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This article presents a comparative analysis of the educational systems of EU countries, exploring them from a socioeconomic perspective with a special focus on new EU member states. The research question was whether post-socialist countries, in terms of social and academic segregation, are moving toward a separate educational "regime," or whether they are currently approaching either the Scandinavian, Continental, Anglo-Saxon, or Mediterranean model. Segregation was analyzed according to performance scores in science and economics, social and cultural status, and hierarchical regression was employed in analyzing PISA 2015 data. Results indicate that post-socialist EU member states, in terms of academic and social segregation, do not form a separate "educational regime."

PH.D.EDUCATION ; This thesis consists of a philosophical inquiry into the morality of neoliberal education policies. The first section comprises a definition of neoliberalism, both as an instance of political rationality, and as a specific form of governance. This is followed by an identification of the core principles that underpin neoliberalism as a political rationality, in an effort to construct a deep understanding of the priorities it sets and the trade-offs it endorses. Subsequently, I outline the aims of a neoliberal agenda for compulsory education, while claiming that this entails three priorities that I categorise as efficiency, consumer sovereignty, and employability. Once the neoliberal priorities for compulsory education are identified, I move on to classify the array of policies that need to be institutionalised in order to achieve the set aims. I argue that these can be divided into three categories, namely, policies for educational accountability, policies to enable parental choice, and policies for human capital development. In light of this, I engage with the effects of the neoliberalisation of compulsory education on teachers and students, especially in relation to the issues of impoverished education, segregation, inequality of educational provision, and other repercussions. I conclude that, for those who adhere to a conception of justice where individual negative freedom is prioritised over social equality and manifest the readiness to pay the high moral cost of increased inequality, neoliberal policies are the preferable option, despite their disadvantages. At the same time, I sustain that compensatory measures would need to be implemented concurrently to counteract such policies' tendency to weaken social cohesion. Unless precautionary measures are put in place, neoliberal education policies may potentially become counterproductive and therefore, not only immoral from egalitarian perspectives, which would demand further distributional efforts, but also from a neoliberal standpoint, through their potential hindrance of economic growth. ; N/A

Includes index. ; The higher education for women / by Janet E. Hogarth -- Teaching as a profession for women / by Beatrice Orange -- On the education of the artistic faculty / by Louise Jopling -- Women and journalism / by Mary Frances Billington -- Some pros and cons of theatrical life / by Madge Kendal -- Medicine as a profession for women / by Ethel F. Lamport -- Public work for women on local government boards as factory inspectors / by Margaret H. Irwin -- Sanitary inspecting / by Mabyn Armour. ; Mode of access: Internet.

1 Desegregation -- The Need to Desegregate American Education -- Segregation -- Desegregation -- Metropolitan Desegregation -- Opposition to School Desegregation -- The Future of School Desegregation -- References -- 2 School Desegregation in New Castle County, Delaware: Historical Background -- Historical Background -- Evans v. Buchanan-Liability and Remedy -- Public Bodies and Desegregation Plans -- Pupil Assignments -- First Three Years of Desegregation -- Ancillary Relief and Financial Turmoil -- State Legislature -- Student Code of Conduct -- Community Reaction -- Summary -- References -- 3 Educational components -- The Law -- The Components -- Conclusion -- References -- 4 Beyond Busing: New Evidence on the Impact of Metropolitan School Desegregation and Housing Segregation -- Research Design -- Findings -- Hispanics and Housing Segregation -- Discussion: The Dynamics of Racial Integration -- Conclusion: Toward a Theory of Metropolitan Desegregation -- References -- 5 Neighborhood Racial Composition and School Desegregation in New Castle County, Delaware -- The Relation between Discriminatory Housing Practices and School Enrollment Patterns -- The Relation between Neighborhood Racial Composition and Parent and Student Attitudes after School Desegregation -- The Relation between Neighborhood Racial Composition and Student Achievement -- Conclusion -- References -- 6 Improving Education in Desegregated Schools -- Attitudes of School Officials -- Teachers and Students in Desegregated Schools -- Equity Problems in Desegregated Schools -- Conclusion -- References -- 7 School and Individual Achievement Following Desegregation in New Castle County, Delaware -- Method -- Districtwide Achievement -- Individual Characteristics and Achievement -- School Characteristics and Achievement -- Discussion -- References -- 8 Parents' and Students' Attitude Changes Related to School Desegregation in New Castle County, Delaware -- Background -- Method -- Results -- Discussion -- References -- 9 School Desegregation: Some Ecological and Research Issues -- An Ecological Perspective -- First- and Second-Generation Issues -- Desegregation and Pupil Achievement -- Explaining Educational Outcomes -- The Family, Achievement, and Desegregation -- School Learning Climate and Achievement -- Desegregation Process Variables -- Ecological Ramifications -- Future Directions for Desegregation Research -- Desegregation Research: Clients and Constituencies -- New Clients for Desegregation Research -- Summary -- References.

After decades of continuous investment and efforts, the Chinese Communist Party (CCP) has established a multi-tiered system, including co-option, surveillance and monitoring, and ideological and political education, to ensure its domination of Chinese college students, For the foreseeable future, Chinese college students, as a group, are unlikely to actively mount significant challenges (like those of the 1989 incident) against the CCP that could undermine its political survival.

Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE). Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term "hidden curricula" and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education. The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011). This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors: - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects. - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research. - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics. - By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. ; Editorial presentation and problematisation of the concept of Normativity in Social Science Education and History Education

Does education matter for growth? Which type of education investment (primary, secondary, or tertiary) matters most? Is there a relationship between growth or innovation and the governance of higher education? This paper surveys recent attempts at answering these questions. It first contrasts the 'Lucas approach,' whereby growth is affected by the accumulation of human capital, with the 'Nelson?Phelps approach,' whereby growth is affected by the stock of human capital and by its interaction with the underlying process of technological innovation. Then the paper argues that growth in countries that are close to the world technological frontier benefit more from tertiary education, whereas countries that lie below the frontier benefit more from primary and secondary education. Finally, the paper discusses the relationship between innovation and the governance of universities.

Internet Access and Educational Achievement: The Digital Divide among OECD Countries -- Understanding Digital Divide in English Language Classrooms: A Case Study on Its Causes, Effects, and Solutions -- Bridging the digital divide using the TPACK model in the Context of Turkey -- Today's two important skills: digital literacy and critical thinking -- EFL Teachers' Perceptions of Undividing Digital Divide: Hindering or Supporting Qualities of an Educational Context -- The role of mediating artifacts on the writing development of students through scaffolding instruction: The case of Iran -- Pre-Service EFL Teachers' Perceptions towards Online Education and Online Teaching Writing Skills During the Covid-19 Pandemic: A Phenomenological Research -- Digital Divide in the Digital Era and the Digitalization in Turkey and Around the World -- Critical Pedagogy and Digital Education in Second Language Learning: A Poststructuralist Perspective.

Conscious of the need for reform, and considering also the declared policy objective of decentralising the school system in line with ongoing developments in the field of local Government, bearing in mind the already identified need for the strengthening of the Organisational Structures within the Ministry and Division of Education, the broad terms of reference for the Advisory Group are as Follows: To review and evaluate the educational policies currently being followed in primary and secondary levels of education in Malta. To identify and prioritise those educational issues which most need to be addressed. To recommend what remedial action should be taken in those areas identified as deserving priority attention. To point the direction which further developments and reform of the Education system should aim at during the next decade. To recommend what type of structures would be needed to oversee and monitor agreed planned programmes of development and reform. ; N/A

Intro -- Inhaltsverzeichnis -- Tabellen- und Abbildungsverzeichnis -- 1. Einleitung -- 1.1 Deprofessionalisierung, Professionalisierung und Profession -- 1.2 Deprofessionalisierung, Professionalisierung und Professionalität -- 1.3 Verortung und Aufbau der vorliegenden Arbeit -- 2. Die Analyseperspektive -- 2.1 Professionelle Handlungsprobleme -- 2.2 Professionalität -- 2.3 Profession -- 3. Pädagogische Professionalität -- 3.1 Die Krise pädagogischer Problembearbeitung -- 3.2 Pädagogisches Handeln als Krisenbearbeitung -- 4. Eine professionstheoretische Analyse der Einführung Neuer Steuerung im pädagogischen Handlungsfeld Schule -- 4.1 Politische Steuerung -- 4.2 Regelungsstruktur -- 4.3 Leistungsstruktur -- 4.3.1 Von der Krisenbearbeitung zur Bearbeitung von Ist-Soll-Differenzen -- 4.3.2 Von Konstanz durch Routine zur permanenten Veränderung durch Innovation -- 4.3.3 Vom gelassenen Umgang mit dem Scheitern zur Dramatisierung des Scheiterns -- 4.4 Fazit: (De)Professionalisierungspotentiale Neuer Steuerung? -- 5. Zwischenbemerkung zu Wirkpotentialen Neuer Steuerung -- 5.1 Indifferenzhypothese -- 5.1.1 Systemtheoretische Ansätze -- 5.1.2 Neoinstitutionalistische Ansätze -- 5.2 Identitätshypothese -- 5.3 Zweifel an der Entfaltung der Deprofessionalisierungspotentiale Neuer Steuerung in der pädagogischen Praxis -- 6. Untersuchungsdesign der empirischen Studie -- 6.1 Der Umgang mit bildungspolitischen Anforderungen als Dimension pädagogischer Professionalität -- 6.2 Methodisches Vorgehen -- 6.2.1 Datenerhebung -- 6.2.2 Datenauswertung -- 7. Die Neuen Steuerungsregime der Bundesländer Berlin und Thüringen -- 7.1 Das Neue Steuerungsregime in Berlin -- 7.1.1 Die erste Phase Neuer Steuerung in Berlin (2004-2006) -- 7.1.2 Die zweite Phase Neuer Steuerung in Berlin (2006-2011) -- 7.1.3 Die dritte Phase Neuer Steuerung in Berlin (2011-2015).

Cover -- Der Bildungs-Rat der Gesellschaft für Bildung und Wissen -- Inhalt -- An den Leser! -- I Ausgangspunkte der Kritik -- II Die bildungspolitische Rahmung unseres Bildungs-Rates -- III Eine pädagogische Vorstellung von Bildung und Erziehung -- IV Was heißt also Bildung? -- V Was bedeutet Bildung für die Didaktik und den Unterricht? -- VI Lehrer und ihre Ausbildung