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Participation as an element of active citizenship in democracies is a key project of international and national educational policy. Institutionalized approaches for compulsory schools provide participatory access to all young European citizens. But does this picture depict the possibilities and practices of participation appropriately? Can this standard approach to participation be translated into action in view of diverse polities, policies, political cultures, institutions and practices of participation? This book explores what prerequisites must be given for a successful implementation of s

Forward : meeting methodological challenges / María Pilar Jiménez-Aleixandre -- Framing issues of theory and methods for the study of science and engineering education / Gregory Kelly, Judith Green -- Making science and gender in kindergarten / Alicia McDyre -- Multimodal analysis of decision making in elementary engineering / Carmen Vanderhoof -- Translanguaging about socioscientific issues in middle school science / Peter Licona -- Learning through improvement from failure in elementary engineering design projects / Matt Johnson -- An interactional ethnography perspective to analyze informal formative assessments (IFAS) to build epistemic and conceptual coherence in science learning / Asli Sezen-Barrie, Rachel Mulvaney -- Emotional discourse as constructed in environmental science / Beth Hufnagel -- Discourse of professional pedagogical vision in teacher education / Arzu Tanis Ozcelik, Scott McDonald -- Analyzing the generative nature of science teachers' professional development discourse / Amy Ricketts -- Commentary : constructing transparency in designing and conducting multilayered research in science and engineering education : potentials and challenges of ethnographically informed discourse-based methodologies / Audra Skukauskaite -- Commentary : research methods for the advancement of possibility knowledge and practice in science and engineering education / Kristiina Kumpulainen -- Appendix A: How we look at discourse : definitions of sociolinguistic units / Judith Green and Gregory J. Kelly

We develop a dynamic general equilibrium model of education, quality and variety innovation, and scale-invariant growth. The early endogenous innovation-based growth models incorporate a scale effect predicting that larger economies are characterized by higher per capita growth rates. Recent models of semi-endogenous growth remove this scale effect but instead imply that economic growth depends proportionally on population growth. In contrast to the predecessor models, this paper argues that endogenous human-capital accumulation rather than an exogenously given continuing increase of the population is decisive for per capita growth. The consequence of the proposed integration of human capital accumulation into a two-R&D-sector model of quality and variety innovation is that education and innovation appear as twin-engines of growth and that steady state growth rates can be enhanced by subsidizing education. - education ; quality and variety innovation ; scale-invariant growth

Politically and morally motivated activists are denying US women access to sex education and foreclosing on their right to abortion

"Key Directions in Legal Education identifies and explores key contemporary and emerging themes that are significant and heavily debated within legal education from both UK and international perspectives. It provides a rich comparative dialogue and insights into the current and future directions of legal education. The book discusses in detail topics including the pressures on law schools exerted by external stakeholders, the fostering of interdisciplinary approaches and collaboration within legal education and the evolution of discourses around teaching and learning legal skills. It elaborates on the continuing development of clinical legal education as a component of the law degree and the emergence and use of innovative technologies within law teaching. The approach of pairing UK and international authors to obtain comparative insights and analysis on a range of key themes is original and provides both a genuine comparative dialogue and a clear international focus. This book will be of great interest for researchers, academics and post-graduate students in the field of law and legal pedagogy"--

Within the European and Asian context scientists from nine different countries are concerned with political and social interactional structures between schools as public institutions and the local political actors which influence the school environment. The contributions give answers to questions regarding the cooperation between school administrations and community, to civic education for sustainable development at the interface between school and community, to teachers as moderators for political and democratic educational processes and to models for successful cooperation between schools and local political actors.

The social studies teacher in today's elementary and secondary school is faced with a serious problem in attempting to determine the curriculum for a geography, cultures or history course: does one discuss each of the 145 or so independent states in the world, allowing only one hour of class period per country, or should particular attention be directed to certain nations? Of course, the latter is the only logical alternative. The problem remains, however, of how to select those states that will be examined in detail.

There is nothing at all new about societies collapsing as a result of environmental crises caused by poor choices made under uncertainty. Indeed, such instances have been very well documented by, in particular, Jared Diamond; and some have been further explored from an educational perspective. However, and as Diamond himself points out, it can very well be argued that, because of the globalised nature of contemporary societies, a situation now arises in which it is the human species as a whole, rather than any particular and relatively isolated community, that faces possible collapse. It would seem, therefore, that the scale of the problem has increased; but we still might ask whether its underlying nature has changed all that much and, if not, whether in fact human societies have ever or even, ultimately, could ever be sustainable. The environmental extinction of societies has usually occurred when long, slow and powerful trends in nature have coincided with inappropriate social preoccupations that either ignore or are ignorant of them. The paper identifies education as a common denominator; itself both a long-term characteristic of evolved social behaviour and a short-term social preoccupation.