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This article sheds light on the implications of the imposition of decontextualized hegemonic narratives around gender and sexuality on Arabic-speaking countries and the appropriation of intersectionality as a tool for resistance and consciousness raising by NGO-ized educational programs, as well as the importance of combining both intersectional and decolonial approaches in relation to education in general and to gender and sexuality education in particular. To do so, we rely on analyses of public discourses around LGBTQ rights, data from our experience leading gender and sexuality educational programs through the Centre for Transnational Development and Collaboration for over 1,400 individuals in the Global North and the Global South, and assessments of Sexual Orientation and Gender Identity (SOGI) trainings carried out by the majority of NGOs focusing on LGBTQ education in Arabic-speaking countries.

Understanding the role of prior knowledge in human learning is essential for predicting, improving, and explaining competence acquisition. However, the size and breadth of this field make it difficult for researchers to glean a comprehensive overview. Hence, we conducted a bibliometric analysis of 13,507 relevant studies published between 1980 and 2021. Abstracts, titles, and metadata were analyzed using text mining and network analysis. The studies investigated 23 topics forming five communities: Education, Learning Environments, Cognitive Processes, Nonacademic Settings, and Language. The investigated knowledge was diverse regarding its types, characteristics, and representations, covering more than 25 academic and non-academic content domains. The most frequently referenced theoretical backgrounds were the 3P Model, Cognitive Load Theory, and Conceptual Change approaches. While our results indicate that prior knowledge is a widely used cross-sectional research topic, there remains a need for more integrative theories of when and how prior knowledge causally affects learning.

Domestic violence (DV) in adult and young people's intimate partner relationships is a social and public health problem across the globe. Education can play an important and unique role in addressing DV; however, it remains relatively under-investigated. The aim of this qualitative study set in Northern Ireland, the first of its kind, was to explore young people's views and experiences of DV education. Focus groups were conducted with 188 pupils (97 males and 91 females) aged 16 to 18 attending post-primary school. The data were analysed using thematic analysis and reveal five barriers to DV education: (1) absence of DV teaching and learning; (2) DV is a taboo topic; (3) lack of teacher training and expertise on DV; (4) religious influence; (5) prioritisation of academic achievement over pupil wellbeing. The results demonstrate that changes are needed in schools to improve the role of schools in addressing DV. From this qualitative study, we make recommendations for how school-based DV education may help prevent and protect young people against intimate partner violence.

Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory. To gain a deeper understanding of the similarities and differences among these prominent theories, we present an integrative framework based on an action model (Heckhausen & Heckhausen, 2018). The basic model is deliberately parsimonious, consisting of six stages of action: the situation, the self, the goal, the action, the outcome, and the consequences. Motivational constructs from each major theory are related to these determinants in the course of action, mainly revealing differences and to a lesser extent commonalities. In the integrative model, learning outcomes represent a typical indicator of goal-directed behavior. Associated recent meta-analyses demonstrate the empirical relationship between the motivational constructs of the six central theories and academic achievement. They provide evidence for the explanatory value of each theory for students' learning.

Background/Context: This article considers violence, both structurally and interpersonally, in Chicago, a city that moves to isolate and contain many of its Black working-class/low-income/no-income residents. Violence (particularly death by gun violence) should never be understood as a singular social problem that requires unilateral decisions on how to address the issue. Instead, it is critical to understand that homicides and other forms of violence are often the outcomes of conflict exacerbated by planned scarcity and abandonment (engineered conflict). In short, we should consider these conflicts as largely engineered by the state, declaring some Chicago residents to be of value along the lines of race, class, gender, age, (dis)ability, and sexual orientation, while others are deemed disposable. Purpose/Objective/Research Question/Focus of Study: Instead of the deficit narrative of crazed, pathological criminals roaming the streets, another conversation pushes us to understand violence beyond the acts that result in bodily harm or death, and begin to consider the structural conditions that increase the chances of a violent act taking place. For these reasons, this article contemplates the following questions: "What pushes people to be in conflict with each other while remaining reluctant to strike back at the system that has largely engineered the conditions of marginalization, isolation, and containment?" More important, for those who have decided to resist, "what are they doing to address the situation while building new realities for themselves and the people they care about?" Research Design: The design of the study is qualitative, utilizing archival and current data on school closings, the destruction of public housing, and law enforcement. Utilizing conceptual design, the study positions engineered conflict as a material and ideological process with the goal of rendering certain Black communities in Chicago disposable. Conclusions/Recommendations: Instead of ending with the adage that "there's nothing we can do about it," we should understand that people who find state-sanctioned violence to be unacceptable are operating in ways that are proactive and compelling. Local organizations throughout the city have created their own unique processes in developing strategies to address affordable housing, quality education, and public safety. Their consideration of fugitive possibilities (strategies that are not based in commonplace policy solutions offered by the state) and actions is critical in a city that attempts to enforce a logic of disposability on their humanity.

