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We present a programmatic study of physicists' and astronomers' attitudes toward education and public outreach (EPO) using 131 survey responses from members of the Dark Energy Survey. We find a disparity between the types of EPO activities researchers deem valuable and those in which they participate. Most respondents are motivated to engage in EPO by a desire to educate the public. Barriers to engagement include career- and skill-related concerns, but lack of time is the main deterrent. We explore the value of centralized EPO efforts and conclude with a list of recommendations for increasing researchers' engagement.

In this review, we will investigate the pathways linking education and health to understand why education appears to improve health in some settings or among certain populations, and not in others, as well as to inform recommendations about how best to target investments in education to maximize the benefits to health. We will seek to answer the following key research questions, focusing specifically on the mechanisms that affect fertility, HIV, and infant and child mortality. If feasible, these answers will include meta-analyses of comparable education and mediator outcomes: (1) Do changes in education affect the primary theorized mediators (e.g., knowledge, attitudes, resources, and agency; health behaviors and harmful practices) of the relationship between education and fertility, HIV and child mortality? (2) How does the relationship between these mediators and education vary across different aspects of education (e.g., grade attainment vs. literacy/numeracy vs. attendance)?

This study quantified the orthographic knowledge (i.e., knowledge of spelling conventions) of school speech-language pathologists (SLPs). On average, SLPs (N = 48) answered 65% of the questions correctly on a measure of orthographic knowledge. SLPs need better preparation in written language structure to support reading acquisition in children with language disorders.

Background and Purpose: Anger is implicated in nearly every social pathology, from war to bullying to child abuse. Yet, it is also the spark of reform for nearly every positive social movement, from civil rights to labor rights to handicapped rights. This article examines how anger has been understood and misunderstood across different discursive spaces in society, research, and education to offer a peace-promoting, emotional ecology theory of anger to foster emotional growth and political change. Research Design: This article employs theoretical research, which is a logical exploration of a system of beliefs and assumption to increase understanding, develop new theory, and explore implications. Findings: Anger is reconceptualized as a crucial emotional and political experience rooted in the emotional ecologies and histories of family, school, and society. Three distinctive features characterize it: An ethical response, an emotional response, and an action response. Five steps to anger resolution follow from this analysis including: mindfulness, compassion, insight, action, and a therapeutic response (or MCIAT). Recommendations: Future studies on anger should span developmental stages and include ways anger intersects with curricula, emotional experience and intellectual understanding. Teachers, social workers, and therapists must work together to address the emotional and political aspects of anger in education. Addressing our most painful and angering global challenges in all their complexity requires full integration of the personal, educational, civic, and therapeutic dimensions of emotional ecology and this worthy enterprise should inspire interdisciplinary dialogue and future research.

This article has as its objective a revision of the intersectionality concept in order to acknowledge the possibilities offered by it in the construction of new knowledge. This will be done under the critical triad interculturality-health-corporeity, associated with the educational field. The research method used is a literature review, using a critical method and reviewing updated databases. Contemporary research approaches that use as an analytical basis the principles of intersectionality allow the formulation of proposals, projects, and other relevant devices. These elements enable, at the same time, the transit of the research process on human singularity, evidencing the critical potentiality of communities and territories. Intersectionality as an analysis tool allows a jump from the categories to the concept of multiple singularities, since from this Latin-American perspective, the deconstruction of exclusion devices transmitted and reproduced through the discourse is approved, along with the community practice and its own singular symbolisation. The contribution of intersectional theory is to overcome the vision of hegemonic categorisation, especially when the intercultural perspective and essentialist views are used in front of realities such as health, illness or disability, and also the way in which, until now, some categories have been defined in the dominant discourse about the body experience in relation with the enjoyment of fundamental human rights.

