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Written by a quantitative psychologist, this textbook explains complex statistics in accessible language to undergraduates in all branches of the social sciences. Built around the central framework of the General Linear Model (GLM), Statistics for the Social Sciences teaches students how different statistical methods are interrelated to one another. With the GLM as a basis, students with varying levels of background are better equipped to interpret statistics and learn more advanced methods in their later courses. Russell Warne makes statistics relevant to students' varying majors by using fascinating real-life examples from the social sciences. Students who use this book will benefit from clear explanations, warnings against common erroneous beliefs about statistics, and the latest developments in the philosophy, reporting and practice of statistics in the social sciences. The textbook is packed with helpful pedagogical features including learning goals, guided practice and reflection questions.

Freedom's Edge takes the reader directly into the heart of the debate over the relationship between religious freedom and LGBT and reproductive rights. The book explains these complex areas of law, and what is at stake in the battle to protect each of these rights. The book argues that religious freedom and sexual freedom share some common elements and that in most contexts it is possible to protect both. Freedom's Edge explains why this is so, and provides a roadmap for finding common ground and maximizing freedoms on both sides. The book will enable anyone with an interest in these issues to understand what the law actually teaches us about religious freedom, sexual freedom, and how they interact. This is important because what is often argued by partisans on both sides distorts the legal and cultural stakes, and diminishes the possibility of compromise

"In today's aggressive marketplace, listed companies can no longer rely on their numbers to do the talking. If companies can't communicate their achievements and strategy, mounting research evidence suggests they will be overlooked, their cost of capital will increase and stock price will suffer. In Strategic Financial and Investor Communication: The Stock Price Story, Ian Westbrook, principal of Australia's leading independent financial communication firm, argues just this: stock price is more a story than a number. This book sets out how to tell a corporate story, providing a guide through the fast-paced world of financial and investor communication with a professional's pragmatism as well as academic rigour. Whether you're a student or a professional of PR, investor relations or corporate communications, this much-needed guide will teach you how to tell a compelling story about your company that the stockbroker, fund manager and business media can't ignore"--

"In today's aggressive marketplace, listed companies can no longer rely on their numbers to do the talking. If companies can't communicate their achievements and strategy, mounting research evidence suggests they will be overlooked, their cost of capital will increase and stock price will suffer. In Strategic Financial and Investor Communication: The Stock Price Story, Ian Westbrook, principal of Australia's leading independent financial communication firm, argues just this: stock price is more a story than a number. This book sets out how to tell a corporate story, providing a guide through the fast-paced world of financial and investor communication with a professional's pragmatism as well as academic rigour. Whether you're a student or a professional of PR, investor relations or corporate communications, this much-needed guide will teach you how to tell a compelling story about your company that the stockbroker, fund manager and business media can't ignore"--

Context Interlude -- Children's Contextual Art Knowledge: Local Art and School Art Context Comparisons -- What's to be Learned? Comments on Teaching Music in the World and Teaching World Music at Home -- Becoming Japanese: Manga, Childern's Drawings, and the Construction of National Character -- The Musical Cultures of Children -- Playing the Music — Comparing Performance of Children's Song and Dance in Traditional and Contemporary Namibian Education -- Development Interlude -- We Begin as Poets -- Constructing an Artistic Self: A Cultural Perspective -- Early Childhood Musical Development -- Drawing Together: Peer Influence in Preschool-Kindergarten Art Classes -- Fictional Worlds and the Real World in Early childhood Drama Education -- Curriculum Interlude -- What We Teach is Who We are: The Stories of Our Lives -- School Art as a Hybrid Genre: Institutional Contexts for Art Curriculum -- Early Childhood Literacy Education, Wakefulness, and the Arts -- Pleasure, Creativity, and the Carnivalesque in Children's Video Production -- Music Technology and the Young Child.

AbstractSchool districts serving newcomer English Learners (ELs) generally offer short‐term intensive English programs designed to teach foundational language skills and guide students' integration into the U.S. school system. Despite the growing popularity of newcomer programs, however, there is limited rigorous evidence of their efficacy. In this paper, we present evidence on the causal effect of an intensive English program on the academic achievement of newcomer EL students. Access to the program is determined by a test score cutoff which we leverage to employ a regression discontinuity design. On average, students who are eligible for the program in elementary grades experience a boost in their academic achievement for up to 3 years following initial eligibility. Conversely, newcomer EL students who are marginally eligible for intensive English language instruction in middle school grades see a decline in achievement that tends to exacerbate over time.

This paper forwards critical inquiry as a tool for hope against authoritarian movements in American public higher education. We utilize a speculative case study approach to interrogate the present moment, with its rising tide of authoritarian fascism in the United States and its manifestations in higher education. Rather than viewing this case (and its analogue) as solvable, we orient to it as a predicament. After introducing the problem of authoritarianism in higher education and presenting a speculative case rendering of it, we shift to explore three critical theories: queer theory, futures studies, and speculative feminisms. We use each of these theories to reorient the predicament the case study presents. To read the case with these theories enacts critical anticipatory practices, offering new questions by which to teach and inquire with critical theory in our present fascistic moment. Such enactments spark hope for imagining participatory democratic futures.

