Search results

Understanding young lives across time and space -- The development of longitudinal youth research -- Longitudinal youth research with Lithuania's Soviet and post-Soviet generations -- Using prospective and retrospective interviews to understand girls' educational aspirations, subjectivities and social change -- Conclusion: The practice of longitudinal research -- Understanding change through Australian longitudinal mixed-method multicohort youth research -- Insights on gender through Argentinian longitudinal youth research -- Young people and sudden post-socialist changes in Estonia at the beginning of the 1990s: experiences conducting longitudinal research -- Conclusion: Insights from longitudinal research -- Working with creative and dialogic methods in longitudinal research.

This text systematically brings together the developments in the social & political theory of education. It offers an introduction to the debates within the field & provides an argument for a democratic & normative view of education. It looks at the major disputes within social, cultural & political approaches to education

Intro -- Contents -- The Implication of Societal Perception and Value on Quality Education: The Nigeria Example, 1999-2019 -- 1 Introduction -- 2 Theoretical Framework for Analysis -- 3 Conceptual Clarification -- 3.1 Society -- 3.2 Societal Perception -- 3.3 Societal Value -- 4 The State of Education in Nigeria Between 1999 and 2019 -- 5 The Relevance of the Societal Perspective and Value to the State of Education Nigeria, 1999-2019 -- 5.1 Government -- 5.2 Parents/Guardians -- 5.3 The Students -- 6 Conclusion -- References -- Impact of TETfund Intervention on Quality Assurance of Basic Education in Plateau State, Nigeria -- 1 Introduction -- 2 Statement of Problem -- 3 Research Questions -- 4 Theoretical Framework -- 5 Conceptual Discuss on TETFund Intervention and Quality Assurance of Basic Education in Nigeria -- 6 Methodology -- 7 Results -- 8 Discussion of Findings -- 9 Conclusion -- 10 Recommendations -- References -- Multiculturalism, Multidisciplinarity and Inclusivity in African Education and Healthcare -- 1 Introduction -- 2 Inclusivity in Multuculturalism and Multidisciplinarity -- 3 Uses and Applications -- 4 Theoretical Framework of Intersubjective Multiculturalism -- 5 Inclusivity in Education -- 6 Anticipating and Addressing Challenges -- 7 Inclusion in Healthcare Industry -- 8 Recommendations and Conclusion -- References -- The Challenges of Girl Child Education in Sokoto State, Nigeria and Its Implications for National Development -- 1 Introduction -- 2 Conceptual Definition of Terms -- 3 Statement of the Problem -- 4 Theoretical Framework -- 5 The Concept of Girl Child Education -- 6 Research Methodology -- 7 Population -- 8 Sampling Technique and Sample Size -- 9 Instrumentation -- 10 Validity of the Instrument -- 11 Reliability of the Instrument -- 12 Summary of the Major findings -- 13 Conclusion -- 14 Recommendation.

This pioneering volume applies critical whiteness studies in a variety of educational contexts in the United Kingdom. The author uses ethnographic, biographical and documentary research to show how whiteness 'works' in education. The book also considers policy issues, and discusses how critical whiteness studies might function in anti-racist practice, shows how 'white supremacy' continues to dominate educational discourse and practice and discusses how this can be resisted.

This article examines the root causes for the overrepresentation of African American students in special education classes and their under representation in gifted and talented programs in America's public schools. The article (a) provides a historic overview of the legal struggles for educational equity, (b) examines key issues surrounding the academic status of African American students, (c) discusses multicultural education as a remedy, and (d) recommends an appropriate course of action for educators and policy makers.

The launching of the Universal Basic Education scheme in Nigeria in 1999 was the country's response to the global call for universalization of access to basic education. The Universal Basic Education Act, enacted in May 2004, serves as the legal framework for the programme and it provided for primary education to be free and compulsory. Much has been done by different tiers of government to ensure the achievement of this objective. This study evaluated the extent to which primary education was free and compulsory in public schools in Ogun State, Nigeria between 2004 and 2012. The findings show that though tuition was free, pupils still paid for Development Levy and Parent Teachers Association Levy. The findings also show that parents purchased textbooks, exercise books, uniforms, sandals, socks and other school materials for their wards. Furthermore, the results show that more than half a million children of school-going age in the state were out of school during the 2012 – 2013 academic session. These show that primary education was neither free nor compulsory in the state during the period under study. The implication is that Nigeria's objective of achieving national primary education goals within the global EFA context had not been achieved.Keywords: Evaluation, Implementation, Policy, Primary Education, Basic Education