Nowadays, women constitute a considerable part of employees in the society that according to the multiple roles that they play (mother, wife, employee), more flexibility is needed in their career affairs. This study aimed to investigate the effects of teleworking using the Internet on married working women working in educational settings (advantages and disadvantages of teleworking). For this purpose, this study includes qualitative and quantitative parts with samples including 16 and 404 married women working in educational settings (i.e. school and university). In the qualitative part that interviews were conducted with 16 married women who were selected as experts in educational occupations, the findings showed that teleworking brings six major advantages for women. These six advantages are economic, psychological, health, family, organizational, and educational. Moreover, when the qualitative part was ended, the researchers prepared a questionnaire according to the findings and selected 404 married and working women in educational settings to rate advantages and disadvantages of teleworking during COVID-19 pandemic and according to qualitative results, teleworking has disadvantages such as role conflict, lack of face-to-face position, and reworking. The quantitative results showed that participants' feedback was positive in six advantages and two variables of family and psychological were the most important variables among teleworking advantages (p < 0.05). According to the findings of this study, it can be concluded that teleworking has a considerable effect on family cohesion and psychological security of women. Therefore, according to the current status of the society (COVID-19), facilities should be considered for married women.

Background: The process of transition to adult life of youth with a record of protection is crucial to overcome the difficulties to achieve an independent life. Objective: This research aims to analyze the conditions under which protected youth are emancipated, as well as the factors that facilitate emancipation. Method: A qualitative study was performed with three samples: longitudinal follow-ups with youths when they exit the system and during 12 months (N = 24); life stories of youths who have exited the child welfare system at least 2 years ago and a maximum of 5 years ago (N = 22); interviews with professionals conducting their intervention in adolescent protection resources (N = 18). Results: The results indicate that protective action is not enabling youths' learning in normalized contexts, which negatively affects the conditions under which emancipation occurs. The experience of the protective action conditions the tendency to benefit from the post-majority socio-educational accompaniment. Conclusions: The importance of socio-educational intervention continuing during the first moments of emancipation, providing professional accompaniment to the entire collective, is highlighted.

The United Nations (UN) has orchestrated a mobilisation of the world community over the past 20 years, to tackle a range of global problems via two consecutive development projects: the Millennium Development Goals (MDGs) and the Sustainable Development Goals (SDGs). Research focused on education in these projects is fragmented, with apparent gaps in knowledge around: i) the definition of education; ii) the links between the education goal and other goals; and iii) the operationalisation of those links. The originality of this study rests in addressing these interrelated gaps, by drawing on the soft governance approach and thematic analysis of 12 key UN policy documents. The findings explain the position of education in both UN projects by highlighting important aspects of its dynamic nature. First, the definition of education has been evolving, along with its links to the different themes covered in both MDG and SDG projects. Second, certain aspects of the process of operationalisation of education remain vague--the UN must work towards clarification of these remaining aspects if the operationalisation of education for sustainable development is to be improved. The significance of these findings is in engendering directions for international policy-making in the upcoming world summits, leading up to the 2030 deadline for the achievement of the SDGs, and in highlighting the fact that education should increasingly be regarded as an indispensable tool for policy-makers involved in this process.

Doctoral students were randomly assigned to a five-week (30-h) faculty-led writing workshop intervention, either preceded by a five-week (waiting list) control phase or followed by a five-week maintenance phase. In the workshop, students wrote together, received instruction in genres of academic writing (literature reviews, scientific articles, funding proposals, and presentations), and exchanged feedback on drafts. As a result of the workshop students enjoyed writing more, found writing easier, and gained confidence in themselves as academic writers. They felt able to write productively in shorter blocks of time, and they engaged in more short-term, medium-term, and long-term planning of their research. The intervention also caused participants to pause more frequently for reflection or positive thinking and to generate more new writing. Effects were maintained in a peer-led writing maintenance group for at least five weeks after the intervention ended. This is the first randomized controlled trial of a doctoral-level writing intervention to date and has the potential to support doctoral training in academic and scientific writing across the Social Sciences, Education, and the Humanities.

Identity has been widely understood in Western societies as a specular construction that operates simultaneously both from within and from outside oneself. However, this process is fiercely changing in a world in which almost every human action is mediated by information and communication technologies. This paper, from a theoretical perspective, aims to discover the main educational implications of this change. For that purpose, we first consider the traditional meaning and process of forming the self in Western culture. Afterwards, we identify and describe the mechanisms for the construction of the self in our current context, highlighting the fact that technologies, in themselves and regardless of the use we make of them, hide implications. Taking this into account, we show to what extent the current development of the self presents shades, conflicts and tangible risks from an educational perspective. We finally conclude that it is essential to promote an education on technology that goes beyond the use regulation in which, up to now, it has been solely focused on.