This research aims to determine the effectiveness of a proposed instructional unit based on the integration of science and mathematics, following the STEM approach, to teach critical thinking and problem-solving as 21st-century skills. To achieve this goal, an experimental approach based on a quasi-experimental single-group design with a pre-test and post-test was used. The research sample consisted of 40 third-grade students in a middle school. A problem-solving skills test was developed, and the Watson Glaser Critical Thinking Skills Appraisal was used, the results showed statistically significant differences between the mean scores of the participant group in the pre-test and post-test measurements for both critical thinking and problem-solving skills. The research concluded that the proposed unit helped students develop 21st-century skills.

Received: 11 November 2023 / Accepted: 17 February 2024 / Published: 5 March 2024

Between the late 1960s and the mid-1980s, Primo Levi, the great Italian survivor and writer, visited classrooms across Italy to talk with students about the Holocaust. During these visits, students openly challenged Levi's testimony or failed to understand what he had to say. How Levi responded to these challenges is the subject of this essay, which considers how and why Levi, in what would become his last work, turns to the gray zone and the duplicitous figure of Chaim Rumkowski in an effort to encourage his young readers to reckon with the very thing they most wanted to forget: the sense of vulnerability that leads people, in ways conscious and unconscious, to collude with power and seek privileges. In the process, the essay brings into focus the image of Levi as a gifted teacher, deeply interested in and responsive to his young readers and students.

Drawing on data from ethnographic fieldwork at an English language school for young learners in South Korea, this article examines the relationship between emotional labour and gender in English language teaching (ELT). It takes note of how bilingual speakers' emotional work was constructed as suitable for women and rendered invisible in their respective working contexts. The findings show that: 1) the job requires the female bilingual teachers to not only teach English but also engage in invisible, gendered childcare; and 2) amid the paradoxical situation in which bilingual teachers are expected to reproduce the ideology of native speakerism to be recognized as proficient English speakers, their anxiety about linguistic and cultural hybridity also deepened. The precarious labour conditions of female bilingual teachers in the school epitomise a broader trend in the contemporary South Korean ELT market, where female bilingual teachers' emotional labour is naturalised in the name of caring.

The focus of the research is to find out about the practice of English teachers in the classroom because teachers are the best model for students' acquisition of linguistic knowledge and what they do in class during the teaching and learning process. Although all English teachers are responsible for transferring linguistic expertise to students in class, their classroom practices differ. Therefore, this study qualitatively examines the classroom practice of English teachers in the Akinyele Local Government, Ibadan, Nigeria. This study adopted a mixed methods research design. The findings reveal that English teachers in Akinyele Municipality, Ibadan, Nigeria, use a traditional approach to teach students, paper and pencil tests primarily to assess students, engage in learning assessment and enforce classroom rules to manage their classrooms. Based on the findings, it is recommended that English teachers improve their classroom practices and update their teaching methods with modern ones.

Abstract
This paper estimates the impacts of attending better middle schools on the test scores, on-time graduation, self-reported socio-emotional skills, aspirations and high school track choices of marginally admitted students. A regression discontinuity design comparing students just above and below the admission threshold to higher-achieving middle schools in Mexico shows some modest gains on externally graded tests, but adverse effects on grade point average and on-time graduation. By the end of middle school, marginally admitted students feel academically inferior to their peers, obtain worse scores on measures of conscientiousness, and are more likely to shift their aspirations and subsequent schooling choices from academic to vocational programmes. The results are consistent with the hypothesis that unfavourable peer comparisons, stemming from direct observation or subjective teacher assessments, can be sufficiently important to affect students' educational trajectories.

Inclusive education strives to support all students, regardless of their differences, so no child is left behind. However, some teachers, especially those in high schools, may oppose inclusive education. This study aimed to examine the experiences and actions of high school mathematics teachers as they taught students with visual impairments to understand the challenges they faced and how these affected their willingness to embrace the inclusion of these students. Researchers conducted semi-structured interviews with eight mathematics teachers experienced in teaching students with visual impairments. The findings were organized into five themes: mathematics teaching practices, curriculum, material preparation, assessment practices, and beliefs about inclusive education and students with visual impairments. The results revealed that while mathematics teachers were conscious of not being adequately equipped to implement inclusive education, those with strong teaching efficacy beliefs were more inclined to teach rigorous mathematics to students with visual impairments.

Abstract
Education plays a central role in the economic development of a country, which is why the coalition government announced various projects in education policy in its coalition agreement. In addition to the DigitalPakt Schule (Digital Pact for Schools), which is intended to improve digital infrastructure at schools, the programme "Startchancen" (Starting Opportunities) should ensure better educational opportunities and a cooperation requirement will increase cooperation between the states and the federal government. However, on the one hand, large gaps in education have opened up due to the lockdowns in the pandemic, and on the other hand, schools continue to complain about acute teacher shortages. In addition, there are new challenges, such as the increasing number of children who have fled from crisis regions. However, in view of demographic change and the looming shortage of labour and skilled workers, young people must be well prepared for their professions.

The submitted contribution deals with the current status of teachers in primary schools, their competences and personal qualities. Too high social expectations apply to the teaching profession, they should also be experts in their subject area, they must be able to adapt their teaching to all pupils, their parents, school management and reform policy. The submitted proposal for reform changes does not meet the expectations of the teaching public and a clearly communicated reform element is absent. After all, the teacher is the one who creates opportunities for learning and supports the independent learning of students. Will this be the case even after the implementation of the currently ongoing school reform? In addition, education reform is happening without listening to teachers' demands. In the article, we also deal with how teachers in elementary schools perceive themselves, what duties they have to deal with constantly and which roles they often replace.