bluuebunny/crossref_metadata_2025 huggingface dataset:
Implementing a Statewide Mandated Career Pathways/Programs of Study School Reform Model: Select Findings from a Multisite Case Study
Authors: Withington Cairen , Hammond Cathy , Mobley Catherine , Stipanovic Natalie , Sharp Julia L. , Stringfield Sam , Drew Sam F.
Published: January 2019

A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative (see Hammond, Drew, et al., 2011) follows the implementation of a statewide mandated career-focused school reform policy in one U.S. state. The research focuses on eight diverse high schools in the state, personnel at those schools, and approximately 6,200 students across three cohorts, with varying amounts of exposure to the policy. In the longitudinal study, we investigate whether the number of highly developed career-focused programs of study available to students increases under the policy and whether targeted student and school outcomes are affected. Findings are presented here as related to overall policy implementation, differences in student experiences, changes in the roles of guidance, and changing attitudes toward career and technical education.
Canadian High School Athletics and the Sof Continuing Gender Discrimination
Authors: Clarke Paul T.
Published: January 2019

In most Canadian jurisdictions, high school athletics are still governed by outdated and sexist views about participation. The author argues that the current approach is discriminatory and violates human rights laws. In addition, a careful analysis of the jurisprudence reveals a host of specious arguments that keeps athletically talented female athletes from competing with the males. A more progressive response to the current situation is required that embraces an ethic of inclusion and excellence.
Education in a Diverse Society Necessitates the Implementation of an Equitable Language Policy: The Russian Experience
Authors: Sinagatullin Ilghiz M.
Published: January 2019

Russia's secondary school populations are becoming increasingly diverse in terms of ethnicity, culture, language, and religion. The growing diversity makes a considerable impact on the functions and goals of schools, the realization of which requires the implementation of an equitable language policy. In this article, I briefly represent Russia as a diverse society, examine a range of important functions of the secondary school, introduce the language situation being unfolded on a nationwide scale, and capture the essentials of a language policy that young graduates need to productively function in their own community, the mainstream society, and in an interdependent global space.
School Reform: Community, Corporatism, and the Social Good
Authors: Verdugo Richard R.
Published: January 2019

Paradigms are important. Since the early part of the 20th century, a corporatist paradigm has influenced education policy and structure. A corporatist view is based on two assumptions: Schools are like businesses; therefore, sound business practices will improve schools. Another paradigm that has received only minimal attention in formulating education policy in the United States is a community paradigm, which envisions education as a comprehensive endeavor and the integration of students into the larger social system as the paramount goal. Both paradigms have views about the social good, and in my article, I attempt to outline each paradigm, its assumptions, and its potential impact on schooling in the United States.
Language and Culture Restrictions and Discrimination in K–12 Private Schools: An Australian Perspective
Authors: Cumming Joy , Mawdsley Ralph
Published: January 2019

In a companion article, we considered legal issues in language and culture in private schooling in two U.S. contexts: Silva v. St. Anne Catholic School and Doe v. Kamehameha Schools. In this article, we consider the facts and findings of these two cases under the human rights and antidiscrimination legal frameworks of Australia to consider whether the same or different outcomes would emerge. Australia and the United States are multicultural countries with indigenous populations and have similar legal frameworks. However, the analysis shows that a different framework for considering the rights of individuals could lead to different judicial outcomes. The discussion highlights the way that fundamental differences influence the way that societal values are reflected in education.
University Autonomy: The Ethiopian Experience
Authors: Gebru Demewoz Admasu
Published: January 2019

This article discusses and analyzes the state of university autonomy in Ethiopia at a time when the country has embarked on massive expansion of the sector, and universities are established out of urban centers based on regional equity. Legislative provisions and case study reports were reviewed, and lived experiences documented with emphasis on academic, financial, staffing, and governance matters. Following, generalizations were made in order that the country benefits out of the sector.
Similar Paths, Different Destinations: Gender Differences in Teacher Career Paths in Oman
Authors: Chapman David W. , Al-Barwani Thuwayba , Maawali Fathiya Al , Jones Thomas J.
Published: January 2019

Across Oman, girls outnumber and outperform boys at the secondary school level. While welcoming girls’ success, the government is concerned that low male achievement may have negative consequences on national competitiveness and economic growth. One reason posited for this discrepancy in achievement is differences in the nature and quality of instruction that students receive, which is attributed in part to differences in who teaches male and female students. Drawing on data from a tracer study of 625 Omani teachers, this study investigated gender differences in how Omani teachers view their careers, and it offers an analysis of ways to encourage the retention of Omani teachers in the teaching force.
Reforming General Education: A Departmental Experience with Mission and Assessment
Authors: Valenzano Joseph M. , Wallace Samuel P.
Published: January 2019