This paper addresses the question of mental health, in particular the manner in which it finds its way into education. Increased attention to mental health in education should be welcomed, but often the focus is on 'problem-solving', which in turn confines the 'solution' within the spectrum of preventive and corrective intervention. Often it is the term 'mental health' itself that leads us to think of it, by analogy to physical health, as a kind of goal to be achieved, a recovery and recuperation--that is, something to be effectively aided and fixed. But I suggest that if there is any way that education can attend to children's mental health, it is rather by holding itself back from problem-solving. Then, other than considering the 'problem' as an object of inquiry or introspection, attention can be turned towards the contextuality of human experience and what I shall call its fundamentally wounded condition. Hence, a shifting in the conception of the problem. I take the film "Shoplifters" as a starting point--that is, as a site where we can attend to the particularities of reality and the specificities of experience. Towards the end, it will become clearer how film can direct us to an alternative way to attend to mental health in education.

Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary 'Young, British and Depressed'. She has also fronted campaigns for the charity Childline on 'coming out to religious parents' and the therapeutic practice of poetry. Emma Williams spoke to Sanah Ahsan about matters of race, education, the arts, and how she draws on the interconnection between these areas in her own practice and research on mental health.

Anxiety is today increasingly talked about as if it were a condition or illness from which one suffers. This obscures the sense in which it may be said to have a meaning, that meaning being that the self is currently ill-equipped to handle its predicaments. It also obscures the sense in which anxiety's apt 'prevention' and 'treatment' most often come from education rather than from psychological medicine, in particular from those disciplines we style the humanities. This short reflection-prompting piece unpacks the above claims from the perspective of the author's two professions: philosophy and clinical psychology.

On the 9th of May 2020 "The Lancet," the leading medical journal, published an editorial referring to the current situation of the pandemic in Brazil, which is short of being disastrous, and describing Jair Bolsonaro, the Brazilian president, as the biggest threat to Brazil -- we would add to the world. In this paper, we enquire the issue of leadership, anti-intellectualism and nationalism by conducting a philosophical enquiry, whilst also questioning the role and shortcomings of the Brazilian educational system in sowing the seeds, and allowing this situation to develop in the country. This philosophical enquiry does not attempt to lay blame on the Brazilian educational system; rather, it is an attempt, an urge for reflection and self-reflection, so that the errs of the past may be remediated in the future; hopefully, a near future.

This article examines the productive capacity of emotion through the concept of emotional fundamentalism. Emotional fundamentalism combines several key concepts--fundamentalism, affective labor, biopolitics, and capitalism's contradictions--developed by Michael Hardt and Antonio Negri in "Empire" (2000), "Multitude" (2004), and "Commonwealth" (2009) to describe the intensified attention to the body in education. I investigate the implications of the increased organizational and corporate interest in emotion using an ongoing socio-emotional learning study and the introduction of artificial intelligence aggression detectors in schools. Doing so demonstrates the tendency of Empire to manage emotions in order to ensure viable production by educating the body as data and human capital. However, though Empire depends on emotions as a resource, these same emotions display a creative unruliness that exposes potential avenues to reproduce the common and enact multitude.

Automatic analysis of the myriad discussion messages in large online courses can support effective educator-learner interaction at scale. Robust classifiers are an essential foundation for the use of automatic analysis of cognitive presence in practice. This study reports on the application of a revised machine learning approach, which was originally developed from traditional, small-scale, for-credit, online courses, to automatically identify the phases of cognitive presence in the discussions from a Philosophy Massive Open Online Course (MOOC). The classifier performed slightly better on the MOOC discussions than similar previous studies have found. A new set of indicators to identify cognitive presence was revealed in the MOOC discussions, unlike those in the traditional courses. This study also cross-validated the classifier using MOOC discussion data from three other disciplines: Medicine, Education, and Humanities. Our results suggest that the cognitive classifier trained using MOOC data in only one discipline cannot yet be applied to other disciplines with sufficient accuracy.

