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The goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008-2018 with a focus on undergraduate learners in chemistry, physics, and engineering classrooms. It was found that there is a high degree of agreement in defining self-regulated learning, yet differences are present in the proposed factors that are most influential in creating a self-regulated learner. A majority of the studies report correlations between variables of motivation and metacognition. Additionally, less than half of the research studies included a measure of achievement and even less had an experimental design. This review proposes a need for more studies which include teaching of self-regulated skills for undergraduates in the physical sciences and investigating the relationship of the development of self-regulated learners as an integral facet of education in physical science classrooms.

In this review I explore the connections between debates about the transformation of work in a service-dominated economy and those about classed and gendered identities. I suggest they might usefully be connected in analyses of disadvantage and exclusion among working-class young people. Youth involvement in protest and unrest in English cities, as well as rising rates of unemployment, raise questions about the connections between labour market exclusion and young men's and women's construction and performance of acceptable versions of gendered identities. Performative identities are crucial in gaining employment, especially in the forms of low-waged interactive employment open to young people with few skills or little educational capital. (Contains 1 note.)

Discusses the ways in which feminist approaches in geography have developed over the last two decades. Critically assesses the notion of a specifically feminist method and discusses the implication of the deconstruction of "woman" for feminist research and politics. Includes a tabular comparison of conventional and feminist research methods. (MJP)

Presents an interview with Susan Hanson, president of the Association of American Geographers in 1991-92. Describes how Hanson has managed her accomplished career in academia. Discusses issues and trends in geography and geography instruction. (CFR)

Describes a workshop for college-level geography instructors to examine gender related issues in human geography. Discusses the goals and implementation of the program. Questions whether or not women's studies in geography should be autonomous or integrated into traditional human geography courses. (CFR)

Following up on a 10-year-old survey, examines women's status in British University geography departments. Surveyed 103 British higher education institutions in 1987-88. Finds relatively no change in numbers of females enrolled in geography courses. Shows a decline in women geographers at the postgraduate level. Offers explanations and proposals for action. (CH)