Schooling in the United States has never been a public good, nor has "the public good" been its primary goal. Since its origins in the early nineteenth century, schooling has been a "white" good, designed to promote white advantage. Three mechanisms, among many, have been key to this process: the relationship of schooling to place, the knowledge that schools impart, and the hobbling of brown and Black children. Insofar as schooling has approached being a public good, that tendency has emerged as the result of counter-majoritarian, explicitly racial activism led by non-white people. The struggle for racial justice has been the struggle of moving schooling from a white good to a public good.

Background: Down syndrome is the most common liveborn genetic condition. However, there are no surveys measuring societal services and supports for people with Down syndrome. We developed a questionnaire so that initiatives could be targeted towards countries most in need of assistance. Method: We formed a geographically diverse group of physicians, family members of people with Down syndrome, and members of Down syndrome not-for-profit organisations to create a survey of societal services and supports. We used a modified Delphi method and disseminated the survey to Down syndrome non-profit organisations worldwide. Results: Our survey consists of 61 items categorised within five domains: Education, Community Inclusion, Independence, Healthcare, and Social and Policy Issues. Conclusions: We developed a survey to measure societal services and supports available to people with Down syndrome as perceived by organisational leaders. Our methods might serve as a blueprint for other populations of people with intellectual and developmental disabilities.

The prevalence of anxiety is higher in autistic young people, compared to neurotypical youths. However, the nature of worry in autistic young people is under-researched. Transition from secondary school is a time of change and can be challenging for autistic adolescents. This project explored the content and emotional impact of worries in neurotypical and autistic young people during transition. Twenty-two autistic people and 22 neurotypical people, aged 16-18, were recruited from mainstream schools. Participants completed a novel task to identify and explore the nature of their main worries. The participants' worry frequency and distress levels in relation to their most salient concerns, and their anxiety levels, were measured. Content analysis highlighted similarities and differences between the two groups' worries. Both groups worried about failure and their prospects of further education. Autistic people were more concerned about change and friendship, whereas more salient worries for neurotypical individuals were about work and money. Autistic people were more distressed by their worries than neurotypical individuals. Findings regarding the nature of autistic young people's worries may help inform interventions. Moreover, asking autistic people about their worries as they leave school may help to address their concerns, ease their transition and reduce distress.

An oxymoron is a self-contradicting or incongruous word or group of words as in Lord Byron's (1788-1824) line from his satirical epic poem Don Juan; "melancholy merriment", An oxymoron is a rhetorical and epigrammatic device for effect, often revealing paradox. The effect I aim for here is the actualization of affect; affect made relevant and useful for education as a public good. Oxymoron"ing" as an immediate edging of knowledge into experience, hence a way to access a proto subjective level of the affective power of X. The prefix proto indicating the first, original or earliest. I ask how we can become materially identifiable subjects for one another and what would it take to move from a mechanistic approach to education to a more machinic one. It is a view of change that does not steal my powers or affective force away. Furthermore, are the abstractions one attempts to move from imitation to imagination abstract enough? I aim for expansions in our educational rationales for social and natural sustainability. It implies an educational philosophy of multiplicity ready to support and join a creative pluralism of organization and pedagogies and simultaneously counteract predetermined and controlling pluralism of organization and pedagogies. The overarching contribution of this poem is political, pragmatic and ethical and concerns the constitution of subjectivity for education in inter- and intra-generational perspectives through taking part in polysemantic ambiguity, envisioning a modest view to the child as a knowledgeable and connectable collective. Ultimately, a view of the child is our primary measurement indicator for educational quality. The competence most important to develop for educators is impression tenderness in order to meet the expressions of the child.

The Coronavirus (COVID-19) pandemic, which started in the People's Republic of China in December 2019, spread to the entire world at the beginning of 2020 and affected all areas of social life. Under the measures were taken by governments; education in countries was stopped temporary and art and design education were carried to the computer environment. This research aims to determine the students' opinions about the art and design education are made through distance education during the Covid-19 pandemic. A descriptive research method was used to determine the current situation. The data required for the research were collected with a data collection tool developed by the researcher. The obtained data were analysed using frequency (f) and percentage (%) and the results of the research are revealed. As a result of the research, it has been found that following art and design education with a distance education model was not convenient for the majority of students. In addition to this result, it has also been found that 224 of 326 students felt that they could not achieve the aims of practical courses in the distance education model. From all these mentioned results, it may be recommended that additional measures should be taken to transfer the aim of practical courses to students in distance education.

