). Results of path analyses indicated positive direct effects of Grade 7 embedded achievement on Grade 9 performance-approach goals. Grade 7 ethnic affirmation/belonging negatively predicted Grade 9 performance approach goals. The anticipated indirect effects of Grade 7 embedded achievement and affirmation/belonging on performance and mastery-approach goals via students' Grade 8 reports of valuing of school were nonsignificant. These results clarify ways in which aspects of ERI might have different relations with achievement striving among ethnic/racial minority youth, thereby enriching theorizing vis-à-vis ERI and academic motivation in an understudied population in psychological and educational science.

We analyze the prestige of 1,500 scholars in economics, sociology, and management who have Spanish and French institutional affiliations operationalized by their h-index in Scopus and Google Scholar. We use a negative binomial count model to examine how some individual factors affect the h-index from both databases. The results show a non-monotonic relationship between the researchers' career length and their h-index. There is a positive and statistically significant relationship between total research output and the h-index. The share of publications in English over total publications has also a positive and statistically significant effect on the h-index, except in a single case, while the share of publications in other foreign languages does not have such effect. Finally, we found that the effects of the number of citations received by documents in English (international impact) and by those in the vernacular language (local or regional impact) on the h-index vary according to the database, the country, and the discipline in question.

This paper explores the relevance of the accepted U-shaped models of expatriate adaptation to students engaged in an international educational experience when they are faced with a tragedy. In this study-abroad course, an examination of the existing adaptation models and how they provide a set of expectations for the process of cultural adjustment is presented as course material. During a particular four-week summer program, one of the nineteen students who went abroad died in an accident at the end of the first week. It became clear after the tragedy that the models studied failed to explain the impact of a personal tragedy of this magnitude on the students' adjustment process. This unfortunate event provided an opportunity to conduct a quasi-experiment to consider the impact of personal tragedy for students to question a body of research through their own personal experience and for scholars to re-examine and update the existing models to incorporate these findings.

School subjects can provide a good context for learning a second language. This is especially true for science as it can involve a range of student centred activities, which involve students in collaborative communication related to a range of different competences. This paper reflects on one approach to learning in a second language, using the approach promoted by the PROFILES project. It illustrates how the PROFILES approach can realise greater potential for student language development, focusing on learning about carbon dioxide in an inquiry learning format, permitting experimentation and interpretation of the outcomes. The approach is via a scenario providing a familiar setting for the learning and, following experimentation, the approach moves to decision making where the focus of carbon dioxide is on being a greenhouse gas and effecting global warming, this leading to a debate on acceptable levels of carbon dioxide and the effect of deforestation. The latter involves the use of argumentation skills in a socio-scientific setting allowing the utilisation of a second language in a different dimension to that of providing scientific explanations.

Secondary school level quantum physics (QP) courses have recently been implemented in the national curricula of many countries. QP gives opportunities to acquaint students with more recent physics and its applications and to discuss aspects of the nature of science. Research has shown that QP is a challenging area for students. Because the inclusion of QP in national curricula is rather new in most countries, it is interesting to compare QP curricula from these countries to make the choices by curriculum designers visible. In this study, we provide a detailed overview of QP courses from fifteen countries. We collected and analyzed official curriculum documents to identify key items present in most curricula. Our inventory identifies a shared current core curriculum of QP which contains the following seven main categories: discrete atomic energy levels, interactions between light and matter, wave-particle duality, de Broglie wavelength, technical applications, Heisenberg's uncertainty principle, and the probabilistic nature of QP. We also found differences in the focus of the listed topics of certain countries, which indicate different views on teaching QP and might inspire curriculum designers struggling with QP. For instance, challenging items like QP interpretations or epistemological aspects of QP are taught only in a few countries. Although research suggests that epistemological aspects help students to comprehend novel QP concepts, many countries do not explicitly include these in the curriculum. We provide reasons and suggestions for this.

This article presents a brief overview of the current state of distance education in France. We commence with a brief introduction to the country itself, followed by a descriptive, albeit highly abbreviated, overview of the history of France's educational system. We then turn our attention to specifically examine certain implementations of online education currently employed with the French higher education context. Selected for particular attention in this manuscript is France's "Conservatoire national des arts et métiers, Cnam" (in English, the "National Conservatory of Arts and Crafts," or CNAM) and the "Centre national d'enseignement à distance, Cned" (in English, the National Center for Distance Education, or CNED) as 2 salient examples of the manner in which France has chosen to integrate distance education within higher education. We conclude with key reflections arising from the content presented in this manuscript.

