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The Danish upper secondary school is currently undergoing a hyper complex process of modernization where new organizational forms, teacher-student roles and principles of management are introduced. The process is set-off most directly by a new reform. This article explores the implementation of that reform by focusing on how it is interpreted locally and put into practice by the headmasters of two different schools. On the basis of that analysis the article discusses the consequences that different ways of interpreting and managing the reform might have for the students — how do they understand, recognize and execute the new pedagogical discourses and constructions of students that the headmasters are launching? The theoretical and methodological approach of the article is based on Basil Bernstein's sociology of education. Empirically the article draws on qualitative interviews with the headmasters under analysis.

Generally speaking, museums can be defined as places where collections of a specific importance and particular interest are exposed with an educational intent to a wider audience. Many museums simultaneously represent their country's self-understanding as a nation, displaying a particular identity through the collections linked to their national context and history. The way that national history is exposed to visitors is a conscious reconstruction of the image a country wants to be associated with, both by their own citizens as well as by foreign visitors. This special issue of Civilizations rethinks museums as an essential and pro-active link between past and present. The article analyzes the political role of museums and the formation of their collections today in terms of identity display, identity maintenance and identity reconstruction, as well as remodeling interpretation methods of exposed objects. Adapted from the source document.

Although there is a lack of research on instruction that aims at facilitating students' use of questioning with peers, many early childhood social studies textbooks and resources, include activities and lessons recommending students conduct interviews with an explicit assumption that young students are capable of formulating and using questions in the context of an interview. In these instances, no suggestions or ideas are given to teachers regarding instruction that will encourage and facilitate students' questioning. The purpose of this study was to determine if the levels of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This study generated research hypotheses that could be investigated in future research on instruction aimed at increasing young children's questioning abilities as demonstrated in social studies.

Evolution of its role in the policy process since 1971.