Changes to general education curricula are taking place across the globe. From the Bologna Process in Europe to the Liberal Education and America's Promise initiative in the United States, colleges and universities are reforming what constitutes general education for their students. At the University of Dayton, such reforms took the shape of a massive overhaul of general education to the new, student learning–driven Common Academic Program. The Department of Communication at the University of Dayton was forced to fundamentally change its basic course in communication, formerly delivered in three separate one-credit modules, to a three-credit course with a different focus. This article details the story of how the Common Academic Program unfolded, what effect it had on the Department of Communication, and what process of reform was undertaken by the department to ensure that the new course remained a core aspect of the new Common Academic Program. This experience offers lessons to departments and administrators at institutions everywhere on how to effectively reform a general education course to accommodate a student learning focus, fit to university mission, and address the needs of the campus.
Education Cities
Authors: Shaked Haim
Published: January 2019

In recent years, several cities in Israel have labeled themselves Education Cities, concentrating on education as their central theme. Employing qualitative techniques, this article aims to describe, define, and conceptualize this phenomenon as it is being realized in three such cities. Findings show that Education Cities differ from one another but have common principles. Four main characteristics of Education Cities are presented: an arranging concept, a unique educational style practiced in the local school system, local government's involvement in education, and collaborations among various city entities. Further research should examine Education Cities’ outcomes and follow further developments of this concept.
Tax Credit Scholarship Programs and the Law
Authors: Sutton Lenford C. , Spearman Patrick Thomas
Published: January 2019

After Zelman v. Simmons-Harris (2002), civil conflict over use of vouchers and taxes to purchase private education, especially in religious schools, largely remained an issue for state courts’ jurisprudence. However, in 2010, it returned to the U.S. Supreme Court when Arizona taxpayers challenged the constitutionality of the state's education tax credit program permitting private donations to student tuition organizations that in turn provide scholarships for student attendance at private schools. This article describes selected U.S. education tax credit programs used to purchase private education, their legal sustainability, and the ongoing public policy debate.
The Role of University Engagement in the Community
Authors: Gupton Jarrett T. , Sullivan Amanda L. , Johnston-Goodstar Katie
Published: January 2019

University–community engagement is increasingly emphasized at institutions throughout the United States, yet there remains concern and confusion about how to conceptualize community engagement to provide benefits for both the university and the public. This article summarizes the history of community engagement and describes dominant paradigms of engagement. Specifically, we explore how conceptualizations of university–community engagement have evolved since the inception of the public university and how different roles of the university confer different benefits to not only the actors within the institution but also the community served by that institution. We argue that community engagement is critical to the modern public university, and we describe a model of nonhierarchical, mutually beneficial public engagement.
Understanding School Voucher Program Research: A Failure of Theory or Implementation?
Authors: Carr Matthew , Holley Marc , Gray Nathan
Published: January 2019

School choice research generally indicates marginal positive effects on student achievement for at least some students. In explaining results, researchers attribute positive findings to evidence that education markets are driving schools to improve, while others see null or negative findings as evidence that markets are not an effective reform. We examine whether findings are suggestive of theory failure or program design failures. Analyzing key policy components of seven publicly funded voucher programs, we find that the structures of programs generally have half the necessary components to create market forces among schools, suggesting program design failure, not a failure of the theory.
Education Reforms in France
Authors: Regnault Elisabeth , Vieille-Grosjean Henri
Published: January 2019

The objective of this article is to determine the incidences of immigration and globalization on the French educational values and reforms. To explore these two dimensions, it is necessary to give a historical perspective through the reforms since 1958 to the present and to specify the French educational values through a content analysis of the Extracurricular Educational Activities Act (1984), the Convention on the Rights of the Child (1989), and the two secularism charters (1883 and 2013). The study finds that the education reforms reveal a continuous back-and-forth movement between principles of openness and closeness to new audiences with immigrants and to liberal school policy with PISA and PIRLS results in the context of globalization. The article concludes with major implications: France, with the diversity of religions, reaffirmed the secularism principle in 2013 and got an attitude of closeness. France, with its long history of public service, also has an attitude of openness with liberal reforms issued from international evaluations.
An Analysis of Teacher Education Policies in China
Authors: Hu Aihua , Verdugo Richard R.
Published: January 2019

