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This study investigates in the context of Flanders (Belgium) whether working part‐time during the school year is more prevalent in lower tracks than in higher tracks, and whether this might be due to an antischool culture and/or the less demanding nature of such tracks. Additionally, the study examines whether the higher tendency to fail and to drop out in lower tracks is associated with the fact that lower‐track students are more likely to work. Multilevel analyses of data from 6,373 students in 44 secondary schools show that a school's futility culture explains lower‐track students' higher participation with paid work rather than the school's demanding nature. The results do not show a relation between students' employment and educational attainment. However, students working part‐time are less inclined to plan high school completion.

This Article discusses the statistics behind the gendered segregation of law school faculties, in which women occupy a disproportionate number of legal writing and other low-status positions, while men continue to hold a disproportionate number of tenured faculty positions. The Article explores the rationales for and against converting legal writing faculty to tenure-track, and shares one law school's experience of doing so. The Article then suggests lessons and approaches that other schools may wish to take in converting their own legal writing faculty to tenure-track positions.

Previous research has shown that track mobility during secondary education is influenced by parental background. However, family background effects might vary due to institutional variations in the educational structure. Therefore, in our paper we compare social selectivity of track mobility in two countries, Germany and The Netherlands. Both countries offer a hierarchically tracked educational system, but differ in details. Further, both countries established educational reforms in the late sixties, changing the conditions for track mobility differently. In our empirical analyses using data from the Family Survey Dutch Population and the German Life History Study we find that changing to a higher track is more likely for students who face the threat of status demotion, whereas changing to a lower track is independent of status maintenance motives. Intra-secondary transitions occur less often in The Netherlands than in Germany and are less motivated by status maintenance. Educational legislation reduces the effects of relative education of the parents only on upward mobility in Germany and only on downward mobility in The Netherlands.

Chapter 1. Introduction -- Chapter 2. An overview of international doctoral students' cross-cultural adaptation -- Chapter 3. Research design and methodology -- Chapter 4. Conceiving and preparing: Unfolding the doctoral map -- Chapter 5. Surviving and thriving: Navigating the doctoral trajectory -- Chapter 6. Reflecting and projecting: Evaluating the doctoral experience -- Chapter 7. Discussion: Cross-cultural adaptation as a process of human development within the bio-ecological systems theory -- Chapter 8. Conclusion.

This report investigates the emerging role of track diplomacy in the Asian Century. The dramatic rise of India and China demands special consideration by Australian foreign policy makers, particularly within an uncertain era of shifting power realities in the Asia-Pacific. Asia is a region rife with territorial disputes and historical tensions and smaller powers, including Australia, look nervously and at times suspiciously at the rise of China and India. The need to respond to threats and alleviate rising tensions has created an opening for new actors to engage in non-traditional diplomacy. Track II diplomacy is a key example of non-traditional diplomacy and is considered an important diplomatic tool when negotiations break down at the official level. Track II diplomacy is believed to have already played an important role in preserving stability and forging regional identity in Southeast Asia. While there has been research on track II diplomacy in Southeast Asia, no research has investigated the role of track II diplomacy in developing Australia's relationship with China and India. This research utilises a case study method t o analyse the emerging role of Australian, Chinese and Indian institutes. The research shows that Australian institutes are proactive participants in track II diplomacy and they engage with a range of Asian countries, including China and India. Despite their obvious lack of autonomy, Chinese institutes have strong connections to the policy making process in China. Indian institutes on the other hand were found to be more isolated from foreign policy and are constricted by modest funding and poor access to government information. However there are still benefits in holding track II dialogue with India. Informal dialogue can be utilised as an important educational process to understand the implications of India's rise and to familiarise young leaders with India. Of greater concern is the degree of apathy towards Australia among Chinese and Indian institutes.The impact of Australia at the track II level can be limited by funding, changing political cycles in Australia and the country's modest profile in international affairs. Australian institutes also face various other challenges including limited human resources, the aging demographic of track II participants, a lack of knowledge of partner institutes and uncertainty about the emerging shape of regional architecture. Nonetheless, there was overwhelming support behind the importance of track II diplomacy in the Asian Century. Track II diplomacy can be utilised to develop cooperation, people-to-people connections, mutual understanding on strategic issues and to enhance Australia's profile. Informal dialogue offers an opportunity to discuss sensitive issues, especially when discussion breaks down at the official level. Cultural differences with China and India were not found to be a barrier to track II cooperation with China and India. However, in order for Australia to maintain connected to China and India at the track II level, it is essential that Australian institutes remain proactive in initiating track II dialogues and nurturing emerging track II leaders from both countries. The Chinese and Indian diaspora are important links which have been underutilised by Australian institutes. The Australian Government also needs to improve its recognition of track II diplomacy and utilise track 11 as a tool to develop cooperation and understanding with China and India. Finally, track II diplomacy with ASEAN will be important in promoting regional stability, improving Australia's relations with the region and provides a strategic entry point for Australia to engage with China and India.