This study aims to determine college students' levels of knowledge about sexual harassment and assault, and to identify the predictors of this level of knowledge. Participants have been selected using a multi-stage sampling method and consist of 7,302 college students from a state college in Turkey. The age of participants ranged from 17 years to 29 years with a mean age of 21.33 years (SD = 2.04). The Sexual Harassment and Assault Knowledge Test, the Survey of College Students' Exposure to Sexual Harassment and Assault, and a socio-demographic form were used to obtain data from the sample. The two-steps cluster analysis revealed that 70.2 % of the all participants had moderate level of knowledge about sexual harassment and assault, while 13.6 % had a low level of knowledge and 16.2 % had high level of knowledge. The CHAID analysis indicated that sex was the main predictor of level of knowledge about sexual harassment and assault. Also, exposure to sexual harassment or assault, dating experience, and having gender-equality education were found as other predictor variables. Finally, classification accuracy of the CHAID model was found 79.5 % within the sample.

Purpose: Studies of human capital and economic growth were initially focused on labour and physical capital, but it was later recognised that factors such as education, health, and technology also affected this relationship. The present study aims to examine the effects of education, health, and innovation/technology, as the components of human capital, on economic growth. Method: This study brings together different indicators of education, health, and innovation/technology to calculate index values for the 1999-2015 period, using data on 31 developed and developing economies. It prefers to adopt a holistic approach, making use of an index that brings together multiple variables used in the literature rather than the 'best/most appropriate' proxy variable, in order to avoid a 'narrowing' of the human capital goals. These values were used to examine the relationship between human capital and economic growth. Findings: It was found that education, health, and innovation/technology, in that order, made the biggest contribution to economic growth in developed and developing economies; education and health made a bigger contribution to growth in developing economies; and innovation/technology made a bigger contribution in developed economies. Implications for Research and Practice: These findings have implications for countries trying to achieve stable economic growth, their efforts should be directed to improve the quality of education, and to implement projects with high short-term returns.

Constructing the learning outcomes and designing the optimal learning environment are valuable practices in teaching and learning endeavors. Doing so for intercultural learning requires a deft balance of learner inputs and instructional acumen. Assessment of intercultural competence is an essential component since it offers learners and instructors insights on where students are, where they wish to grow, and the success of treatment outcomes. In this study of practice, we examine three years of pre-post mixed-method intercultural assessment data, along with teaching and learning practices and outcomes, to gain insights into how this work of instructional design for intercultural competence can succeed. We also provide suggestions for improvements. The learners were 203 MBA students from the U.S. Pacific Northwest who were enrolled in either a short-term study abroad program or a "glocal" learning experience course. Learners were assessed using the Intercultural Effectiveness Scale (IES) and the AAC&U VALUE Rubric on Intercultural Knowledge and Competency (IKAC). Results support the criticality of intentional instructional course design based on intercultural assessment data for improved intercultural competency development.

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

What do we mean by the word "education"? How do others know what we mean when the term is under constant revision? Do we even need definitive answers in order to speak meaningfully of it? This paper attempts to explore the potential for education's meaningfulness via attention to its ordinary usages. In order to justify the need to be attentive to the specific instance of use, I will explore the closing down of conceptual meaning represented by acts of definition. In taking a closer look at what definitions of education try to do when they are articulated, I will follow a line of argument from Cora Diamond that the definition and explanation of a term can constitute a deflection from the difficult "reality" of educational discourse, a reality that poses its own problems in turn, but also should not be ignored. Attending to "education" as a word that appears with particular meanings in particular instances reveals the richness of the various forms it can assume. I describe this as a conceptual aesthetics of education.

Data mining in education predictions are made about other groups based on the big data of education. However, the extent to which training data can be accessed is relative. A group that can be described as missing data is children living or working on the street. For this reason this study aimed to deal with children working or living on the street. Children who have to live or work on the street before they can complete their development are faced with many dangers arising from the street and may be exposed to social exclusion. In this context, the aim of this study is to examine the social dimension of the problems faced by children living or working on the street and to analyze and evaluate the limited number of data on this issue. The research is a compilation study in line with the literature analysis of the sources about children living and working on the street.

