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Chapter 1. Learning and Memory in Modern Cognitive Psychology and Integrative Biology -- Chapter 2. Modern Cognitive Psychology and Learning and Memory Processes -- Chapter 3. Modern Integrative Biology and Learning and Memory Processes -- Chapter 4. Connections Between Studies of Human Learning and Memory Processes in Modern Cognitive Psychology and Integrative Biology -- Chapter 5. Contributions of Modern Cognitive Psychology and Integrative Biology to Educational Theories and Practices -- Chapter 6. Placing Human Learning and Memory in a Broad Context -- Chapter 7. A Broad View of Information Processing Systems -- Chapter 8. Universal Information Processing Systems and System-wide Learning and Memory -- Chapter 9. The Universal Information Processing System and Educational Theories and Practices -- Chapter 10. Universal Information Processing Systems, Generalised Educational Principles and Generalised Cognitive Processes.

Dynamics in Education Politics: Understanding and Explaining the Finnish Case introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP). Albeit the topicality of comparative research is obvious in the current era of global large-scale assessment, with its concomitant media visibility and political effects, comparative education is still suffering from certain methodological deficits and is in need of robust theorisation. Focusing on relational dynamics between policy threads, actors and institutions in education politics CADEP seriously considers the phenomena of complexity, contingency and trans-nationality in late-modern societies. In this book CADEP is applied and validated in analysing the "Finnish Educational Miracle" that has been attracting attention in the educational world ever since they rocketed to fame following the PISA studies during the 2000s. This book will open up opportunities for mutual understanding and learning rather than just celebrating the exceptional circumstances or sustainable leadership. Areas covered include:The analytics of dynamics in education politicsThe dynamics of policy making and governance The dynamics of educational family strategiesThe dynamics of classroom culture It is vital for humankind to be able to learn from each other's successes and failures, and this applies in education, too. This book is thus a valuable read for anyone interested in the education system and wanting to shape the learning environment.

This article introduces a Special Issue on anti-trafficking education. The past decade has seen a dramatic increase in the sites for anti-trafficking education and the range of educators who shape how the public and institutions understand and respond to human trafficking. Thus, there is a need to analyse the formalised and informalised practices that facilitate teaching and learning about trafficking. We argue that anti-trafficking education can perpetuate misinformation and myths about trafficking as well as legitimise carceral systems that lead to dehumanisation and violence. At the same time, critical approaches to teaching trafficking can encourage and inform endeavours to create structural change, social justice, and individual empowerment. We conclude that if the expansion of anti-trafficking education is divorced from longstanding movements for equity, then it runs the risk of teaching about trafficking while upholding practices and systems of oppression, exclusion, and expropriation, as well as diverting attention and resources from global work toward social and structural change.

This article provides a brief introduction to the Repertory Grid Technique and aims to demonstrate the use of the technique in different social work contexts. The Repertory Grid Technique draws from an open interview procedure that requires respondents to classify and evaluate elements within the environment on a numerical scale according to their own personal constructs. The result of this interview is a cognitive matrix of elements and constructs that can be explored in both a qualitative and a quantitative manner. Several applications for the practice, education and research of social work are suggested, with the overall purpose to heighten the perception of individuals' mental construction of their social life.

This article examines how computerized adaptive testing functions in relation to learning in control societies. We first document the transition from static and discrete forms of statistical work that characterized Foucault's disciplinary societies into the continuous, predictive analytics that have emerged as the powerful form of statistical work in Deleuze's control societies. We then explore the function of information science ontologies in adaptive testing and learning applications from the perspective of Deleuze's philosophical ontology. Working between these two conceptions of ontology enables us to open a critical space in which to posit the need for an alternative ontology of number in education. Focusing on the case of Pearson, the world's largest edu-business, we consider how the "datafication" of education is presenting opportunities to exploit information assemblages for profit. The primary focus of analysis is Pearson's Next Generation Assessment agenda, which focuses on the development and implementation of computerized adaptive testing within a broader digital learning environment. Next Generation Assessment is theorized as an information assemblage that functions according to an axiomatic modeling of numerical data enabling the production and communication of information throughout proliferating data infrastructures in education. We argue that the shift from "becoming a statistic" in disciplinary society to "the becoming-statistic" in control society is facilitating the development of digital learning platforms that risk limiting the conditions for learning in the creative sense of this term.