Education is a value-laden mechanism serving various national purposes. While politics were the most prominent factors driving Chinese education reform in the past, recent history indicates that additional factors also play a significant role. In our article, we examine teacher education and how educational policies have affected it in contemporary China. We begin by providing a historical description of teacher education in China; then, we use a shortened version of critical analysis of educational policies related to teacher education–- particularly, the most recent education policy of not charging fees to students who are enrolled in teacher education programs. Our findings reveal the following: (1) Reforms about teacher education are driven by political and economic needs rather than the development of teacher education programs or the needs of the Chinese public; (2) there is still much to be done to improve the quality of teacher education and education equity in China; and (3) bottom-up initiatives are needed to actually improve teacher education in China.
Student Test Performance and National Economies: Examining a Neoliberal Conjecture
Authors: Verdugo Richard R.
Published: January 2019

PISA results make national decision makers very nervous and for good reason: There is the perceived assumption that student performance on the PISA and other international exams are tied directly to a nation's future economic status. Essentially, the notion is that the greater the students’ test scores, the more secure a nation's economic future. But such concerns ignore the three main functions of educational systems: the socialization of youth so that they understand their culture, nation's history, and normative culture; the political socialization of youth so that they become competent citizens; and the provision of skills to youth so that they can participate in the labor market. So there is reason to infer that education is tied to the economy. There are two conjectures being made here: The first is that student performance is related to a nation's economy. That is, the better the economy, the better the student performances. A second conjecture is that student performance will lead to better economies or greater economic growth. The first conjecture seems to view education as being endogenous to economic growth or at least associated with it. The second conjecture, however, views education as being exogenous to economic growth, and it measures the change in economic growth over time to some given level of education among a cohort. In my analysis, I find that education is not related to economic growth after other structural factors are taken into account.
Toward Collective Learning in Schools: Exploring U.S. and Israeli Teachers’ Perceptions of Collective Learning from Success
Authors: Schechter Chen
Published: January 2019

Whereas collective learning has mostly been centered on detecting and solving problems and overcoming failures, this study explores U.S. and Israeli teachers’ perceptions of the determinants of collective learning from faculty members’ successful practices. Data were collected via face-to-face interviews with 35 U.S. and 61 Israeli elementary, middle, and high school teachers. Data analysis revealed the following determinants of collective learning from successes: the management role, differing definitions of success, disciplinary division, and the learning culture. Implications for generating collective learning in schools, as well as future possible research avenues, are discussed.
The Role of Candidate Assessment within Educational Leadership Doctoral Programs
Authors: Tucker Pamela D. , Uline Cynthia L.
Published: January 2019

Contemporary efforts to reform educational leadership preparation programs span more than three decades. As scholars have chronicled this critical examination of leadership practice and preparation, they have also proposed new directions, addressing the very fundamentals of preparation program design, including student selection, content, pedagogy, field-based learning, and assessment. This article reports findings from a larger national survey of doctoral-level educational leadership programs (n = 103) and is descriptive of assessment activities that are embedded in EdD and PhD leadership programs. Implications of findings and avenues for future research and development in the areas of student assessment are discussed.
Diversifying Doctoral-Level Leadership Preparation: Need versus Reality
Authors: Byrne-Jiménez Mónica , Borden Allison M.
Published: January 2019

In light of national demographic shifts, leadership preparation programs must create learning environments that reflect school communities. Little is known about issues of diversity in doctoral leadership programs. The survey in this special issue included one item about student diversity in 103 University Council for Educational Administration (UCEA) educational leadership programs. Respondents reported the number of EdD and/or PhD graduates from 2007–2008 through 2010–2011. The article reviews literature on doctoral study, diversity, and leadership development. Based on this review and the available survey diversity data, this article provides a critical analysis of educational leadership doctoral programs and offers recommendations for continued development.
The 21st-Century School Library
Authors: Pawlowsky Sonia , Ryan Thomas G.
Published: January 2019

Libraries have always been an institution in a state of transformation and change. Today this state of change has mainly been brought on by rapid advances of networked digital information technology. The purpose of this literature review is to explore and illuminate current library research and trends, including transformations in the library landscape, impacts on users and higher education, the opportunities and challenges facing libraries, the use of new technologies such as mobile devices, and the dual role of the librarian. Libraries need to be reshaped in order to compete with online technologies and to stay relevant in the 21st century. Recommended areas for further research include ways to gauge user interest, new qualifications for librarians, and the increasing use of mobile technology to access library collections and services.
Student Perceptions of Classroom Learning
Authors: Gentilucci James L. , Gentilucci Anne E.
Published: January 2019