Purpose: There is a significant educational migration in Turkey, and if life satisfaction is not improved, it is expected that this migration may increase. The aim of this study was to determine the impact effective socio-economic and educational variables in migration using life satisfaction survey data of Turkish Statistical Institute, and to calculate the numerical coefficient values of these variables to be used by policy makers for investments. Research Methods: Two types of econometric models were used to determine the effective variables in migration. Outlier observations were detected, and their negative effects were corrected with the help of robust regression methods. This paper provides evidence of how outliers changed the statistics and test results. In addition, multicollinearity corrected estimates were calculated. Findings: The most significant variables in migration were the gross domestic product per capita and education variable. Using life satisfaction index values, educational and related migrations can be reduced. This paper also provides evidence of how outliers in data changed the statistically significant variables, estimates, normality and heteroscedasticity in the test results. Implications for Research and Practice: Migration can be reduced by increasing life satisfaction and lowering dissatisfaction in essential and non-essential municipality service variables. Using the methods in this paper and using future indices that are going to be published it is possible to take countermeasures for migration using models with higher explanatory power. [The issue number (90) shown on the PDF is incorrect. This correct issue number is 91.]

LaGuardia Community College is pursuing a sustained, multi-layered strategy to place learning, teaching, and cohesive curriculum at the center of a guided learning pathway. Implemented in both general education and disciplinary majors collegewide, our Learning Matters core competencies offer faculty powerful tools they use to design, enact, assess, and refine cohesive curriculum pathways. Curricular coherence is central to our innovation, but it does not operate in isolation. Its effectiveness emerges from careful alignment with an array of complementary reform strategies. High impact professional development supports faculty and staff as they connect curricular coherence with engaging pedagogy and faculty-driven assessment processes. Our ePortfolio practice shapes dynamic digital learning processes that help students to understand and engage those pathways and make them their own. This integrative strategy positions learning--student learning, faculty learning, and organizational or institutional learning--as the essential central element in a broad and effective educational improvement effort.

Education is still a leeway towards achieving individual's personal growth as well as professional development. Further and Higher Education (FHE) are even more crucial in accelerating the achievement of these goals. Consequently, graduate students explore endless opportunities to enroll for postgraduate programs, hoping to gain financial independence, economic freedom, and improved standard of living after completion. Since graduate programs offer such tremendous career and life-changing opportunities, it is imperative to investigate if programs like the master's in business administration are still relevant in today's fast-moving business environment. This phenomenology study systematically utilizes underlying assumptions of research-based learning to assess a core aspect of universities' MBA curriculum, that is writing a dissertation. It examines the value added by dissertation to graduates' long-term career goals. Data for the study was obtained from fourteen MBA graduates through unstructured in-depth interviews. All the graduates currently work as full-time employees in their respective organisations, who were drawn from four main departments namely marketing, education, accounting and the IT industry. Our findings are thought provoking, yet compelling, in the sense that participants expressed mixed opinions concerning whether the dissertation prepared them for their current job roles. Most of them attributed their career successes to luck and hard work. Good communication and leadership skills also played major roles. Only few of them did acknowledge honing such skills while writing their dissertation during the research process. The implication of this research to stakeholders of higher education institutions, and policy makers, are also discussed.

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'.

In "Hood Feminism," Mikki Kendall critiques mainstream feminism arguing that the feminist movement does not focus on the basic needs of all women. Kendall defines feminism as "the work that you do, and the people you do it for who matter more than anything else" (Kendall, 2020, p.xiii). She focuses on the experiences of marginalized communities and the issues they face as the key to the equality of all women. In eighteen chapters Kendall engages with topics including gun violence, hunger, education, housing, colorism/racism, and reproductive justice. The text represents a critical, meaningful critique of mainstream feminism as a call to action for it to respond to all women's needs.

Research consistently reports a moderate to a strong relationship between intelligence and academic performance. For about a century, the concept of intelligence has often been used in the definition of giftedness and the identification of gifted students along with other data sources, although some experts are against it. An understanding of prospective teachers' beliefs about intelligence is important to unearth how they perceive intelligence and giftedness. We replicated Warne and Burton's (2020) study with 157 prospective Turkish teachers. They were selected using an online convenience sampling method from various departments of a faculty of education. Of the participants, 72.6% were female and 27.4% were male. We adapted Warne and Burton's (2020) survey, translating it to Turkish and administered it online to understand the prospective teachers' beliefs about intelligence as well as to examine if these beliefs differ across cultures. We found that the prospective teachers' understanding was mostly in line with the original study as well as the mainstream views of intelligence. We also found similar results to the original study, regarding the components of intelligence. Like the original study, the Turkish sample showed an understanding of the relationship between education and intelligence; however, the items about biological and genetic influences on intelligence, the plausible causes of group differences, the life outcomes of intelligence, and a cross-cultural comparison of intelligence had a low response uniformity in both studies. Similar findings across samples may be attributed to common, popular views as well as similar textbooks or other resources used in both cultures. The samples (e.g., educational level and age) may be partially responsible for the differences in the findings across both cultures.

