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IB Primary Years Programme students star in NAPLAN results compared with like and other Australian schools The aim of this research study was to examine and document the impact of the IB Primary Years Programme (PYP) implementation on student outcomes, pedagogical practice and school culture in the thirteen Victorian Government primary schools that have been authorised to offer the PYP. The project also sought in-depth understandings of the factors that influence schools to implement the PYP, to what extent the perceived benefits of PYP implementation are realised in practice and the emergent challenges and enablers associated with the introduction of AusVELS. The research design adopted for this research study employed a mixed-methods approach to obtain and analyse both quantitative and qualitative data in order to address the key questions in a comprehensive manner. The methods included analysing relevant existing survey and assessment instruments, designing and analysing specific surveys, and interviews and observations in case study schools. In the context of Victorian Government schools, relevant survey and assessment instruments include the National Assessment Program – Literacy and Numeracy (NAPLAN) and DEECD school surveys including the Teacher and Parent Opinion Surveys and the Student Attitudes to School Surveys. Only the DEECD Parent Opinion Survey is analysed in this study as this survey provides an insight into parental perspectives on the schools not obtained through other means. To complement and extend the NAPLAN results, the RMIT team developed a principal, teacher and student (Grades 5 and 6) survey to collect perceptions about the extent to which PYP is impacting on: student achievement; student motivation; perceptions of teacher effectiveness; school connectedness; teacher pedagogical beliefs and practices; teacher efficacy and engagement; and school culture and climate (see Appendixes A-C). All of the surveys asked a mixture of closed and open questions. Each of the surveys was made ...

Sebastian Luft explores the philosophy of culture championed by the Marburg School of Neo-Kantianism. Following a historical trajectory from Hermann Cohen to Paul Natorp and through to Ernst Cassirer, he defends the attractiveness of a philosophical culture in the transcendental vein.

Intro -- Acknowledgments -- Contents -- Chapter 1: Introduction -- 1.1 Hong Kong Demographics -- 1.2 Language Policies of Hong Kong -- 1.3 Trilingual Education in Hong Kong Primary Schools -- 1.4 The Outline of the Book -- References -- Chapter 2: Literature Review -- 2.1 Multilingual/Trilingual Education -- 2.1.1 Definitions -- 2.1.2 Multilingual Education in Southeast Asia -- 2.1.3 Multilingual Education in Europe -- 2.2 Code-Switching and Code-Mixing -- 2.2.1 Definitions and Functions -- 2.2.2 Research on Code-Switching and Code-Mixing in Hong Kong Context -- 2.3 Language Policies in Hong Kong from the Past to Present -- 2.3.1 Bilingualism in Colonial Days -- 2.3.2 Trilingualism and Mother-Tongue Policy in the Postcolonial Period -- References -- Chapter 3: Methodology -- 3.1 Pilot Study -- 3.1.1 Classroom Discourse Data Analysis -- 3.1.2 Interviews -- 3.1.3 Questionnaire Survey -- 3.2 Survey of Hong Kong Primary School Principals -- 3.2.1 School Types in Hong Kong -- 3.2.2 Survey Questionnaire to Hong Kong Primary School Principals -- 3.3 Case Studies -- 3.3.1 Information of the Three Researched Schools -- 3.3.1.1 School A -- 3.3.1.2 School B -- 3.3.1.3 School C -- 3.3.2 Data Collection -- 3.3.2.1 Interviews with Teaching Staff and Parents -- 3.3.2.2 Classroom Discourse Data Analysis -- 3.3.2.3 Teachers' Reflections -- 3.3.2.4 Questionnaire Survey -- 3.3.2.5 Focus Group Interviews -- 3.3.2.6 Ethnographic Field Research Data Analysis -- Appendices -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Appendix 5 -- Appendix 6 -- Appendix 7 -- References -- Chapter 4: Pilot Study in One Hong Kong Primary School -- 4.1 Introduction -- 4.2 Discourse Data Analysis -- 4.3 Stakeholders' Views: The Principal -- 4.4 Stakeholders' Views: The Teachers -- 4.4.1 Teachers Using English as MoI -- 4.4.2 Teachers Using Putonghua as MoI.

How to achieve school reform and organisational change has been a subject of much inquiry and interest by educators, education systems and academics. This volume advances both conceptual and methodological knowledge in understanding the cultural changes required at the school level to develop teachers{u2019} collective responsibility for student learning. The concept of teachers{u2019} collective responsibility is both intriguing and elusive as it traverses both sociological and psychological aspects of teaching. Five major but interconnected discourses: professional community; professional development; relational trust; accountability; and efficacy map the terrain of this complex phenomenon. Results reported in this volume provide clear evidence that collective responsibility is positively correlated the coherence between professional learning programs and the school{u2019}s learning goals, teachers{u2019} commitment to enact those shared goals and teacher-to-teacher trust. In addition, teachers{u2019} collective struggle to address pressing issues for teaching and learning, and pedagogical leadership, when embedded in the organisational capacity of a school, form a complex and dynamic set of factors influencing the development of collective responsibility. Drawing together these important findings surfaces a need to rethink how schools, education systems and academics pay attention to what falls between the cracks for school reform. This book addresses aspects of school culture that guide the choices in the development of teachers{u2019} collective responsibility. Professional development, collective struggle, professional community, relational trust and pedagogical leadership as elements of school culture and organisational reform are modelled as a continuum of micro-political conditions interacting at the school level. This model offers new insights into the complexity of collective responsibility as a multi-dimensional phenomenon and is a useful guide to organisational change for school and system leaders and academics whose research interests are focused on the how of organisational change

Emphasising the contradictions of fandom, Matt Hills outlines how media fans have been conceptualised in cultural theory. Drawing on case studies of specific fan groups, from Elvis impersonators to X-Philes and Trekkers, Hills discusses a range of approaches to fandom, from the Frankfurt School to psychoanalytic readings, and asks whether the development of new media creates the possibility of new forms of fandom. Fan Cultures also explores the notion of ""fan cults"" or followings, considering how media fans perform the distinctions of 'cult' status

This paper describes the first-year activities of a five-year project funded by the U.S. Department of Education as part of the Indian Education Demonstration Grants for Indian Children program. The project brings students, families, the tribal government, and the tribal community together to improve the lives and education of students, as well as their families and community, through a comprehensive change in school culture. The project utilizes a unique, multifaceted approach to offer academic and student support; a four-year Biomedical Science program; Science, Technology, Engineering, and Math (STEM) enrichment; professional development; and community engagement. The overall goal is to assist American Indian (AI) students in making successful transitions to post-secondary educational and career pathways, particularly in STEM fields. The paper describes the work-in-progress and lessons learned, shedding light on current issues in education and encouraging open dialogue about improving the lives of students, families, and communities.

This article scrutinizes the historical impact of the Mongolian Horde on Russia's foreign policy behavior. The author comes up with a hypothesis that relations with the Horde were not only important for Russia during the critical historical period of its formation, but also largely determined its unique foreign-policy culture and practical implementation of Russian foreign policy in subsequent periods. The author maintains that the key element of this impact was peaceful integration of the powerful neighbor which posed the biggest threat to the Great Russians for more than two hundred years.