While a lot of literature has debated the effectiveness of international economic sanctions on sanctioned countries, little is known about the state of research on the impact of economic sanctions on education. The purpose of this scoping review was to map the literature on the effects of international economic sanctions on education. Searches of eight electronic databases and the grey literature were conducted to identify published empirical studies. Six eligible studies were selected. This review observes the limited empirical research and data to provide a better understanding of how education systems are affected by economic sanctions, highlighting the lack of research and, consequently, educators' voices on education in sanctioned societies. Utilising the scattered evidence, the article challenges concerned educators and researchers to avail empirical evidence to power so that the collateral damage being suffered by young people in sanctioned countries is recognised and hopefully mitigated.

Introduction: The Children's Assessment of Participation and Enjoyment (CAPE) and the Preferences for Activities of Children (PAC) are useful measures to assess how children with visual impairments are meeting the nine areas of the expanded core curriculum (ECC). Each item of the CAPE and PAC includes an activity with an accompanied image to illustrate it. However, the measures do not provide standardized image descriptions for each item, which limits its validity and reliability for this population. Thus, the purpose of this Delphi study was to validate and standardize image descriptions for the CAPE and PAC so they can be used more effectively with children with visual impairments. Methods: The expert panel consisted of 11 professionals with extensive knowledge and experience with individuals with visual impairments and six dyads of parents and their child with a visual impairment. Each panel member assessed the accuracy of wording for 57 image descriptions on a 4-point Likert scale and provided feedback on items rated below 3. Results: Consensus on all image descriptions was reached after two rounds. Discussion: The results of this study help to increase the validity and reliability of the CAPE and PAC for children with visual impairments. Implications for Practitioners: The CAPE and PAC can be used more effectively by practitioners and researchers to assess the areas of the ECC for children with visual impairments.

Foundational to Vygotsky's Zone of Proximal Development (ZPD) was the influence of Marx's theory of historical materialism. Vygotsky's work radically rejected the traditional approaches of developmental psychology. The ZPD centralized the importance of potential development not only by measuring or testing what a child could perform, but a tool to observe developmental change as a dialectical product of society and material life. In other words, social structures and the dynamic material world play a significant role in shaping the child's development. It follows then that contemporary uptakes of Vygotsky's ZPD likewise would be remiss to neglect the importance of historical materialism and take account of the dynamism of modern capital. This paper offers for further engagement the Zone of Proximal Privilege--a contemporary uptake of Vygotsky's work that explores the ways that the excesses of capital have created vast educational privileges for some while constricting access and development for many others.

Background: There are growing expectations internationally that schools and systems will use research evidence to inform their improvement efforts. Such developments raise important questions about what it means to use research evidence "well" in education. Purpose: To date, there has been wide-ranging debate about what counts as quality evidence, but very little dialogue about what counts as "quality use." In response, this article presents a conceptual framework to define and elaborate what "quality use of research evidence" might mean in relation to education. Method: The framework is informed by a cross-sector systematic review and narrative synthesis of 112 relevant publications from four sectors--health, social care, education and policy. The review explored if, and how, quality of evidence use had been defined and described within each of these sectors in order to inform a quality use framework for education. Findings: Based on the cross-sector review, quality use of research evidence is framed in terms of two core components--(1) appropriate research evidence; and (2) thoughtful engagement and implementation, supported by three individual enabling components (skillsets, mindsets and relationships) and three organisational enabling components (leadership, culture and infrastructure), as well as system-level influences. Conclusions: There is potential for this framework to inform current approaches to the use of research in education. There is also an important need to test and refine its components through further empirical investigation, theoretical inquiry and intervention development.

Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the crisis and provided support to theater educators in the field during the pandemic. In addition, the article includes information on a brief survey conducted with theater educators in Fall, 2020, speaking to how they were teaching during the pandemic, and what they were teaching, including administrative and resource supports. The online curricular and instructional resources created by EdTA are of particular interest as the organization was just ramping up online professional development at the start of the pandemic. During the pandemic, EdTA came to the forefront in providing resources for all educators on how to create instructional content in a variety of platforms.