Following a report from the United Nations Convention of the Rights of the Child Monitoring Group in 2017 noting that in Aotearoa New Zealand children's views were not being sought in matters regarding their school, play and feelings of safety, the Children's Commissioner conducted research with school-aged children seeking their related perspectives. However, young children's perspectives, those under 5 years old, have not been included in this research. Concurrently, this researcher sought to learn more about children of her new community having recently relocated to Aotearoa New Zealand. In response to these two circumstances this small-scale study presents the views and voices of 12 young children regarding when and how they learn, how they participate in their communities and their hopes for the future.

This is the protocol for a Campbell evidence and gap map. The objectives are as follows: identify and map all existing primary studies, systematic reviews (published and unpublished), guidelines and policies on education during the COVID-19 pandemic, creating a live, searchable and publicly available evidence and gap map.

Since its inception, the United States (U.S.) education system has worked vigorously to stymie and subvert the needs of those deemed to be 'non-ideal' (Grumet, 1998; Apple, 2006). From maintaining exclusionary curricula to the manipulation of anti-racist approaches to practice, heteropatriarchal white supremacist structures of education ensure a label of 'Other' for those who fail to meet colonial ideals (Pinar, 1998). Marginalized students and practitioners--those who are Black, Indigenous, and People of Color (BIPOC), Lesbian, Gay, Bisexual, Trans, Questioning, Intersex, Asexual+ (LGBTQIA+), people with disabilities, and those with low socioeconomic status (SES), are, as Cathy J. Cohen (2005) suggests queer outliers throughout systems of education. To address exclusionary practices, this article underscores the guise of diversity in schooling and its material impacts on those deemed not ideal. By implementing Critical Race Theory (CRT) (Crenshaw, 1995) and Queer of Color Critique (QOCC) (Ferguson, 2004) within counterstorytelling (Crenshaw, 1988; Morris & Perry, 2016), the authors of this manuscript--both cisgender women: (1) heterosexual and Black, and (1) queer and white--share their respective experiences with(in) academic violence(s). The authors' narrative explorations interrogate individual and aggregate relationships to educational heteronormative Whiteness (Ahmed, 2007; Love, 2019) and establish pathways for educational leaders to reimagine anti-racist, pro-queer, wholly inclusive educational practices.

This study assessed needs and outcomes for people with developmental disability (DD) to understand the socioeconomic status of this group prior to implementation of the Accessible Canada Act in June 2019. The 2017 Canadian Survey on Disability (CSD) was used to analyze data for a sample of individuals with self-reported disability. Data related to employment, education, income, housing, caregivers, and use of government benefits is reported. Compared to the general Canadian public, persons with DD are less likely to: finish high-school or post-secondary education; participate in the labor force or be employed; and earn on average less/year in total income. To align with recent accessibility legislation, significant progress is needed to address disparities for people with DD.

This paper offers an overview of the current status of individuals with autism spectrum disorders (ASD) and developmental disorders (DD) in Oman. A review of demographic and background information about Oman is first presented, followed by an overview of the current status of individuals with autism and developmental disorders, in terms of disability-related legislation, prevalence and diagnosis, as well as treatment and education. In the last section of the paper, major challenges faced in the field are addressed, including lack of autism awareness, lack of healthcare and educational programs or related services, lack of highly qualified professionals to implement evidence-based practices, issues regarding early identification and early intervention, as well as issues pertaining secondary transition, independent living and employment. Corresponding recommendation is proposed at the end of each challenge.

