bluuebunny/crossref_metadata_2025_split huggingface dataset:
Adolescent Boys, Embodied Heteromasculinities and Sexual Violence
Authors: W. Messeschmidt James 
Published: November 2021

In this paper the author summarizes several life history case studies of adolescent boys who were identified at school as “wimps” and who eventually engaged in various forms of sexual violence. Such boys rarely are— if at all—discussed in the childhood, education and feminist literatures on sexual violence. The life stories reveal the interrelationship among inschoolbullying, reflexivity, embodied structured action, and the social construction of heteromasculinities in the commission of sexual violence by subordinated boys. The author concludes by considering the implications the research has to the evolving discourses on social scientific conceptualizations of reflexive embodiment and heteromasculinities.
Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy
Authors: O’Doherty Teresa 
Published: November 2021

This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a significant trigger for domestic policy reform and discusses key reports/publications that have influenced both ideological and structural reforms of Irish education. Long before the growth of evidence-based reform or the emergence of a global education policy field, Irish policy makers invited the newly formed OECD to review Ireland’s provision of education; this review generated base-line data and highlighted both the inequity of Irish education as well as its inadequacy in providing for the future needs of the Irish economy. Thus began a long-term relationshipwith the OECD, which has served to prompt and guide policy revision and reform at critical decision points over five decades. While engagement with the OECD cannot simply explain changes in Irish education, it does, however, provide a valuable perspective on domestic policy making.
Effects of German Language Teacher Professional Development on Pupils’ Learning Outcomes in Intercultural Competence
Authors: Šenjug Golub Ana 
Published: November 2021

The development of intercultural competence is increasingly being perceived as a key goal in today’s education. As a result of a strong emphasis on that competence in curricular documents, teachers are faced with demanding tasks. Confirming this, recent research in the field of intercultural competence in Croatian schools indicates the numerous difficultiesteachers face in accomplishing the goal of developing their pupils’ intercultural competence. Teacher professional development can be crucial for a systematic approach to the development of learners’ intercultural competence. Therefore, the aim of this study was to determine whether teacher participation in a further professional development programme on the topic of intercultural competence can significantly affect the achievement of goals set in the current curricular documents on foreign language learning related to intercultural competence. The effects of the professionaldevelopment programme were assessed by means of analysing learner outcomes in intercultural competence prior to and after teacher participation in the programme. A quasi-experimental pre-test-post-test design was used, and the achievements of 752 primary and lower secondary level pupils attending 4th and 8th grades were evaluated. The results confirmed that foreign language teacher professional development in the field of intercultural competence had positive effects on pupils’ learning outcomes, especially in the cognitive component of intercultural competence. This leads to the conclusion that it is necessary to motivate foreign language teachers to participate in such programmes. The results also indicate the necessity of placing particular emphasis on the problem of stereotypes and prejudices when designing such programmes.
National Policies and Strategies for the Support of the Gifted and Talented in Austria
Authors: Resch Claudia 
Published: November 2021

The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions – kindergarten, school, college and university – as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the “White Paper Promoting Talent and Excellence”, which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses.
On Teaching Problem Solving in School Mathematics
Authors: Pehkonen Erkki , Näveri Liisa , Laine Anu 
Published: November 2021

The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems(i.e., problem fields). Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish–Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.
Promoting Writing in Mathematics: Prospective Teachers’ Experiences and Perspectives on the Process of Writing When Doing Mathematics as Problem Solving
Authors: Kuzle Ana 
Published: November 2021

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.
Enjoying Cultural Differences Assists Teachers in Learning about Diversity and Equality. An Evaluation of Antidiscrimination and Diversity Training
Authors: Turnšek Nada 
Published: November 2021