This study presents an overview of the literature of mindfulness in education, which is based on the definition of mindfulness, and accompanying key terms, and the philosophy and practices it involves. The review includes a survey of Buddhism, Eastern and Western mindfulness traditions. This literature review gathers the thinking of scholars on the importance of mindfulness and its beneficial practices--particularly in Western contexts--including mindfulness-based stress reduction (MBSR) and related therapies. The literature review is also a motivator in the use of mindfulness because it reveals its proven role in both helping career professionals and reducing stress for students by reducing the psychological and physical distress inherent in work and personal lives or students' academic lives.

The conceptual gambit of this article is to propose that the notion of anti-entropy should be complemented by that of exergy investment or destruction, a term first proposed by Zoran Rant in 1956. It argues that one of Bernard Stiegler's most important interventions into deconstruction is the thermodynamic reformulation of Derridean "différance." I argue that we should view the idea of anti-entropy as likewise the displacement of entropy to an external system. With the notion of exergy, it becomes possible to outline an economics of exergy expenditure and investment that considers this displacement. Having argued for the necessity of exergy as a concept that may complement anti-entropy, I demonstrate that this economy of exergy expenditure, through transductive analogy, can be applied to signification. An economics of exergy may give crucial insight into the transcendental problem of signification; that which Derrida's notion of "différance" first responded to. I ask the question: can a trace-like logic of sense be understood energetically if trace itself is understood to be materially inscribed into the world? Having explored this question, I then outline how education might be understood as both the means through with traditional significations are energetically maintained as well as the means through which metastable significations can be disrupted. I use the recent banning of anti-capitalist literature in the UK as an example of what I call logomachics, a conflict of significative exergetic investment and disinvestment.

This article is a critical interpretive study of residential group homes as school preparatory environments for children and youth in their care. Utilizing social pedagogic analytics, the paper analyzes the role of residential group homes in the education of the children and youth under their care. Evidence gathered in this study suggests that residential child and youth care staff does not play the expected in loco parentis roles as expected of all care givers by Canadian Family Law. Against the established view that there are healthy and conducive home environments that enhance school learning, group home environment is assessed. Building upon narratives from child care workers, observations of group homes and analysis of documents, the main conclusion derived from this study is that it is high time that child and youth care workers give equal attention to safety concerns for and educational progress of the children and youth in their care.

Education for Sustainable Development (ESD) is a broad and varied field of study replete with compelling advocacies for a more humane world. Across a majority of its instances however, ESD might yet be seen to labour in stealth fidelity to a mode of political economy and model of human-nature relations complicit with planetary ecocide. This essay draws largely from the thinking of Jean Baudrillard in an effort to identify the implications of ESD's mainstay commitments, particularly as expressed in the field's lingering fidelities to anthropocentric production and modes of protagonistic optimism. Such alliances are contrasted by the immanence of inhuman planetary difference as it might habilitate more eco-centric approaches and attitudes for thinking the very possibility of sustainable development in the present era of rapid ecological transformation.

This article contributes to the debate on the growing number of interdisciplinary study programs in learning and technology, and aims to understand the diversity of programs as well as curricula structure in an international landscape. Scientific fields share their knowledge and recruit young researchers by offering discipline-specific study programs. Thus, study programs are a reflection of the fields they represent. As technology-enhanced learning is considered to be particularly interdisciplinary and heterogenous, it is important to better understand the landscape of study programs that represents the field. This article presents an analysis of master programs in technology-enhanced learning. A systematic review and analysis of master programs offered in English has been conducted and further used as input for hierarchical cluster analysis. The study identified general characteristics, curricula structure, and organization of topics of these programs. Hierarchical cluster analysis and qualitative content analysis helped us to identify the major types of curricular structures and typical topics covered by the courses. Results show that most study programs rely on interdisciplinary subjects in technology-enhanced learning with a considerable number of subjects from education, learning and psychology. Subjects related to technology, information and computer science appear in such programs less frequently.