Despite billions of invested dollars and numerous reform initiatives, American K–12 student achievement has stagnated. Researchers have identified factors ostensibly responsible for the problem but most, if not all, are beyond the control of teachers. We utilize a different approach to explore factors that students–-rather than educators, researchers, or policymakers–-indicate are most responsible for poor learning. Perception data from three middle school cohorts (1979, 2000, and 2013) are compared to determine how a small number of learning-related inhibitory factors have changed over time. Unfortunately, our findings suggest that, indeed, plus ça change, plus c'est la même chose.
Passed Along: Black Women Refect on the Long-Term Effects of Social Promotion and Retention in Schools
Authors: Mawhinney Lynnette , Irby Decoteau J. , Roberts Erica S.
Published: January 2019

Biographies and personal narratives are important for helping us understand how individuals make sense of their experiences and lives. This article explores the educational life histories of two adult Black women that we call Lauren and Shantel. Although both women graduated from US high schools, neither received the basic education and learning supports that would prepare them for successful adulthoods. This study demonstrates the long-term cumulative effects of social promotion and retention on the life outcomes of poor people of color and underscores the importance of prioritizing both students’ academic and socioemotional needs.
An Examination of Mental Health Promotion within International Schools and Current Reform Practices that can Benefit Third Culture Kids
Authors: Munn Sharon K. , Ryan Thomas G.
Published: January 2019

The rising prevalence of adolescent mental health problems has created a need for increased public health programming in schools. Globalization and the expansion of the International Baccalaureate programs have led to higher numbers of Third Culture Kids (TCKs) attending international schools worldwide. Our review highlights unique characteristics of TCKs and presents a tactical blueprint to meet mental health needs. The first step was to develop an overview of existing mental health promotion practices implemented in national schools across the globe and the research that influenced their development. A second step was to provide suggestions for the application of these blueprints and resultant programs within international schools.
Investigating the Impact of International General Certifcate of Secondary Education Scores and Gender on the Diploma Program Scores in Mathematics and Science
Authors: Yagiz Burcu , Navruz Bilgin , Çorlu M. Sencer
Published: January 2019

Inspired by their goal for a well-rounded education in a world that has become more globalized, an increasing number of schools in the United States, Europe, and other parts of the world have been adapting the philosophy and curricula of international schools. While there have been several studies to support Diploma Program as an established curriculum at the senior high school level, there has been little evidence that would support any particular curriculum at the junior high school level. The purpose of this study was to investigate the relationship between external examination scores of International General Certificate of Secondary Education (IGCSE) and those of Diploma Program. A purposive sample was drawn from high school students who attended an international school in a major metropolitan city in Turkey. Data were analyzed with multiple regression approach. Statistically significant and relatively strong relationships were found between external examination scores, both in mathematics and science.
Globalization and Educational Reform in Kazakhstan
Authors: Agbo Seth A. , Pak Natalya
Published: January 2019

Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative, universities are mandating the English language as the language of instruction in graduate programs. This article is a case study of language reforms in a major university in Kazakhstan. The study investigated the implications of the English as the language of instruction policy in higher education and examined the challenges posed by the policy on faculty, students, and administrators. The findings indicated that the efficacy of the current reforms is bounded by the limits of the higher education traditionalism and the long-established educational value orientations in Kazakhstan. As a result, to become competitive globally, universities must develop new attitudes and organizational structures as well as improve current practices based on developing national identity.
Internationalization at Home
Authors: Choi Sheena , Khamalah Joseph
Published: January 2019

Responding to the needs of intercultural understanding and competencies in a global economy, universities have devised strategies and programs to internationalize the campus to prepare students to work effectively in an increasingly interconnected economy and society. Internationalization at home (IaH) attempts to more effectively address gaps left by the traditional study abroad. This study examines the IaH activities at a regional higher education institution in a Midwestern city of the United States in faculty/staff recruitment and development, policies, and curriculum development. Results show that implementation of IaH is at odds with the institution's regional mission and underscores the need for a reconceptualization to better serve the region in this global era.
Implementation of the International Studies Schools Network (ISSN) Reform Model
Authors: Clark Vicki L. Piano , West Jessica A. , Stringfield Sam , Dariotis Jacinda K.
Published: January 2019

This case study examined the implementation of Asia Society's International Studies Schools Network (ISSN) model in two schools funded for three years (2011–2014) through the Ohio Network of Education Transformation. Documents, interviews, and observations were gathered over two years (2013–2015) for two schools. One year post-funding, the high school's implementation of the ISSN model was thriving and the middle school was struggling to maintain its implementation. Several dimensions emerged from the data analysis to help explain the differences between the schools’ ISSN implementation and to suggest lessons learned specific to the ISSN reform model.
Special Need Students in the Struggle for the Character of Schooling in America
Authors: Sutton Lenford C. , Beese Jane A. , Puckett Tiffany
Published: January 2019