"This book brings together a comprehensive and diverse range of perspectives and experiences of strategies and approaches that will be of value to anyone who works in delivery, leadership or support of diversity and inclusion in higher education. Its authentic voice, combined with a rich range of methodologies and personal insights helps the authors to bring complex concepts to life in a manner which is honest, thoughtful and challenging." Professor Sarah Sharples, Pro-Vice Chancellor for Equality, Diversity and Inclusion, University of Nottingham, UK "Crimmins excellent collection is a treasure trove of irrefutable statistical facts and figures that blows away the myth that diversity and inclusion policies have closed the equalities gap in higher education. Powerful fuel for policy makers and social justice educators passionate about creating a truly global academy where all can flourish regardless of race, gender, class, sexuality, and (dis)ability." Professor Heidi Safia Mirza, Goldsmiths College, University of London, UK This book explores tried and tested strategies that support student and faculty engagement and inclusion in the academy. These strategies are anchored by a brief exploration of the history and effect/s of exclusion and deprivilege in higher education. However, while many publications exploring academic inequality focus on the causes and impacts of structural, psychological and cultural exclusion based on racism, sexism, classism and ableism, they rarely engage in interventions to expose and combat such de/privilege. Capturing examples of inclusive practices that are as diverse as student and faculty populations, these strategies can be easily translated and employed by organisations, collectives and individuals to recognise and combat social and academic exclusion within higher education environments. Gail Crimmins is Senior Lecturer at the University of the Sunshine Coast, Australia. Her research interests include gender inequity and the student experience in the academy and uses of feminist approaches to research. .

Focussing on Bosnia after Dayton, this book examines the role of the international community in state building and intervention, underlining the importance of international participation and building on local resources for increased effectiveness.

This theoretical research analyzes the measurement of social capital in adult education and community development projects that seek to strengthen democratic processes and develop local leadership. It analyzes two different methodologies—in depth interviews and Web-based questionnaires—used to measure social capital.

This paper relates the changes that have occurred in historiography over the last couple of decades to the present state of writing on the history of higher education in Canada. The existing bibliography has laid the groundwork and the 'new' history offers the means by which the complex relationships between society and institutions of higher learning can be synthesized. A few examples of the kinds of questions that need to be asked and of some assumptions that need analysis are given. By looking at all phases of universities - professors, students, women, administrative and academic matters; by using quantitative as well as qualitative research techniques; by consulting government, church, local and business sources as well as university material; and by analyzing and critiquing the newer historians of higher education can help Canadians understand the traditions and mores of individual institutions as well as the collective impact of higher education on the society. ; Ce travail relate les changements qui ont eu lieu en historiographie durant les dernières décennies et jusqu'à l'état actuel des écrits sur l'histoire de l'éducation supérieure au Canada. La bibliographie existante a servi de fondement et la "nouvelle" histoire offre un moyen de synthétiser les relations complexes entre la société et les institutions d'enseignement supérieur. L'étude inclut quelques exemples de questions et de présomptions qui méritent l'attention. En examinant la vie universitaire sous tous ses aspects - les professeurs, les étudiants, les femmes, les affaires académiques et administratives; en utilisant des techniques de recherche quantitatives aussi bien que qualitatives; en consultant le gouverne-ment, l'eglise, les sources locales et les affaires aussi bien que le matériel universitaire; et en analysant et en critiquant, les nouveaux historiens de l'éducation supérieure peuvent aider les Canadiens à comprendre les traditions et les coutumes des institutions individuelles aussi bien que l'impact collectif de l'éducation supérieure sur la société.

Homeschooling is increasingly becoming an exercised option by parents for a variety of academic, religious, political, and social reasons. Currently, 2% of US school children are schooled at home. This project focuses on families who have chosen a city or county-sponsored homeschool program and compares them to parents who have chosen a traditional school. This comparison allows an exploration of how school structures and practices impact family-school relations. There are both external and internal pressures that ensure that homeschool families conform to traditional ideas of education. However, through defining activities, cracks in this reproduction appear. In defining practices as "doing school" or as "having fun," families and homeschool programs delineate who is responsible and what expectations are placed on the activity. In arenas defined as "doing school," the program has more control, whereas in arenas defined as "having fun, " families assume more responsibility. In homeschool programs, cross-generational and cross-peer interaction facilitates authentic learning practices, which departs from traditional conceptions of education. However, parents can maintain traditional ideas because the project -based learning is defined as "having fun" and is not understood to be as serious as "doing school" which is done at home and involves book work and evaluation. Parents point to outcomes of higher self esteem and a personalized learning experience for their homeschooled students. The project uses interviews and participant observation to understand how meaning is created and how it informs practice. Examining how parents construct the meaning of education gives us further understanding of the place of education in families' lives, the meaning people assign to education, and the practices that accompany this meaning-making activity. Understanding how people create meaning within social institutions can also be a stepping stone to understanding how practices and meanings change, and how schools can address the changing social demands of what education means

Communication Centers and Oral Communication Programs in Higher Education, edited by Eunkyong L. Yook and Wendy Atkins-Sayre reveals vital information that is of theoretical and practical importance to higher education administrators, educators, and communication centers directors and staff. It is the first book to be published on communication centers