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Intimate partner violence (IPV) among college students is a significant problem that negatively affects their physical and emotional health. This study aimed at examining risk factors, especially childhood adversities at the individual, relationship, and community levels, of IPV perpetration among college students. Methods: The sample from seven universities in the U.S. and Canada (N = 3,725) completed an online survey. Major variables included IPV perpetration, five types of childhood adversities, alcohol and drug use, depression, and demographic information. Logistic regression was performed. Results: Peer violence victimization, witnessing parental IPV, experiencing child maltreatment, drug use, and depression were associated with a higher odd of perpetrating IPV. Conclusions: Research and practice must account for exposure to multiple risk factors when intervening with college students. An integrative approach that combines trauma-informed interventions with substance use and mental health treatment may be most successful at IPV perpetration prevention and intervention among college students.

Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

At the level of the 50 U.S. states, an interconnected nexus of well-being variables exists. These variables strongly correlate with estimates of state IQ in interesting ways. However, the state IQ estimates are now more than 16 years old, and the state well-being estimates are over 12 years old. Updated state IQ and well-being estimates are therefore needed. Thus, I first created new state IQ estimates by analyzing scores from both the Program for the International Assessment of Adult Competency (for adults), and the National Assessment of Educational Progress (for fourth and eighth grade children) exams. I also created new global well-being scores by analyzing state variables from the following four well-being subdomains: crime, income, health, and education. When validating the nexus, several interesting correlations existed among the variables. For example, state IQ most strongly predicted FICO credit scores, alcohol consumption (directly), income inequality, and state temperature. Interestingly, state IQ derived here also correlated 0.58 with state IQ estimates from over 100 years ago. Global well-being likewise correlated with many old and new variables in the nexus, including a correlation of 0.80 with IQ. In sum, at the level of the U.S. state, a nexus of important, strongly correlated variables exists. These variables comprise well-being, and state IQ is a central node in this network.

This study explored the perspective of eight education stakeholders on Critical Race Theory (CRT) and the educational attainment opportunities for African American males in the current system of education in the United States of America. A qualitative research approach was employed using a semi-structured interview protocol. The data gathered from this study revealed that there was a general consensus among participants at an African American Male Empowerment Summit around the favorability and usefulness of Critical Race Theory in understanding the current state of African American males in education.

Minimal research exists investigating the effect short-term international allied health internships have on subsequent higher-level internships. In occupational therapy, these internships are called fieldwork. Researchers completed a retrospective data analysis of the Level II Fieldwork evaluation scores of 274 occupational therapy students attending a Master of Science program. Final Level II Fieldwork performance evaluation scores were compared between one group of 212 students who completed a domestic Level I Fieldwork and 62 students who completed a faculty-led international Level I Fieldwork. An independent t-test comparing all areas of Level II Fieldwork performance revealed that students who attended an international Level I experience scored statistically higher in the Fieldwork II evaluation sections of basic tenets and intervention skills on their second Level II Fieldwork. The corresponding p-value for the basic tenets section was 0.020. Similarly, the average score for intervention skills was significantly higher in the international cohort with a p-value of 0.012. Results show statistical significance in two of the seven evaluation sections for students who completed a faculty-led international Level I Fieldwork supporting the active learning pedagogy that was applied during Level I Fieldwork. Findings provide evidence to support the hypothesis that international fieldwork experiences have a positive effect on student outcomes. Study results can be considered across professional disciplines.

This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a 'Washington Consensus' concerning the social and economic development of 'developing' nations. 'Soft power' national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning's particular contribution to learning for development is discussed with suggestions made for developing member nations' capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) 'commonwealth of learning'.