Chapter 1: Introduction -- Chapter 2: Motivation Analysis: From Blind Followers to Diligent Cultivators -- Chapter 3: In-Between Chinese and English: Chinese Language Learning Process -- Chapter 4: Chinese Language Use in Different Social Contexts -- Chapter 5: Conflicting but Reflexive Language Ideologies -- Chapter 6: The Role of Chinese Language in Multiple Dimensions of Cultural Identity -- Chapter 7: Conclusion: Experiencing Dual-Track Culturalisation via Language Use.

Background and Aims In 2003, the Netherlands introduced tobacco control policies, including bans on tobacco sales to minors, advertising and sponsoring and tobacco sales in government institutions. We examined the extent to which these policies were associated with a change in educational inequalities in adolescent smoking. Design Repeated cross-sectional survey. Setting The Netherlands, 1992-2011. Participants A total of 43527 14-19-year-old adolescents. Measurements Data were obtained from the national Youth Smoking Monitor. We used logistic regression analyses to model the immediate change in daily smoking prevalence in 2003, the trends and the changes in trends. Models included interactions between educational level (high versus low, based on the educational track of the respondent) and, respectively, period (after versus before 2003), time and timexperiod. Findings Before 2003 the smoking trend declined slightly, and the decline was comparable for students of both high and low educational levels. Immediately after tobacco policies were introduced, daily smoking prevalence dropped for the total population [regression coefficient () = -0.340, 95% confidence interval (CI) = -0.445; -0.236]. This drop was larger for high educational level compared to low educational level ( interaction = -0.400, 95% CI = -0.623; -0.176). After 2003, trends in educational inequalities in smoking stabilized. Conclusions Following the introduction of new tobacco control policies in the Netherlands in 2003, smoking prevalence rates decreased among adolescents of both higher and lower educational levels. However, socio-economic inequalities in adolescent smoking increased.

Educational programs are increasingly using multimedia tools, interactive technology, and applications in recent years. Monitoring the learning efficacy of students, as supervise from interactions with learning objects provided as well as interactions with other users. This affords a need to collect, analyze, and track the different types of data produced. Before the educational data analysis process can begin, data must first be stored on a Learning Record Store (LRS) system within the Learning Management Systems (LMS), which can receive and process web requests. The use of an effective e-learning framework that provides services for the monitoring and analysis of educational data is a crucial move. There are different e-learning standards for e-Learning content interoperability such as Sharable Content Object Reference Model (SCORM) which is a standard format to allow the package to work in different LMSs. Another example is IEEE Standard for Learning Technology standards family: the IEEE 1484.11.1, which suggests a complicated data model structure to monitor student experiences with education material. ; The research has been supported by European Union's Horizon 2020 research and innovation program under grant agreement No 856533, project ARETE.

Foreword thinking : exernal access and internal accountability : the currency conduits for maximizing social capital in public schools and higher education / RoSusan D. Bartee and Phillis L. George -- The role of school leaders managing social capital within urban and rural school settings / John Crutchfield, Sarah Bailey, and Jandel Crutchfield -- Social capital and school reform : the role of school leaders in fostering relationships amongst stakeholders / Denver J. Fowler -- Building social capital for parents and families through school leadership / Roberto Trigosso, Phyllis F. Reggio, and Carlos R. McCray -- Nyeisha's mother : an ethnographic examination of urban schooling and adopting a resource orientation toward social capital / Nicole Mittenfelner Carl -- The past, present, and future of social capital measurement among transition-age youth / Sarah Ryan and Lisa Romero -- Diversity mission statement Inclusion as social capital : how the language of appeasement fails egalitarian goals in postsecondary institutions / Zachary W. Taylor, Alden C. Jones, and Catherine E. Hartman -- Still chasing the dream : the possibilities and limitations of social capital in dismantling racialized tracks / Richard Lofton, Jr. -- When teacher means tolani, one who respects and is respected : exemplary black educators negotiating social capital toward successful teaching for African American learners / Brenda G. Harris -- Nós por nós (us for us) : black Brazilian university students and social capital / Jeana E. Morrison -- Social capital resources in schools : explaining effective school community / Heather E. Price -- Social capital and educational expectations : exploring adolescents' capabilities to aspire for postsecondary education / Chrysa Pui Chi Keung, Esther Sui Chu Ho and Brenda G. Harris -- Social capital in the rural United States and its impact on educational attainment / Ty McNamee.