As a component of the ongoing development of the mathematics curriculum in China, we compare the country's high school mathematics textbooks with those of several other countries. We base our analysis on the assumption that textbooks, as primary printed teaching resources, are key tools for interpreting educational policy. In this paper, we compare what content is selected and how that content is presented in series of high school textbooks from China, France, Germany, Japan, Russia, the United Kingdom, and the United States according to four core domains: algebra, geometry, statistics and probability, and calculus. We then discuss the implications of the analysis for the reform of the high school mathematics curriculum in China, particularly as it applies to the development of textbooks within that process of reform. The comparative results provide us with the opportunity to recognise the distinguishing features of the content and presentation of the Chinese mathematics curriculum and lead to some suggestions for future curriculum development.

Focused on the period between the mid-1950s and the late 1970s, this paper explores the pan-European dissemination of policy proposals articulating "éducation permanente" as involving reforms in the architecture of initial and post-initial education in the direction of promoting 'a long life of learning'. It seeks to identify the key 'policy repertoires' associated with the development of "éducation permanente" in post-war France from the mid-1950s and the subsequent development of 'permanent education' by the Council of Europe from the mid-1960s until the late 1970s. Focused on historical description and analysis of national, transnational, and pan-European policy networks, the paper examines French national networks advocating "éducation permanente" in relation to their subsequent involvement in the policy development of 'permanent education' by the Council of Europe.

This article presents a brief overview of the current state of distance education in France. We commence with a brief introduction to the country itself, followed by a descriptive, albeit highly abbreviated, overview of the history of France's educational system. We then turn our attention to specifically examine certain implementations of online education currently employed with the French higher education context. Selected for particular attention in this manuscript is France's "Conservatoire national des arts et métiers", "Cnam" (in English, the National Conservatory of Arts and Crafts, or "CNAM") and the "Centre national d'enseignement à distance", "Cned" (in English, the National Center for Distance Education, or "CNED") as 2 salient examples of the manner in which France has chosen to integrate distance education within higher education. We conclude with key reflections arising from the content presented in this manuscript.

Charting significant growth in science production over the 20th century in four European Union member states, this neo-institutional analysis describes the development and current state of universities and research institutes that bolster Europe's position as a key region in global science. On-going internationalization and Europeanization of higher education and science has been accompanied by increasing competition as well as collaboration. Despite the policy goals to foster innovation and further expand research capacity, in cross-national and historical comparison neither the level of R&D investments nor country size accounts completely for the differential growth of scientific productivity. Based on a comprehensive historical database from 1900 to 2010, this analysis uncovers both stable and dynamic patterns of production and productivity in Germany, France, Belgium, and Luxembourg. Measured in peer-reviewed research articles collected in Thomson Reuters' Science Citation Index Expanded, which includes journals in the fields of Science, Technology, Engineering, Mathematics, and Health, we show the varying contributions of different organizational forms, especially research universities and research institutes. Comparing the institutionalization pathways that created the conditions necessary for continuous and strong growth in scientific productivity in the European center of global science emphasizes that the research university is the key organizational form across countries.

In the present article, we describe a 3-day experimental workshop on type I diabetes aimed at helping high school students to understand how fundamental research on glycemia regulation contributes to the development of scientific knowledge and therapeutic strategies. The workshop engaged students in open-ended investigations and guided experiments. Each class was divided into three or four groups, with each group working with a trained doctoral student or postdoctoral fellow. During an initial questioning phase, students observed slides depicting the glycemia of individuals in various situations. Students identified hyperglycemic individuals relative to the average glycemia of the displayed population. Students were asked to devise a treatment for these diabetics. They quickly realized that they couldn't experiment on patients and understood the need for laboratory models. Each group gave ideas of experiments to perform. We then explained, taking into account their propositions, the protocols students could execute to address one of the following questions: Which criteria must an animal model of diabetes fulfill? How do pancreatic cells maintain glycemia? Is there a way to produce an insulin protein similar to the one released by human pancreatic cells? We used two different evaluation metrics of the workshop: a questionnaire filled out by the students before and after the workshop and a poster produced by students at the end of the workshop. We found that this educational approach successfully improved student awareness and understanding of the scientific reasoning and research process.

The Billotron is a device designed and built by the LPC Caen to illustrate the methods with which physicists are able to study the basic structure of matter, in particular the nucleus of the atom.