Purpose: The purpose of this study is to improve understanding of the role of the family as NEET determinants in a country with free education in a Mediterranean or Southern European welfare state, so that the authors can contribute to policy recommendations and offer suggestions for future studies. Design/methodology/approach: The authors used TurkStat (2021) household workforce statistics microdata (TurkStat permit number 10484) for multinomial logistic regression. These microdata are the most detailed data representation of all households in Turkey in 2021, representing all household members (n = 635.159) and young people aged 15-24 years (n = 88.974) in Turkey. Of the data on youth, those not in education or employment constituted the NEET sample (n = 21,729). The authors also used the 2014-2020 household workforce statistics microdata (TurkStat permit number 3188) to explain the proportional changes between the status of NEETs in past years and today. Findings: The age factor (20-24) and long-term unemployment in men and marital status (for married and divorced) in women are of critical importance for the risk of being NEET. Compulsory education is the most influential factor in reducing the risk of NEET for both genders. The estimations of logistic regression models showed significantly that the increase in the education level of parents decreased the probability of NEET in the household. In particular, the gains of mothers after compulsory education (university, postgraduate education) increased the probability of young people in the household being NEET compared to the education levels of fathers. Originality/value: The authors make two contributions with this study. First, the authors discuss current microdata and NEET determinants in Turkey, which is the subject of limited research and has one of the highest rates of NEET in the 15-29-years age category (28.7%) in the OECD (2021). Second, the authors are the first to examine parental education or employment for NEETs in Turkey. Findings from the study allow comparison of Turkey and southern European welfare regime countries and fill the gap in the literature on NEET and parent relationship in Turkey with a strong and up-to-date dataset.

It's been more than two years and the world is still struggling with the COVID-19 pandemic, which has tested the health and education system of almost every country and has resulted in the worst crisis ever. Children and youths all over the world have suffered the most due to partial and or complete closure of schools and will remember this dramatic experience for the rest of their lives. The present review briefs some of the impacts of the COVID-19 pandemic on the education system and children and youths worldwide. The literature was searched from governmental, non-governmental agencies including UNICEF, UN, UNESCO, WHO, UNFPA, OECD, CARE, ITU, World Economic Forum, and many English peer-reviewed journals, using PubMed/MEDLINE, SCOPUS, Web of Science, Science Direct databases. Literature from the COVID-19 pandemic onset till May 2022 about the impact of school closure on children and adolescents was searched. Present review observed that COVID-19 pandemic-related school closure has resulted in the loss of education for many students worldwide. They have lost a safe environment, the support of peers and teachers, and a source of nutrition. Though COVID-19 has many negative impacts on education, it has also opened innovative ways of teaching that will help in developing a better and student-friendly curriculum. School closure has not only disrupted the education of children and adolescents, but has also pushed them into poverty, malnutrition, mental illness, child marriages, teenage pregnancies, and sexual, physical, and emotional violence, which needs urgent attention.

Within the literature, there is a lack of consensus on what resilience means, including whether it is a personal trait or a process, and a paucity of studies that have specifically focused on resilient gay Latino men within an educational context. Furthermore, there are limitations in waves of resilience research, particularly the overlooking of social identities and systems of oppression. This study constructively builds on and expands traditional conceptions of resilience by centering the lives of gay Latino collegians through an intersectional approach. Using data from in-depth interviews with gay Latinos, I propose the concept of intersectional r(ac)esilience. Intersectional r(ac)esilience provides a more nuanced and accurate way of theorizing about vulnerabilities and protective factors; yet, this theory relates them to students' interlocking identities, highlighted as a contextual process that occurs over an indefinite period.

Purpose: To improve the credibility, reproducibility, and clinical utility of research findings, many scientific fields are implementing transparent and open research practices. Such open science practices include researchers making their data publicly available and preregistering their hypotheses and analyses. A way to enhance the adoption of open science practices is for journals to encourage or require submitting authors to participate in such practices. Accordingly, the American Speech-Language-Hearing Association's Journals Program has recently announced their intention to promote open science practices. Here, we quantitatively assess the extent to which several journals in communication sciences and disorders (CSD) encourage or require participation in several open science practices by using the Transparency and Openness Promotion (TOP) Factor metric. Method: TOP Factors were assessed for 34 CSD journals, as well as several journals in related fields. TOP Factors measure the level of implementation across 10 open science--related practices (e.g., data transparency, analysis plan preregistration, and replication) for a total possible score of 29 points. Results: Collectively, CSD journals had very low TOP Factors (M = 1.4, range: 0-8). The related fields of Psychology (M = 4.0), Rehabilitation (M = 3.2), Linguistics (M = 1.7), and Education (M = 1.6) also had low scores, though Psychology and Rehabilitation had higher scores than CSD. Conclusion: CSD journals currently have low levels of encouraging or requiring participation in open science practices, which may impede adoption.