Abstract
This article reflects on the cumulative outputs of evaluations of the various fast track qualifying programmes introduced into social work education in England over the past decade or so, in order to draw out some of the wider lessons available to us. The fast track programmes were introduced in response to a range of concerns about recruitment and retention within social work as well as the quality of provision within existing educational programmes. Subsequent evaluations have thus tended to focus on these aspects of fast track programmes in attempting to assess their merits and achievements. However, it is argued here that the substantial findings generated are capable of further analysis and reconsideration in order to generate messages of significance about the systemic and structural implications of this kind of initiative. Although evaluations of these programmes have been the subject of a number of criticisms because of their funding sources and association with programme providers, the aim is to show that their findings nonetheless offer us extensive opportunities to draw more rounded conclusions, which in turn contribute to ongoing debates about the value, contributions and impact of fast track programmes themselves, within and beyond the broader social work domain.

This paper analyses the determinants of participation in higher education in West Germany. In particular, the role of social origin as well as of expectations regarding the labour market outcome of a higher education degree and of public educational policy are examined. The estimations are based on a model of utility maximisation, where the decision to enrol in one of several educational tracks of different levels is determined by the expected ratio of marginal cost to marginal return for the different enrolment alternatives given some observed characteristics. The model is estimated empirically on the basis of GSOEP and regional data. The results show that the probability of enrolment in higher education is mainly influenced by social origin. Parental education and occupational position, in particular, are essential. However, the enrolment probability also depends on labour market return expectations. In particular, the absolute level of the personal unemployment risk, rather than the reduction of the unemployment risk to be expected from higher education, is a strong incentive to pursue higher education. The expected return to education in terms of wages also affects educational decisions significantly. A higher propensity to be out of work or employed part-time proved to go along with a lower probability of being enrolled in higher education significantly. Also public policy is found to have an influence on enrolments. In particular, extending the coverage of public financial support in the form of BAföG seems to be more efficient in increasing enrolments than increasing the amount of BAföG granted. The extent of the repayable part of the financial aid has a dampening, though limited, influence on enrolments.

Situated within scholarly research on tracking, within-school racial segregation, and student career aspirations, this qualitative study examines how three Black students in the mainstream program at a magnet high school in the Southeastern United States discussed their career aspirations. Results indicate that while each participant aspired to attend college, their isolation from the social and cultural capital needed to successfully apply for colleges and their academic status within their school would serve as hindrances in gaining access to institutions that would help them accomplish their career aspirations. The data reveal a need to challenge educational policy such as tracking that has historically targeted and marginalized students of color and continues to provide unnecessary obstacles as they seek to reach their ambitions.

Intro -- Acknowledgements -- Table of Contents -- Figures -- Tables -- 1 Introduction -- 2 Theoretical Perspectives on Educational Careers and Institutions -- 2.1 The Life Course Perspective -- 2.2 The Five Principles of Life Course Research -- 2.3 Social Origin Resources -- 2.4 Educational Decisions -- 2.4.1 Boudon's Primary and Secondary Effects -- 2.4.2 The Integration of Boudon's Primary and Secondary Effects into a Rational Choice Model -- 2.5 The Educational Systems in East and West Germany -- 2.5.1 The West German Education System -- 2.5.2 The East German Education System from 1950 until 1990 -- 2.5.3 The East and West German Education Systems after German Unification in 1990 -- 2.5.4 The Permeability of the German Education System and the Decoupling of School Form and Educational Certificate -- 3 Research Design -- 3.1 Data and Sample -- 3.2 Dependent Variables -- 3.3 Methods of Analysis -- 3.4 Independent Variables -- 4 Expansion of the Transition to Upper Secondary School and Its Consequences for Inequality of Educational Opportunities in East and West Germany -- 4.1 Educational Expansion in East and West Germany -- 4.2 Recent Research on Educational Inequality at the Transition to the Academic Track -- 4.3 Theories and Hypotheses -- 4.3.1 The Family as the Unit of Social Origin and Mother's Education -- 4.3.2 Conceptualizing and Measuring Social Origin -- 4.3.3 Hypotheses on the Effects of Parental Education -- 4.3.4 Hypotheses on the Effects of Parental Class -- 4.3.5 Hypotheses on the Effects of Parental Status -- 4.3.6 Hypotheses on the Effects of Gender in the FRG and GDR -- 4.4 Results -- 4.4.1 Description of Changes in the Transition Probabilities to the Academic Track -- 4.4.2 The Impact of Different Dimensions of Social Origin on the Transition Rate to the Academic Track in West and East Germany -- 4.4.2.1 Parental Education.