One of the most contentious issues over American educational reform is government sponsorship of school vouchers and tax credits in elementary and secondary education. Voucher advocates have long believed that public schools have little interest in education reform which diminishes its monopolistic position in the public education enterprise which effectuates a system of escalating cost, inefficiencies, and unacceptable student performance. Also, they claim that in a nation historically devoted to free enterprise and equal education opportunity, the expansion of school choice opportunity is a natural progression. Conversely, voucher opponents posit that such programs are not only unconstitutional, but would also redirect valuable resources away from schools serving students with the greatest need. They view voucher policy as highly divisive in that it fosters government entanglement with churches and serves as a catalyst for the re-segregation of public schools, further amplifying educational inequality. High-profile public battles over school vouchers in the United States have mainly focused on poor and minority children served by public schools in large urban areas. On the other hand, school choice for special need students, though expanding significantly, has not received as much attention. This article reviews the legal history of private contracting for special education services, describes the current choice programs for students with disabilities, recounts the legal challenges, discusses policy implications, and considers its formulation in the context of the largest levels of inequality in American History.
Education Needs a Change of Venue
Authors: Jenkins John M.
Published: January 2019

Culture hides much more than it reveals and strangely enough what it hides, it hides most effectively from its own participants.

—Edward Hall
Of Chrysanthemums and Confucius: Some Impressions of Recent Japanese Educational Reforms
Authors: Janesick Valerie J.
Published: January 2019

Fix the mind on truth; cling to virtue; give play to loving kindness; recreate yourself with the arts.

— Confucius

“The Analects of Confucius”
Innocence and Pedagogy in Disney's World
Authors: Giroux Henry A.
Published: January 2019

An alarming defensiveness has crept into America's official image of itself, especially in its representations of the national past. Every society and official tradition defends itself against interferences with its sanctioned narratives; over time these acquire an almost theological status, with founding heros, cherished ideas and values, national allegories having an inestimable effect in cultural and political life.1
The Personality Assessment Inventory Alcohol Scale in Veterans With PTSD: Convergent and Discriminant Relations With the Alcohol Use Disorders Identification Test
Authors: Blalock Dan V. , Wilson Sarah M. , Dedert Eric A. , Clancy Carolina P. , Hertzberg Michael A. , Beckham Jean C. , Calhoun Patrick S.
Published: January 2019

In this study, we examined the validity of the Personality Assessment Inventory Alcohol (ALC) scale in 736 male veterans presenting for formal evaluation of posttraumatic stress disorder (PTSD). The ALC scale exhibited convergence with other measures of alcohol problems, and this convergence was similar for veterans with and without formal PTSD diagnosis. When predicting alcohol consumption via the Alcohol Use Disorders Identification Test (AUDIT), the ALC scale also displayed substantial incremental validity over the effects of demographics and MMPI-2 MacAndrew Alcohol Scale. Using a standard alcohol consumption cut score on the AUDIT, the ALC scale displayed good specificity and (generally) good sensitivity across three common cut scores. PTSD severity did not significantly affect the association between the ALC composite and alcohol consumption via the AUDIT. Taken together, results suggested that the ALC can provide valid assessment of alcohol use among treatment seeking veterans.
Building and Connecting: Family Strategies for Developing Social Support Networks for Adults With Down Syndrome
Authors: Roll Anne E. , Bowers Barbara J.
Published: January 2019

Being embedded in social networks is crucial for well-being and health. While this is particularly the case for people with Down syndrome (DS), our knowledge of how their support networks are developed is limited. This article investigates the role of family members in developing and maintaining the social support networks of their adult children with DS. Based on 29 interviews with family members, a grounded theory study was conducted. The Family Building and Connecting (BAC) framework was developed, which distinguishes a “building” and a “connecting” approach. The building approach includes strategies that rely on family members and close friends for building a support network for the person with DS. The connecting approach includes strategies that connect the person with DS to external and often professional resources and services. Distinguishing these approaches is important for future research and for strengthening the support networks of people with DS and their families.
It Is Known
Authors: Vagle Mark D.
Published: January 2019