Background: Continued evolution of knowledge-to-action (KTA) theories requires increased attention to dynamics of power and ways to integrate multiple forms of knowledge. Peer learning -- a process through which knowledge users interact with other learners -- is a valuable but largely unexamined strategy for integrating practice-based knowledge in the KTA process. Aims and objectives: This study undertakes a scoping review to examine how peer-learning strategies have been used to advance knowledge users' capacity for implementing evidence-based practices. Methods: A search of ten online databases and a manual search of five journals was conducted to identify studies published between 2001 and 2018. Selected publications included 26 studies conducted in Canada, the US, the UK, Australia, and the Netherlands. Studies utilised peer learning as a capacity-building strategy to advance the uptake or implementation of evidence-based practices among professionals in social services, education, or health/mental health sectors. Findings: Links between peer-learning strategies and multiple individual and/or collective capacities for implementing evidence-based practices were identified from selected studies. Individual capacities linked to peer learning include knowledge of the practice, attitudes (for example, motivation and 'buy-in'), and practical skills. Collective capacities supported through peer learning included knowledge exchange, knowledge generation, relationship development, networking, and resource/tool sharing. Peer learning was often paired with didactic or expert-led activities. Discussion and conclusions: This scoping review identifies how peer learning has been used as a capacity-building strategy in implementation initiatives. Peer-learning activities provide a means to help integrate multiple forms of knowledge in the KTA process.

We have good reason to predict that a warming climate will produce more conflict and violence. A growing contingent of researchers has been examining the relationship in recent years, and they've found that hotter temperatures and reduced rainfall are linked to increases in conflict at all scales, from interpersonal violence to war. Children are especially vulnerable to conflict, Richard Akresh writes. In addition to directly exposing children to violence and trauma, conflict can tear families apart, displace whole populations, interrupt schooling, cut off access to health care or food, and eliminate the jobs that families depend on for a living. Children caught in a war zone may suffer physical injuries, malnutrition, developmental delays, and psychological damage, with effects on their physical health, mental health, and education that can persist into adulthood and constrict their ability to make a living. Moreover, those effects can spill over to the next generation and beyond, damaging the affected countries' ability to develop human capital. The likelihood that rates of conflict will increase on a hotter planet, then, poses a serious threat to children's wellbeing--especially in poorer countries, which already see the most wars and other conflicts. Unfortunately, Akresh writes, we still poorly understand the mechanisms that link climate to conflict, and we have almost no evidence to tell us which types of policies could best mitigate the effects of climate change-related violence on children.

Pedagogical content knowledge (PCK) has been embraced by many of the recent educational reform documents as a way of describing the knowledge possessed by expert teachers. These reform documents have also served as guides for educators to develop models of teacher development. However, in the United States, few if any of the current models accurately address the role of PCK in the development of industrial design educators. This article introduces the concept of PCK and how a taxonomy of essential industrial design subject matter can be organized to serve as a content guide. The PCK model presented could serve as a catalyst for the field of industrial design education to produce a conceptual framework and taxonomy for the teaching of industrial design upon which future PCK studies in industrial design education can be based. These conceptual frameworks (or taxonomies) help within a field to articulate the core knowledge, skills, and dispositions that define practice. The interaction of teacher content knowledge in industrial design, pedagogical knowledge, and context of industrial design is framed within a PCK taxonomy. (Contains 1 figure.)

Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West -- the United States in particular -- are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies of earlier studies, situate the assumed SCELE in a theoretical framework, and compare the prevalence of learning and education words in general-interest newswriting samples from across East Asia and the United States (N = 61). Our findings confirm earlier unsubstantiated claims, provide new insight into the strength of the difference, and illustrate a novel means of quantifying the difference in magnitude of SCELE in East Asia in comparison to the United States.

The Brothers of the Christian Schools, popularly known in the United States as Christian Brothers, have made numerous significant contributions to the development of Catholic education. Building and staffing schools, colleges, and orphanages, producing textbooks and catechetical materials, advocating for the poor, and creating new models of Catholic education are among their many successes. Manhattan College, St. Mary's Press, and San Miguel Schools are all products of this community of Catholic educators.