The feasibility of addressing the mental health needs of young people at school is influenced by how staff perceive their role, and the role of schools, in mental health care. Using qualitative methodology, this study investigated the roles of Australian school teachers and counselors. The aims were two-fold: (i) to explore how teachers and counselors perceive the role of the school in student mental health; and (ii) to explore their views about what is being practically done in schools to provide this support. Ninety-one secondary school teachers and 83 counselors (M[subscript age] = 39.45) across New South Wales responded to open-ended questions between November 2017 and July 2018. Key themes included support, being on the frontline, collaboration, and education, although there were some discrepancies between staff. Further, counselors endorsed evidence-based programs in schools that directly targeted student mental health. Results indicated that clear professional roles and a coordinated effort are needed to appropriately address student mental health.

Child education and accompanying discourse in the seventeenth-century circles of Constantijn Huygens are thoroughly researched. But while children grow up, parents also learn and not only through their siblings. Some remarks about experiences that Huygens had outside the regular discourse on education can be made. Huygens' correspondence and his garden poem "Hofwijck" show that Japan played a significant role in his understanding of uncontrolled growth of plants in garden wilderness where ideas on vegetal growth extend to raising children. A major informant on the Far East in Huygens' family circles was François Caron, who reported in detail on children growing up in Japan. Relative success of their children in society shows that their educational approaches apparently worked. A novel understanding of processes of growth and limitations to influence such processes in the garden denied Renaissance reasoning; combined with insights from Japan it strengthened Huygens in promoting his enlightened ideas on "individual" talent of children.

Programs that provide lower-skill employment are a popular anti-poverty strategy in developing countries, with India's employment guarantee program (MGNREGA) employing adults in 23 percent of Indian households. MGNREGA has reduced rural poverty, but some have raised concerns that guaranteeing lower-skill (or uncredentialed) employment opportunities may discourage investment in human capital and long-run income growth. Using large-scale administrative data and household survey data, I estimate precise spillover impacts on education that reject substantive declines in children's education from the government's rollout of MGNREGA. Further, I estimate these small negative impacts are inexpensive to counteract, particularly compared with MGNREGA expenditures on rural employment and poverty alleviation.

The massification of Argentine higher education intensified in the context of open-access and tuition free public university policies. Although Argentina stands out in relation to enrollment in higher education, it faces serious problems in terms of retention and graduation. To study the factors associated with dropout in the higher education system, we use the Permanent Household Survey, or EPH, to measure these phenomena. The EPH is a quarterly national survey that systematically and permanently collects data on the population's demographic, educational, labor and socioeconomic characteristics. Based on the EPH, we calculated the global dropout and graduation rates by socioeconomic status and gender and used logistic regression models to estimate the effect of some demographic, socioeconomic, institutional and financial factors on dropout probability. Among the main findings, we observed that the socioeconomic status and being a first-generation student matter. We detected that being a first-generation student, even after controlling for the socioeconomic status of the student's household, gender, the type of institution (tertiary non-university or university) and having a scholarship, implies a higher probability of dropout. We conclude that these results are most germane to public policy design and possible replications of this methodology in other Latin American countries.

"An Unaccompanied Refugee children is a person under the age of 18, who is afraid of being persecuted, whose rights are threatened and is forced to leave his / her habitual residence and / or country of origin and is outside it, without the accompaniment of parents, relatives or other adult person, who, by law or custom, is responsible." (Angelidou & Aguaded, 2016). According to the Human Rights Watch researches (2016), serious crimes against refugees and immigrants children are being committed. The Government of Spain announced that they expect to relocate a total of 586 people before the end of 2017. At present, the number of refugees in Spain is more than 470. Specifically, Andalusia became, in September 2016, the first Spanish community that manages to relocate unaccompanied refugees children. The objective of this research is to analyze the socio-educational intervention, which is being carried out with these children. For this, the method used was in-depth interviews, y cuestionarios, which results offer very diverse information, from which we can conclude that there is a way forward, which is leading to improvements for children.