We close this special issue with a Postlude designed to serve as both an ending and an invitation for continued re-imagining. Using It is Known from Game of Thrones as both a theoretical and rhetorical device, the purpose here is to more plainly lay out some key phenomenological and hermeneutic concepts and ideas–suggesting that what we “know” can be read as an effort to teach, to exert power, and/or to play depending any number of contextual nuances and factors.
On New Forms of Science Communication and Communication in Science: A Videographic Approach to Visuality in Science Slams and Academic Group Talk
Authors: Wilke René , Hill Miira
Published: January 2019

In this article, we focus on the communicative character of visuality and visual representations (“visuals”) in transdisciplinary science communication (science slams) and interdisciplinary communication within science (group talks). We propose a methodology for the study of visuality and the use of visuals as communicative actions. Both unfold within a triadic structure of social actors and the objectivations they (re-)produce. Therefore, we combine the approach of videography and focused ethnography. This research design allows not only putting actions under an audiovisual microscope but also to combine ethnographic knowledge stemming from fieldwork with the audiovisual analysis in front of screens. Using data from our empirical fields (science communication in science slams as well as communication within science in group talks), we illustrate the vital role of visuality of new practices in the communicative construction of (scientific) reality. In doing so, we also emphasize the importance of audiovisual methods for qualitative empirical social research today.
An 18-year comparison of hybrid total hip replacement and Birmingham hip resurfacing in active young patients
Authors: Jonas Sam C , Whitehouse Michael R , Bick Simon , Bannister Gordon C , Baker Richard P
Published: January 2019

Aim:

To compare the long-term clinical and radiological results of metal-on-polyethylene hybrid total hip replacement (THA) with metal-on-metal Birmingham hip resurfacing (BHR) in young, active patients.

Patients and methods:

From the 1st consecutive 63 hips in young, active patients who underwent BHR by the senior author, 54 (51 patients) were matched to patients who had undergone THA with regard to age, gender, body mass index and preoperative levels of activity. Radiologically, all hips were assessed for migration and osteolysis, THAs for polyethylene wear and BHRs for a pedestal sign. Patient-reported outcomes, mortality and revision rates were compared.

Results:

The mean follow-up of the patients with a hybrid THR was 19.9 years and for those with a BHR, 17.6 years. 13 patients with a hybrid THR and 5 with a BHR had died. 1 hybrid THR and 3 BHRs were lost to follow-up. The revision rate of the hybrid THRs was 14/54 and of the BHRs 6/54. Log rank comparison of Kaplan-Meier survival estimates demonstrated a significantly lower mortality in the BHR group ( p = 0.039; hazard ratio [HR] = 0.37 [95% CI, 0.15–0.95]) but a non-significant difference in revision rates ( p = 0.067; HR = 0.43 [95% CI, 0.18–1.06]). The BHRs recorded superior OHS ( p = 0.03), UCLA ( p = 0.0096), and EuroQol visual analogue scores ( p = 0.03). Significantly more BHRs had run, played sport and undertaken heavy manual labour in the month preceding follow-up.

Conclusion:

After 18 years, patients with BHRs remained more active with a lower mortality rate but demonstrated no significant difference in revision rates. Both groups demonstrated progressive radiological changes at long-term follow-up.
Self-perception of transgender clinic referred gender diverse children and adolescents
Authors: Alberse Anne-Marie E , de Vries Annelou LC , Elzinga Wieteke S , Steensma Thomas D
Published: January 2019

Transgender children and adolescents show high rates of co-occurring psychopathology, which might be related to low self-confidence. Earlier research showed that compared to the norm population, transgender clinic–referred children have lower self-perception on two domains: physical appearance and global self-worth. This study aimed to compare self-perception in a sample of transgender clinic–referred children and adolescents with their standardization samples and to examine differences between these two groups. To measure self-esteem, the Self-Perception Profile for Children was administered to 305 referred children (162 assigned males at birth (AMABs) and 143 assigned females at birth (AFABs), mean age = 9.05 ( SD, 1.47), range = 5.9–13.00 years), and the Self-Perception Profile for Adolescents was administered to 369 referred adolescents (118 AMABs and 251 AFABs, mean age = 15.27 ( SD, 1.80), range = 10.73–18.03 years). To measure the severity of gender dysphoria, the parents of the children completed the Gender Identity Questionnaire and the adolescents completed the Utrecht Gender Dysphoria Scale. Referred children and adolescents had a significantly lower self-concept compared to the normative population, whereby referred adolescents felt less competent compared to referred children. Compared to their peers, childhood referred AFABs perceived themselves even better on scholastic and athletic competence and social acceptance. With regard to gender differences, referred AFABs generally showed a better self-perception compared to referred AMABs. The lower self-perception of transgender clinic–referred children and adolescents compared to same age peers deserves clinical attention and interventions aimed at, for example, improving social and physical self-worth.
An ethnopsychology of idioms of distress in urban Kenya
Authors: Mendenhall Emily , Rinehart Rebecca , Musyimi Christine , Bosire Edna , Ndetei David , Mutiso Victoria
Published: January 2019