Craft (1984) noted that there are two different Latin roots of the English word "education." They are "educare," which means to train or to mold, and "educere," meaning to lead out. While the two meanings are quite different, they are both represented in the word "education." Thus, there is an etymological basis for many of the vociferous debates about education today. The opposing sides often use the same word to denote two very different concepts. One side uses education to mean the preservation and passing down of knowledge and the shaping of youths in the image of their parents. The other side sees education as preparing a new generation for the changes that are to come--readying them to create solutions to problems yet unknown. One calls for rote memorization and becoming good workers. The other requires questioning, thinking, and creating. To further complicate matters, some groups expect schooling to fulfill both functions, but allow only those activities promoting educare to be used. Balance in educational aims is a valid focus for educators. This author contends that, in order to achieve balance, educators must start by changing the organizational structure or the ways in which decisions are made. Utilizing stakeholder perceptions in determining aims, establishing a shared vision of education, and facilitating a change in educators' roles are initial steps. To accomplish a change in thinking, educators must examine their own personal mastery and mental models of education.

This study examines what the members of an interdisciplinary research alliance, at the intersection of Engineering and Education Ethnography, learned through ongoing dialogues among members (2012-2014). The analyses make visible how, and for what purpose(s), this interdisciplinary "research alliance" was constructed, including the theoretical/conceptual roots of perspectives guiding the members of the alliance, and how these orienting perspectives served as anchors for exploring points where differences in understandings became visible to members. By tracing responses that members had to differences in understandings, we examine how the differences became resources for members to (re)examine their initial assumptions and understandings of particular teaching-learning processes, and how these differences supported members, individually and collectively, in extending and (re)formulating their understandings of the relationship between and among teaching and learning processes that constituted "no distance education" processes. Through the presentation of three "telling cases", we make visible how the dialogues led to different levels of ethnographic analysis (cases 1 and 2). Each was undertaken to develop an understanding of what counted as the "no distance education" process, both at the design and institutional level across national institutions as well as in the course across times and events. The third telling case explores transformations in understanding particular aspects of teaching-learning relationships that the members reported were related to the ongoing dialogues and ethnographic research.

Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith's notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. The article emphasizes the need for a normative epistemology that critically invigorates the educational aim of transmitting knowledge and submits it to ethico-political considerations.

This article synthesizes Marxian conceptions of identity construction within capitalist relations of production with the Wittgensteinian notion of "language games" to offer a more appropriate relational framework within which scholars ought to understand the Black-White academic achievement gap in America, the United Kingdom, and globally.

There are currently both scientific and public debates surrounding Darwinism. In the scientific debate, the details of evolution are in dispute, but not the central thesis of Darwin's theory; in the public debate, Darwinism itself is questioned. I concentrate on the public debate because of its direct impact on education in the United States. Some critics of Darwin advocate the teaching of intelligent design theory along with Darwin's theory, and others seek to eliminate even the mention of evolution from science classes altogether. Many of these critics base their objections on the claim that non-living matter cannot give rise to living matter. After considering some of the various meanings assigned to "vitalism" over the years, I argue that a considerable portion of Darwin deniers support a literal version of vitalism that is not scientifically respectable. Their position seems to be that since life cannot arise naturally, Darwin's theory accomplishes nothing: If it can only account for life forms changing from one to another (even this is disputed by some) but not how life arose in the first place, what's the point? I argue that there is every reason to believe that living and non-living matter differ only in degree, not in kind, and that all conversation about Darwinism should start with the assumption that abiogenesis is possible unless or until compelling evidence of its impossibility is presented. That is, I advocate a position that the burden of proof lies with those who claim "Life only comes from life." Until that case is made, little weight should be given to their position.

