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A negative correlation between education and fertility has been described with great regularity in modern societies. The present investigation examines the strength of this relationship with data from the 1990, 1995 and 2000 waves of the World Values Survey covering 78 countries with a combined sample size of up to 181,728 respondents. The negative correlation is present in nearly all countries, is stronger in females than males, is greater for educational level than for length of schooling, and is not mediated by personal wealth. It is strongest at relatively low levels of economic, social and cognitive development and becomes weaker in the most advanced societies. However, it is also less than maximal in the least developed countries. The relationship is strongest in Latin America and the Middle East, where the typical correlations for cohorts with completed fertility are -.31 for females and -.24 for males, and weakest in Protestant Europe, where average correlations are -.10 for females and -.01 for males. The negative relationship persists in the younger generation of advanced societies, who are reproducing under conditions of sub-replacement fertility. Adapted from the source document.

Assumes that states, like individuals, might invest in higher education expecting a return on their investments. Offers a method of calculating public rates of return and analyzes differences in these returns across states and regions.

Education for resistance implies, from a dialogic background, to educate in reflexivity, astonishment, resistance, and perception of social transformations, to incorporate complex theory, invites to integrate the individual-society-species relationship, a trilogy from which educational blindness can be overcome and knowledge can be reorganized.

ObjectiveResearch shows that education favors mental health, in part, because it helps to develop a greater sense of control. To this point, however, it is unclear whether this process varies according to race and ethnicity.MethodsBuilding on previous research, we use data collected from a large probability sample of Texas adults to test the extent to which the education‐control‐distress (E‐C‐D) model varies across three race and ethnic groups, including whites, blacks, and Mexican Americans.ResultsThe results of our simple mediation analyses validate the E‐C‐D model for each race/ethnic group. Our moderated mediation analyses suggest that the indirect effect of education on psychological distress through the sense of control is comparable across race/ethnic groups.ConclusionThe mediating influence of the sense of control does not appear to vary according to the three race/ethnic groups included in the study.

According to a standard picture in the educational policy and educational ethics literature, justice requires significant alterations to higher-education arrangements, in order to equalize opportunity and benefit badly-off social groups. I argue that, if political liberalism is correct, then a range of higher-education reforms favored by the standard picture lack support. After canvassing the standard picture (section 2), I explain why political liberalism entails that some institutions have a special status that prohibits certain kinds of interventions on them (section 3), and I explain why this means that political liberalism cannot vindicate the standard picture (sections 4 and 5).

This article argues that African women migrants in Australia are increasingly enrolling in and successfully completing tertiary study, usually at high emotional and financial cost. While this qualitative study has shown that both refugee-background and non-refugee African Australian women's enrolment in higher education is enabling new forms of participation and belonging in resettlement, it continues to challenge the women's more traditional cultural roles and identities. This article argues that these gendered negotiations are noted only cursorily (if at all) within education and health contexts, and, importantly, form a primary obstacle facing African Australian women in migration and refugee resettlement transition.

Los conflictos que se dirimen en la escuela no son más que una parte de la crisis más general de la política y de la ciudadanía en el capitalismo global. El neoliberalismo se ha convertido en el «telón de fondo» de los ajustes de la política educativa a nivel mundial, que no se limitan ya al recorte en la asignación de recursos o a su privatización, sino que afectan básicamente a los núcleos centrales del ideario educativo y a las políticas pedagógicas. El papel público de la educación como campo de entrenamiento para la democracia y para la ciudadanía democrática se ha pasado a considerar como un despilfarro del gasto público, siendo reemplazado por el punto de vista que la empresa privada tiene de la función de la enseñanza: un campo de entrenamiento para atender las necesidades de las empresas. ; The conflicts which spill over into the school represent part of a more generalised crisis in politics and citizenship in global capitalism. Neo-liberalism has become the backdrop to the changes in world-wide educational policy, no longer limited to cut-backs in resources or privatisation but reaching in to affect the very core of educational theory and pedagogical politics on a fundamental level. The social role of education, as a training ground for democracy and citizenship, is now seen as a waste of public funds, and has been replaced by the view private business has of the function of education: as a training ground for meeting the needs of business

Few studies have focussed on the impact made by individual institutions on the attainment of prospective university applicants and their subsequent destinations within higher education. In this paper we deploy the concept of institutional habitus in order to explore such influences. In spite of an inevitable degree of overlap and blurring of boundaries between peer group, family and institution we argue that there are specific effects from attending a particular educational institution. And these become most evident when examining the choices of similar kinds of students across the private-state divide. We conclude by arguing that, despite the gaps and rough edges in the seams of the concept of institutional habitus, these do not vitiate its value but, rather, suggest the need for further work. This paper then is the beginning of our efforts to try and develop institutional habitus at both the conceptual and empirical levels as a method for understanding the ways in which educational institutions make a difference in higher education choices.

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

In Australian legal education, 'public law' is understood as an umbrella concept, covering both constitutional and administrative law subjects. More expansively, public law is understood as the analysis and evaluation of the state structures of power and control between governments and their people, and between governments, at both the formal and substantive levels. Thus 'public law' readily accommodates topics such as statutory construction, human rights, state sovereignty, electoral law, legal philosophy, and the rule of law. While increasingly observation is made of the weakening of the traditional distinction between public and private law, that is probably a discussion best ventilated elsewhere. For current purposes, the traditional distinction is a useful point of departure for a more expansive view of public law and public law teaching – an idea that we seek to develop here. The expansive view aligns with the broader conceptualisation of the law curriculum ushered in by the Discipline Standards for Law, while retaining the law's doctrinal integrity. The practice of public law education in this mold requires a more critical and authentic approach, giving scope for student engagement in the broader contexts of law. Together these approaches represent a more contemporary and potentially enlivened public law curriculum. The question is how this might be achieved in a way that cohesively invokes the elements of academic practice. In this article we explore the dimensions of digitally-mediated, collaborative, academic practice in public law. We are interested in the way in which the pursuit of education in public law reflects the domains of academic practice. Notably, integral to our understanding of teaching is broader community engagement and promotion of an educated citizenry', conscious of the operation of power within the structures of the state. We therefore focus on the extent to which we engage diverse audiences: colleagues in the academy and the profession, our students and the general public. As communicators of law we reflect on our methods of communication through the prism of digital literacies as a means both of modelling effective use of digital media and exploring its meaning and potential in learning public law. This article is part of a wider series that aims to advance discussion about the utility of social media as a democratizing form of communication of scholarly work. Accordingly, this article offers a collaborative auto-ethnographic account, explicitly exposing how the authors have embraced social media as an extension of scholarly work in the public law domain.

Over the past decades, 'governing by numbers' has taken a flight in the higher education sector. Performance-based budgeting and quality assurance schemes orient universities to new objectives, while rankings have globalised the metrified observation of higher education at large. Where previously no indicators existed, they are being introduced; where indicators already existed, they are being standardised for purposes of comparison. This thematic issue aims to work towards a more comprehensive understanding of the growing diversity of quantification-based instruments in higher education sectors in three European countries. The effects of quantification are noticed at all levels of the higher education system, from policy makers at the top of the regulatory pyramid down to students and academic staff. Yet even quantifiers outside of the regulatory system, such as ranking and metrics organisations, may have an important bearing on the operation of the university organisation and the sector at large. Thus, an entire governance landscape emerges in which actors at various levels turn to numbers for guidance. The articles in this thematic issue analyse the life cycle of such numbers, from their origins, through to their production and finally, their consequences. This editorial outlines the central questions and overarching issues addressed by the thematic issue and introduces its various contributions.