Idioms of distress have become a central construct of anthropologists who aspire to understand the languages that individuals of certain sociocultural groups use to express suffering, pain, or illness. Yet, such idioms are never removed from global flows of ideas within biomedicine that influence how cultural idioms are conceived, understood, and expressed. This article proposes a preliminary model of ethnopsychology described by urban Kenyans, which incorporates local (traditional) and global (biomedical) idioms of distress that are both distinct and overlapping in symptomology and experience. This ethnopsychology was generated from analyzing 100 life history narrative interviews among patients seeking care in a public hospital in Nairobi, Kenya, which explicitly probed into how people experienced and expressed the Kiswahili idioms huzuni (roughly translated as sadness or grief) and dhiki (stress or agony) and English terms stress and depression. Kufikiria sana, or “thinking too much”, emerged organically as a powerful cultural idiom and as a symptom or sign of other forms of psychological distress. We propose a preliminary model of ethnopsychology that: 1) highlights social and political factors in driving people to express and experience idioms of distress; 2) reveals how the English terms “stress” and “depression” have been adopted into Kiswahili discourse and potentially have taken on new meaning; 3) suggests that the role of rumination in how people express distress, with increasing severity, is closely linked to the concept of “thinking too much”, and; 4) emphasizes how somatization is central to how people think about psychological suffering.
De-westernizing creative labour studies: The informality of creative work from an ex-centric perspective
Authors: Alacovska Ana , Gill Rosalind
Published: January 2019

Creative labour studies focus almost exclusively on Euro-American metropolitan ‘creative hubs’ and hence the creative worker they theorize is typically white, middle-class, urban and overwhelmingly male. This article outlines the contours of a de-Westernizing project in creative labour studies while introducing a special journal issue that examines the lived dynamics of creative work outside the West. The article advocates an ‘ex-centric perspective’ on creative work. An ex-centric perspective does not merely aim at multiplying non-West empirical case studies. Rather, it aims at destabilizing, decentring and provincializing the taken-for-grantedness of some entrenched notions in creative labour studies such as informality and precarity. An ex-centric perspective, we contend, offers a potential challenge to many of the claims about creative work that have taken on the status of general truths and universal principles in spite of them being generated from limited empirical evidence gleaned from research sites situated almost exclusively in the creative hubs of Euro-America.
Occupational pension schemes for part-time workers: Equality in the eye of the beholder?
Authors: Knoops Sarah
Published: January 2019

Although much attention is given to the newer forms of atypical work, a large percentage of employees still have a ‘classical’ part-time employment contract. 1 Despite long-standing legal protection against discrimination, these part-time workers risk receiving less favourable treatment. This article discusses the principle of non-discrimination in the field of occupational pensions from the perspective of part-time employment. It aims to show the adverse impact that seemingly neutral measures can have on the occupational pensions of part-time workers. By way of illustration, two cases of the Court of Justice of the European Union: the Schönheit and Becker case (length of service) and the Kleinsteuber case (split pension formula) are examined in detail. It is further argued that, in Kleinsteuber, the CJEU appears to have broadened the possibilities of justifying differential treatment. This tendency could threaten the efficiency of the principle of equal pay and non-discrimination for part-time workers as regards occupational pensions. Finally, the impact of these judgments on Belgian and Dutch occupational pension schemes is examined.
The portability of social rights of the United Kingdom with the European Union: Facts, issues, and prospects
Authors: Holzmann Robert , Wels Jacques
Published: January 2019

The portability of social benefits – such as the state pension, child allowances and unemployment benefits – for international migrants is regulated by social security agreements concluded between countries or at supra-national level, such as within the European Economic Area (EEA). Focusing on the United Kingdom, this article aims at capturing the main issues that have been recently raised by such agreements, with particular emphasis on the case of migration between the UK and Europe. The first part of the paper summarises the main consideration researchers and policy makers should bear in mind in looking at portability. Using data from the 2013 World Bank migration matrix, the second part of the paper compares the stock of British migrants residing abroad and the stock of foreigners living in the United Kingdom. The third part of the paper summarises the main issues that were raised in relation to the EEA multilateral agreement including the notion of residence, the state pension, family allowances, and the portability of health care benefits. The conclusions highlight the main concerns and options that lie ahead following the withdrawal of the UK from the European Union.
Social mainstreaming through the European pillar of social rights: Shielding ‘the social’ from ‘the economic’ in EU policymaking
Authors: Aranguiz Ane
Published: January 2019