The steadily growing body of literature on universities' contribution to democracy and civil society has repeatedly called for a re-examination of the nascent purposes of higher education and the nature of higher education's compact with society. Although more faculty and administrators explore ways to produce public scholarship, infuse their curricula with service learning, and build stronger links between campuses and communities, their efforts remain secondary to the universities' preoccupation with producing competitive graduates for the job market and cutting edge research for industry. Scholars have well studied the causes and outcomes of this emphasis on the economic function of higher education, tracing it back to the neoliberal economic policies in the late 1970s (Davies & Bansel, 2007), supply-side higher education in the 1980s (Rhoades & Slaughter, 1997), and the decline of the social welfare state in the 1980s and 1990s (Fallis, 2007). What remains little examined, however, is how the market role of higher education is supported by the government rhetoric and what the consequences are of that support for the ability of colleges and universities to prepare students for engaged citizenship. In this study of government rhetoric, the author draws on Foucault's concept of governmentality to argue that the officially endorsed neoliberal perspective cannot envision higher education outside economic rationality and proposes an agonistic model of democracy as a framework for conceptualizing and practicing citizenship on campus. This paper is organized in five parts. The author begins with a brief discussion of two competing conceptualizations of higher education as an industry and a social institution. She then outlines the poststructuralist theoretical framework of the study and proceeds with an overview of the analytical methods and findings. She concludes with a broader discussion of the findings in relation to different models of democracy and citizenship in the context of higher education. (Contains 2 tables.)

Educational phenomena and child development fascinate many disciplines for which they offer a tremendous field of experimentation and application. More than a hundred years ago, when educational sciences adopted the main institutional emblems of an academic discipline (chairs, diploma, laboratories, scientific network etc.), they obviously vacillated between the dream of becoming a unified science (as pedology testifies), and the claim of a rewarding pluridisciplinarity that could synergise all disciplines concerned with the child and with education. This paper asserts that the issue of pluridisciplinarity is constitutive for the development of sciences of education whose object is ever coveted by other disciplines. The first section adopts the point of view of a social history and, on the basis of voluminous archives, it describes the main lines of the shaping of this pluridisciplinary field in Geneva, representative of that which also occurs elsewhere. In the second part, it presents a more theoretical reflection on the tensions and pitfalls of what we call the "process of disciplinarisation" of educational sciences, outlining the characteristics of this constitutively pluridisciplinary field. (Contains 5 notes.)

American education has problems, almost everyone is willing to concede, but many think those problems are mostly concentrated in America's large urban school districts. In the elite suburbs, where wealthy and politically influential people tend to live, the schools are assumed to be world-class. Unfortunately, what everyone knows is wrong. Even the most elite suburban school districts often produce results that are mediocre when compared with those of America's international peers. The best school districts may look excellent alongside large urban districts, the comparison state accountability systems encourage, but that measure provides false comfort. America's elite suburban students are increasingly competing with students outside the United States for economic opportunities, and a meaningful assessment of student achievement requires a global, not a local, comparison. The authors developed the Global Report Card (GRC) to facilitate such a comparison. The GRC enables users to compare academic achievement in math and reading between 2004 and 2007 for virtually every public school district in the United States with the average achievement in a set of 25 other countries with developed economies that might be considered our economic peers and sometime competitors. The main results are reported as percentiles of a distribution, which indicates how the average student in a district performs relative to students throughout the advanced industrialized world. A percentile of 60 means that the average student in a district is achieving better than 59.9 percent of the students in the global comparison group. In this article, the authors focus on the 2007 math results, although the GRC contains information for both math and reading between 2004 and 2007. They focus on 2007 because it is the most recent data set, and they focus on math because it is the subject that provides the best comparison across countries and is most closely correlated with economic growth. (Contains 1 figure and 1 table.)

The needs of students are often used as justification for actions in schools and in school policy. The concept of needs, however, and the role that the formulation of needs currently plays in the maintenance and reproduction of capitalism in schools is woefully under theorized in the field of education. The concept of "needs" in education is divorced from the actual "human" needs of students and rather confers on students an economistic conception of needs that positions students as commodities in the national and international economic order. These needs are reinterpreted and reinscribed on students as if they were students' own individual needs. The actual needs of students, tied to the critical pedagogical project of becoming more fully human, are mystified and abstracted to the point that student needs are no longer student needs at all: they are the needs of the capitalist economy and the needs of the state. In this article, the author reviews Marx's (1990) conceptions of use value and exchange value before turning to Baudrillard's (1981) critique of both in the capitalist construction of needs. He then uses Baudrillard's conception of the "system of needs" to identify how this same process works in schools and classrooms. Namely, how students become conceptualized as commodities and how schools as the sites in which these commodities are produced become complicit with capitalist social reproduction. Finally, the author takes up the pedagogical project of redefining (humanizing) needs in a critical pedagogy that is decidedly anti-capitalist, while accounting for the various structural mechanisms in place in the present school system within the United States that work against such a critical pedagogy. (Contains 2 footnotes.)