In this chapter, we explore statewide tuition-free college programs which encourage students to earn Career and Technical Education (CTE) credentials. To map the current landscape of statewide Promise programs, we conducted a policy discourse analysis of all statewide Promise programs while focusing on policy features relevant to workforce training. We discuss the rationale for policymakers to entice students to participate in community college CTE programs, the sources of funding for these scholarships, and the unique features of the programs across the United States. We conclude our study by providing practical recommendations to increase student participation in free college programs.

The language wars have driven decision-making and educational options for D/deaf and hard of hearing children for over a century, yet we still have not made sufficient progress in closing the linguistic and educational gaps between D/deaf and hard of hearing children and their hearing peers. Perhaps it is time to abandon the bifurcated approach that has driven our field since the infamous Milan Conference of 1880. This commentary explores how a "Radical Middle" approach can frame the way we prepare teachers of the deaf, how we conduct and disseminate research, how we support families, and how the D/deaf and hearing communities can work together in positive and proactive ways. There is strength in unity. We are stronger as a field when we come together to support one another and find ways for collaboration and partnership across philosophical lines and communication preference.

This article explores the crossover between the history of education and the history of childhood. The emergence of state-sponsored national schooling, institutions for juvenile delinquents, home-schooling and expanding higher education were legal and social manifestations of cultural assumptions concerning the needs of children and projections of futurity that accompanied childhood. Several avenues ripe for collaboration between historians of childhood and education are proposed, including a move towards transnational and globalised history, a renewed attention to socialisation and a return to the school as a source for children's writing and activities. In doing so it can be seen how educational practices and pedagogical beliefs regarding the nature of children reveal the underlying logic that governs modern categories of belonging and difference particularly in reference to the British and Ottoman empires.

Purpose: The purpose of this paper is to explain how emotional intelligence (EI) influences intercultural competence (IC), which in turn may influence online instruction. The authors further explored the varying attributes of EI and the extent to which it intersects with IC in the workplace. Design/methodology/approach: Literature on EI and IC from the fields of education, business and leadership was reviewed. The search entailed articles related to EI and IC using the following databases: Business Search Premier, ERIC, JSTOR and ProQuest. The authors used the following key search terms in researching the articles: EI, IC, learning and online instruction. Title and abstract analyses judged each article's suitability for the study. Findings: To better perceive, understand and appreciate others and their cultures, we need to understand our own emotions and the way we interact with others. EI is thus the foundation on which IC can be built. It takes a higher level of EI to develop higher IC quotient. An online instructor should be cognizant about the emotional issues involved in the online learning and suitably modify the instruction to improve learner engagement to ensure better and improved student learning. Research limitations/implications: Findings of this study should provide useful information for theory building and practice. Further, it is hoped the findings of this study will stimulate more scholarly interest in this relatively untapped research area exploring how EI can influence IC and ultimately influence online instruction and improve student learning. Practical implications: The findings will serve as useful pointers for instructors and scholars who strive to improve ICs and appreciate the nuances that enable an emotionally intelligent instructor to perform better and connect with learners from a different culture. Originality/value: Based on empirical literature reviewed, EI is the ability to perceive, understand and control our own emotions to better connect and relate with other individuals. It is the ability to recognize the emotional cues and change our behavior accordingly. IC is the ability to understand and appreciate the cultural differences to better function in a culture different from our own. The two constructs are therefore interrelated and have a significant overlap. However, while EI has been studied exclusively in different contexts, surprisingly, the researchers have not given adequate attention to the important theme of using EI in improving IC or even the role EI can play in improving instructors' IC. Moreover, the interrelationship between EI, IC and online learning has not been explored previously. This paper seeks to address this gap.

Educational resistance is, here, examined in two of its possible inflections. First, as resistance to educational imposition. Second, as a form of resistance which might itself be educational. Jean-François Lyotard's reflections on 'anamnesic resistance' are developed in the context of educational thought, and then read up against proposals for philosophically informed educational reform by Bernard Stiegler. Stiegler's approach, based in part on a critique of Lyotard, is called in to question, both in terms of its reading of Lyotard and the impositional educational logic it follows. Additionally, this article incorporates a novel application of a practice-as research methodology, in aid of illuminating and exemplifying the central dimensions of its argument, utilising sound as a means of philosophical research and 'anamnesic resistance'.