Social protection interventions have been used as a poverty reduction strategy in many countries. Free Basic Education is one of the social protection interventions implemented in most developing countries. This review assessed the outcome of the implementation of Free Basic Education in Africa, using Ghana, Uganda, Kenya, and Malawi as a test case. Thirty-Seven (37) published documents were used for the study. The study is underpinned by Bagozzi's Goal Theory and Conceptualized with Knowledge Gaps and Knowledge Management Strategies. The study noted that, the Free Basic Education Policy has increased primary school net enrolment rates in these countries holding all other confounders constant. The study also revealed that, the implementation of the Free Basic Education Policy did not reduce educational expenditure as expected as school authorities continue to levy pupils. The objective of removing financial barriers was therefore not met, and the quality of teaching and learning delivery in most schools has fallen due to high pupils-teacher ratio and other implementation challenges. Based upon these findings, the study concluded that, there is the need for constant stakeholder interaction, efficient financial practices, fiscal space creation, provision of more educational infrastructure, recruitment of additional teachers, measures to ensure quality of teaching and learning delivery and effective monitoring of social protection intervention programmes in Africa.

[W]hen I hear people denounce our political scene as "post-truth," I have to wonder when exactly they think it was that politics was determined by the truth? The same goes for those who decry today's "fake news." […]To claim that with Trump's election we've entered a post-truth era of fake news is to claim that the U.S. was built on truthful politics and media. Political struggle isn't really about an existing truth but rather concerns the formulation of new truths and, more importantly, the materialization of those truths […] The political project involves the power relations that compose truths, and the pedagogical project involves how we engage ourselves, each other, and the world in transformative processes. (Ford, 2018, paras. 1-4) This quotation captures my concern with an emergent liberal nostalgia narrative, a type of wounded innocence, fashionable in response to what many see as a contemporary affliction affecting democratic institutions. According to this story, Trump and his administration have moved us into post-truth times. As definitive nostalgia, this post-truth narrative constructs a never existing political consensus that has now been lost, from the functioning of formal politics to truth claims found in the academe.

Professional knowledge is highlighted as an important prerequisite of both medical doctors and teachers. Based on recent conceptions of professional knowledge in these fields, knowledge can be differentiated within several aspects. However, these knowledge aspects are currently conceptualized differently across different domains and projects. Thus, this paper describes recent frameworks for professional knowledge in medical and educational sciences, which are then integrated into an interdisciplinary two-dimensional model of professional knowledge that can help to align terminology in both domains and compare research results. The models' two dimensions differentiate between cognitive types of knowledge and content-related knowledge facets and introduces a terminology for all emerging knowledge aspects. The models' applicability for medical and educational sciences is demonstrated in the context of diagnosis by describing prototypical diagnostic settings for medical doctors as well as for teachers, which illustrate how the framework can be applied and operationalized in these areas. Subsequently, the role of the different knowledge aspects for acting and the possibility of transfer between different content areas are discussed. In conclusion, a possible extension of the model along a "third dimension" that focuses on the effects of growing expertise on professional knowledge over time is proposed and issues for further research are outlined.

Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents.

The article attempts to analyze critically the role of the modern school in the development of human potential. Based on the conducted research procedures (the focus group study of the parent community, the questionnaire survey N = 90), they determined the domination of parental position, according to which there is the lack of equal opportunity provision by the state for quality education. The commercialization of the educational industry, the increase of the informal sector of the economy at the market of educational services ensure the reproduction of social inequality, limit the access to quality education for students, primarily from low-resourced families. The results of the study illustrate the growing dissatisfaction of parents with the ability of the school to develop a sufficient cultural level of students, to build the system of spiritual needs, values and interests of young people. The system of school education develops the contradiction between the expectations of parents to intelligence, social and communicative skills, the moral qualities of students and actual learning outcomes. Professional burnout, the deformation of modern teacher social role significantly reduces the effectiveness of the educational impact on the younger generation. The modern school is not fully capable of sustainable human development provision due to the following dysfunctions: an insufficient legitimacy of disciplinary impact on student behavior, high pedagogical workload, conflict risks, the distortion of teacher traditional role. The promising trend for the development of human potential in modern Russian conditions is to increase the prestige of teacher profession, overcome the key deformations of its position, form creative spaces in the school environment, expand the diversity of educational programs, and focus on "gifted" children support.