This article posits a connection between the influence of communitarianism on New Labour's ideology and the content of citizenship education in England and Wales. We first describe and problematize communitarianism, drawing on both UK and US thinkers, and then relate our findings to literature on citizenship education. We conclude by suggesting that the influence of communitarianism could be researched with teachers of citizenship to illuminate the extent of its practical manifestation. (Contains 1 note.)

Since its founding in 1863, the National Academy of Sciences (NAS) has occupied a special niche in the complex ecology of advice-giving in the United States. Established as a small, private organization with special responsibilities and obligations vis a vis the American people and government, the Academy has expanded considerably in the past century and a half and now releases, through the National Research Council (NRC), its operating arm, more than 200 reports per year, on topics covering nearly the entire range of science, engineering, health, and education. The development of the organization, its basic ethos, and its evolving structures and processes can be seen as examples of what Herbert Simon called "procedural rationality": the pursuit of reasonably good solutions to complex problems based on appropriate deliberation.

Stimulus funds unquestionably have helped many schools keep going through tough times, but for many institutions, the tough times aren't going away anytime soon. That is why, a little more than a year after Congress passed the American Recovery and Reinvestment Act and began allocating billions of dollars in aid across the nation, the so-called stimulus package gets a grade of "incomplete" on its key assignment: Putting a sickly economy back on the road to good health. The U.S. Education Department says the funding provided to schools and universities through the Recovery Act "played a significant role in stabilizing the nation's economy and in staving off a major fiscal crisis in 2009." The stimulus package allocated about $100 billion for education; about $69 billion of that was disbursed in 2009. The bulk of that went not to new programs or projects, but to replenish state coffers depleted by the economic downturn. The education department says more than $40 billion of the stimulus funding has been used to make up for state education shortfalls in fiscal 2009 and 2010. Some of the stimulus money is earmarked for programs designed to step up the drive toward education reform. The Race to the Top Fund has drawn the most attention, in part because its $4.35 billion represents the largest-ever amount of federal discretionary funding for education reform. Another incentive for pursuing education reforms is the Investing in Innovation Fund. The $650 million initiative has been established to support local efforts to start or expand research-based innovative programs that help close the achievement gap and improve outcomes for students. Another Recovery Act program available to higher-education institutions, as well as K-12 systems and other public facilities, is the Build America Bonds initiative. State or local government entities issue the bonds, and the federal government provides a subsidy amounting to about 35 percent of the interest costs. States have been able to make it to 2010 with the help of the stimulus funding. But the Recovery Act has provided funding for only two years, and as budget planners look at what's in store for education funding in 2011, the picture is grim. They call it a "funding cliff," and when the stimulus program reaches the end, schools and universities fear they will go over the edge and send their finances into precipitous declines. Unless the economy begins to recover more quickly or more funding is forthcoming from the federal government, schools and universities will be facing painful budget decisions for 2010-2011.

Using Stuart Hall's concept of articulation, which sutures seemingly incongruent analytics, this article juxtaposes queer theorizing and postcolonial projects in order to contribute to the examinations of empire, education and decolonization. It foregrounds the queer approaches of working "within," "through" and "beyond" the framework of sexuality to investigate the themes of exclusion, normalization, and subject position and agency. It offers a review of the scholarly literature in queer, postcolonial and education studies, and engages the author's initial research formulations on Filipino/a schooling and United States imperialism in the early twentieth century. By interrogating and bringing together theoretical perspectives, empirical findings and political movements, the article aims to open discursive and structural spaces for revolutionary solidarities and interventions.

This section of "Educational Media and Technology Yearbook" includes annotated entries for associations and organizations, most of which are headquartered in North America, whose interests are in some manner significant to the fields of instructional technology and educational media. Entries are separated into sections for the United States and Canada. (AEF)