The genesis of the education system is linked with the rapid expansion of school education in the eighteenth and nineteenth century. The genesis of the education system therefore brought about a primary form of differentiation in the education system, viz. the differentiation between family and school. Family education and school education can be seen as differentiated units of a more encompassing unit. This paper explores changes in the relationship between these subsystems with the help of systems theory. We particularly discuss tensions between families and schools that have emerged in recent decades as a consequence of the growing societal impact and status of formal schooling. Highlighting the heterogeneity that exists within the education system, we argue that loose coupling, instead of strict coupling, may have major advantages for the primary subsystems of the education system. In the concluding section, we call for more careful reflections within the education system on the pressures and tensions between its primary subsystems.

While European governance of individual policy sectors has received considerable academic scrutiny, less attention has been paid to the development of intersectoral coordination. This paper charts the emergence of a supranational boundary-spanning policy regime (BSPR) in education and employment in Europe. By looking at issues, ideas, interests and institutions, we gain a deeper understanding of the conditions for the emergence and further institutionalisation of European intersectoral coordination in education and employment from the 1990s onwards. The study relies on semi-structured interviews with European policy-makers in education and employment and EU policy documents. We analyse how endogenous and exogenous factors frame (policy) issues that contribute to the emergence and further strengthening of intersectoral coordination, the extent to which "ideas" for European education and employment stress intersectoral policy designs, how "interests" support or hinder intersectoral work, and which "institutions" are developed with an intersectoral reasoning. We find that endogenous forces (rather than exogenous ones) played a significant role in the emergence of a European BSPR in education and employment. Structural aspects and policy instruments ("institutions"), alongside "ideas" and "interests," then contribute to the institutionalisation of the European BSPR in education and employment.

Building on a historiography that is in full expansion, we are focusing our attention on the sociogenesis of "educational internationalism", by studying the way in which agents and organisations which claim to belong to this movement have executed their commitments and reconfigured them over the decades. After having studied the groups which work within the International Bureau of Education (IBE) -- which aims to build peace through science and education -- here we are examining the way in which its director, Jean Piaget, shaped the implements and the operating methods of the IBE, and represented it on different international stages. The well-endowed archives that were analysed have prompted us to suggest that he is revealed as a diplomat of "educational internationalism"; while the IBE became the first intergovernmental agency (1929), it started working with UNESCO from 1946 before it became fully integrated in 1969. In particular, this article shows how, within the intergovernmental context of the IBE, this learned man adapted the concepts of teamwork and self-government that he had theorised. We are interested to see which diplomatic tools Piaget put to use in order to tackle the unavoidable contradictions that he came up against. How was one to preserve a strict neutrality and scientific objectivity, conditions of an educational internationalism which claims to be universalist, in the arenas where it is governmental and institutional delegates in struggle that debate, moreover on topics such as school -- viewed as a space where national identities are fashioned?

This article focuses on sustainable education for Batek children, an ethnic subgroup of Indigenous Orang Asli peoples in Malaysia. A number of important figures, including school leaders, teachers, parents and peers, are needed to support initiatives to improve the quality of education among Indigenous communities. However, studies have indicated that a range of issues among Orang Asli children - such as low educational attainment, school dropout and high absenteeism - are hindering success. To help address these problems, a more conducive relationship between these children and their schools needs to be developed. The qualitative study presented in this article explored the role of "chaperones" (teachers' aides) in a Let's Go to School programme in a village school in Pahang, Malaysia, as a potential solution to support Batek children's education. Semi-structured interviews were conducted with four respondents: two village elders (who acted as chaperones for schoolchildren), one school principal and one teacher. Five themes were identified as connected to the role of chaperones and the success of the programme: trust, commitment, conducive environment, appropriate policy and regulation, and community support. The chaperones were found to act as informal teachers, effectively supporting Batek children, and the community, in both the academic and outside world. Findings indicate the need for a proper modelling of Indigenous sustainable education which recognises the role of chaperones in Batek children's education. This approach could also be extended to other Orang Asli communities.

Recent debates relating to the #Rhodes-Must-Fall and related movements invite a careful reappraisal of the complex field of colonial education in the late colonial era, given the lack of attention to the field by historians and the significance of this legacy for the development of educational policy in the post-colonial world. The British, French and German colonial offices, along with missionary societies and American philanthropic organisations, had attempted to shape such policies in the first half of the twentieth century, broadly influenced by notions of Indirect Rule and Progressive Education, but there were also significant critics of formal policy initiatives who have only had intermittent scholarly attention. Bryant Mumford's career in the field (especially in Tanganyika -- 1923-1932) and in his role as lecturer in the newly established Colonial Department at the London Institute of Education (1934-1942), provides valuable insights into the world of colonial education.