Based on the study of archival materials, the article considers an impact of the emerging system of «industrialism» on the economic well-being of the largest landowners of the Russian Empire in 1890–1914. As the analysis of the origin, composition and volume of the so-called «paper» funds in the capital means of some of the Russian aristocracy richest families shows, that period was a time of active conversion of some of their land holdings into the stocks, bonds and other securities of various state and commercial banks, as well as of joint-stock companies. That economic strategy, characteristic of most of the largest landowners, was explained by quite pragmatic reasons: favorable market conditions in the sphere of securities turnover, the availability of spare cash through the sale of part of land, significant revenues from the agricultural estates and mortgage lending. The conversion of part of the capital into the stocks and bonds provided the aristocracy with an opportunity to receive a more guaranteed income without serious risks associated with farming or industrial entrepreneurship. As a result, on the eve of 1914, various securities (the stocks and bonds of state and commercial banks, of industrial societies and railway companies) as part of the capital means of the largest landowners of the Russian Empire reached 20–30% of the total value of their fortune, as well as the dividends received from them as part of the total income. It seems that the strengthening of the economic position of the aristocracy by that time was explained not only by the progress in the organization of agricultural production in the estates, the growth of income from forestry and the urban real estate, but also by the emergence of the new form of wealth as bank accounts and interest-bearing securities

This book draws together for the first time expertise in cultural geography and geographical education that synthesises the main ideas in these fields to improve our cultural understanding of the world and to demonstrate how such understanding may be interwoven into the geography curricula at different levels of education. Its aim is to inject more intercultural understanding and education into people's lives. This is achieved by focusing on key aspects such as geography and culture, geography and citizenship, pedagogic implications and future directions for inter-cultural learning, understanding, and education. Through contributions from international researchers and educators, this publication demonstrates how the study of geography can assist people in different social and cultural groups to sustain their lifeworlds, and, wherever possible, improve them for future generations of citizens. Therefore, geography can be effective in the promotion of lifelong learning for groups of people who interact in both real and virtual worlds in the twenty-first century

Modern-day slavery, in the form of human trafficking, is an issue that affects countries, communities, and individuals around the world. In the United States, the National Human Trafficking Hotline receives an average of 141 calls per day, a number that doesn't even encompass the many victims without access to or knowledge of this resource. Despite the prevalence of human trafficking in the United States, many Americans are uninformed and unaware of the realities of human trafficking. In the face of this growing concern, the United States must employ new tools and tactics to raise awareness, support victims of trafficking, and prevent future victims from being targeted. This paper evaluates anti-trafficking education reforms within four sectors: professional counseling, the healthcare system, the public education system, and law enforcement. These reforms would help to directly combat the negative effects of misinformation that allow traffickers to go unnoticed and victims unsupported, and increase understanding of human trafficking. The four sectors were evaluated based on efficacy, cost efficiency, practical feasibility, and political and public acceptability. This thesis concludes that education reform for law enforcement best fulfills the criteria, as law enforcement officers often act as the "front line" of human trafficking identification, prevention, and response.

Intro -- Acknowledgements -- Contents -- Chapter 1 Introduction -- Abstract -- Purpose -- Audience -- Organization -- References -- Chapter 2 Privilege as a Blind Spot to Understanding Struggle -- Abstract -- The Intersection of Privilege and Non-Struggle -- Slack -- Naming Non-Struggle -- My Autoethnographic Process -- First Day -- Why Autoethnography? -- Epiphany -- The Need for Sensemaking -- The Role of Identity in Learning -- Identity Safety -- At the Intersection of Resource and Struggle -- Conclusion -- References -- Chapter 3 What Struggle Feels Like -- Abstract -- Fear and Shame -- "Catching Feelings" -- Empathy -- Mindset and Grit -- Mindfulness and Metacognition -- "We Feel, Therefore We Learn" -- Purpose, Reflection, and Deeper Learning -- Conclusion -- References -- Chapter 4 Success Through Connection -- Abstract -- Having a Friend in the Class -- The Classroom as a Non-Community -- Connection and Learning -- Thinking Together -- Experiential Learning -- Deep Learning -- Unlearning and Transformation -- Service Learning and Community Engagement -- Conclusion -- References -- Chapter 5 Floundering Online -- Abstract -- Screens and Community -- Being a Student as a Digital Creature -- Creative Disassociation -- Technology Fundamentalism -- Dehumanization -- Screens and Mental Health -- Human Solutions to Human Challenges -- Conclusion -- References -- Chapter 6 Making College Better -- Abstract -- Prioritize Struggling Students for Both Ethical and Practical Reasons -- Commit to a Clearer Identity Rooted in Teaching -- Make Time to Work with Struggling Students -- Embrace the Truth That Learning Is What Defines Human Beings -- Reclaim the Work of Caring Through the Slow Scholarship Movement -- Advocate for Less High Tech and More High Touch -- Give More Feedback -- Do Less Grading -- Redefine Success -- Conclusion -- References.