Implementing fiscal consolidation measures without first considering social stabilisers has led to turn what originally was an economic recession into a social crisis too. The economic and social divergences in Europe have increased to a point where the future of the social dimension of the EU has been put into question. There is however, a provision in the Treaties that obliges the EU to take into account social issues in all its policies and activities, namely, the so-called horizontal social clause enshrined in Article 9 TFEU. The potential of this clause to mainstream the social dimension of the EU and foster balance between social and economic policies has, however, not yet been untapped. The recently launched European Pillar of Social Rights (EPSR), which aims at achieving a highly competitive social market economy, brings to the table a number of rights-based objectives along with a number of indicators that might shed some light over the constraints faced by the horizontal social clause. This article aims at unravelling the potential of the horizontal social clause in envisioning parity between the social and the economic and providing a social pillar to the EU. This contribution provides first a legal analysis of Article 9 TFEU and it briefly discusses the problematic behind its poor implementation. Later, the potential of the horizontal social clause is discussed in the light of the current developments in the framework of economic governance. This article also suggests a number of scenarios where social mainstreaming should be duly implemented. It suggests that Article 9 TFEU may have an important role, in particular, with regard to austerity measures when envisioning it together with the EPSR.
Overview of recent cases before the Court of Justice of the European Union (July – October 2018)
Authors: van der Mei Anne Pieter
Published: January 2019

In the reporting period July-October 2018, the Court of Justice of the European Union (CJEU) delivered three rulings ( Alpenrind, Walltopia, and Commission v Belgium) concerning the conflict rule for posted workers as contained in Article 12 of Regulation 883/2004. The CJEU clarified the meaning of the `non-replacement condition', the legal status of workers who are recruited for the sole purpose of being posted to another Member State as well as procedural aspects relating to A1 certificates. In addition, the CJEU delivered judgments on the portability of personal care benefits (A), the application of the prohibition of discrimination on grounds of disability to social security provisions contained in collective agreements ( Bedi) and the protection of supplementary pension claims in the event of insolvency of the employer ( Grenville Hampshire).
Assessing the effect of data integration on predictive ability of cancer survival models
Authors: Guo Yi , Bian Jiang , Modave Francois , Li Qian , George Thomas J , Prosperi Mattia , Shenkman Elizabeth
Published: January 2019

Cancer is the second leading cause of death in the United States. To improve cancer prognosis and survival rates, a better understanding of multi-level contributory factors associated with cancer survival is needed. However, prior research on cancer survival has primarily focused on factors from the individual level due to limited availability of integrated datasets. In this study, we sought to examine how data integration impacts the performance of cancer survival prediction models. We linked data from four different sources and evaluated the performance of Cox proportional hazard models for breast, lung, and colorectal cancers under three common data integration scenarios. We showed that adding additional contextual-level predictors to survival models through linking multiple datasets improved model fit and performance. We also showed that different representations of the same variable or concept have differential impacts on model performance. When building statistical models for cancer outcomes, it is important to consider cross-level predictor interactions.
Development process and patient usability preferences for a touch screen tablet–based questionnaire
Authors: Lam Shin Cheung Victor , Kastner Monika , Sale Joanna EM , Straus Sharon , Kaplan Alan , Boulet Louis-Philippe , Gupta Samir
Published: January 2019

We sought to design a touch tablet asthma questionnaire while identifying patient preferences for usability features of such questionnaires.

We created an evidence-based prototype and employed rapid-cycle design (semi-structured focus group testing, analysis, corresponding modifications, re-testing) with asthma patients aged ⩾16 years. We analyzed transcripts using deductive and inductive content analysis. Quantitative measures included Likert-type-scale responses, the System Usability Scale, and questionnaire completion times.

There were 20 participants across five focus groups (15/20 female, age 49.1 ± 15.6 years). Usability-related themes included (1) “Touch Technology” (hygiene, touch technology familiarity, ease of use) and (2) “Questionnaire Design” (visual characteristics, navigation). Completion time was 11.7 ± 5.9 min. Summative Likert-type scale responses suggested high system usability, as did a System Usability Scale score of 84.2 ± 14.7.

In summary, Attention to specific technology- and design-related preferences can result in a highly usable patient-facing touch tablet questionnaire. Our findings can inform touch questionnaire design across other diseases.