The present study is based on a quasi-experimental research design and presents the results of an evaluation of Antidiscrimination and Diversity Training that took place at the Faculty of Education in Ljubljana, rooted in the anti-bias approach to educating diversity and equality issues (Murray & Urban, 2012). The experimental group included 52 in-service early childhood teachers attending the training, which consisted of a total of 120 hours. There was also a control group comprising 130 teachers. The ADT had a decisive impact on all of the measured variables: on an improvement in the participants’ knowledge of discrimination, and on increased support for positive measures and for the preservation of the cultural traditions and language of immigrant children. It was found that self-assessed personality characteristics are predictors of the teachers’ beliefs, especially the enjoying awareness of cultural differences variable, which correlates with all of the dependent variables.
Using Participatory Action Research to Develop a Course Module on Education for Sustainable Development in Pre-Service Chemistry Teacher Education
Authors: Burmeister Mareike , Eilks Ingo 
Published: November 2021

This paper describes the development of a course module on sustainability issues and Education for Sustainable Development in German pre-service chemistry teacher education. The module was inspired by empirical research findings about the knowledge base of student teachers. It was created and cyclically refined using Participatory Action Research. Experience gained during its three-year application will be reflected upon here, including feedback collected from student evaluation sheets. In the end, the participants responded extremely positively to the course. The student teachers stated that the module was interesting, relevant and valuable for their later profession as high school chemistry teachers. They also emphasised that they now felt more competent in the area of sustainability and ESD.
A Validation Study of the National Assessment Instruments for Young English Language Learners in Norway and Slovenia
Authors: Pižorn Karmen , Moe Eli 
Published: November 2021

This article is a validation study of two national large-scale tests that measure the language proficiency of 11/12 year-old English learners in Norway and Slovenia. Following the example of Alderson and Banerjee (2008), the authors of the article have employed the EALTA guidelines for good practice to validate the tests, and to formulate major recommendationsfor improvement of both assessment instruments, where feasible (Alderson & Banerjee, 2008). The results of the validation study show that both national tests in English seem to fulfil most of the EALTA guidelines for good practice, although a few issues related to the testconstruct and test design procedures need to be re-assessed, and some changes may be required.
Education System Reforms in an Unstable Political Situation: The Case of Serbia in the First Decade of the 21st Century
Authors: Ivić Ivan , Pešikan Ana 
Published: November 2021

In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020+ (2012). The basic innovations in approachand conception in the new “epoch” is outlined.
Challenges and Responses to the Vulnerability of Families in a Preschool Context
Authors: Turnšek Nada , Poljšak Škraban Olga , Razpotnik Špela , Rapuš Pavel Jana 
Published: November 2021

Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.
The Impact of Active Visualisation of High School Students on the Ability to Memorise Verbal Definitions
Authors: Šmajdek Anamarija , Selan Jurij 
Published: November 2021

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally.
Scenarios of Mentor Education in Romania – Towards Improving Teacher Induction
Authors: Stingu Mihaela , Eisenschmidt Eve , Iucu Romiță 
Published: November 2021

The aim of this paper is to examine the induction programme for newly qualified teachers and mentor education in Estonia, providing a comparative analysis of existing Estonian and possible Romanian models of mentoring. While the Estonian induction programme has been in place for more than ten years, induction in Romania is a relatively new and has onlybeen mandatory since 2011 (National Law of Education 1/2011). The specifics of mentor professional development within the Romanian induction framework have yet to be explicated. This paper proposes two possible scenarios suitable for the Romanian system :1) long-term regulated academic education (part of master or doctoral level studies), and 2) flexibleshort-term in-service education. The advantages and disadvantages of both models are examined and ways to overcome some of the disadvantages are identified. Ultimately, the paper proposes that a flexible, needsdriven system which encompasses a degree of choice will best fulfil the professional development needs of teachers who wish to become mentors.
The role of social influence in New Zealand rural landowners' land use decisions
Authors:   , Holmes Samuel Neil 
Published: November 2021

<p>New Zealand’s native bush has been substantially reduced in extent by human actions. Valuable native bush fragments remain on private land. Protection of these fragments is required on multi-generational timescales appropriate to their succession periods. Social influence has been shown to predict human behaviour in a variety of behavioural domains and research settings. Social norms possess a self-reinforcing characteristic that may lead to the diffusion and embedding of behaviour and attitude change in society also on a multi-generational time-scale. The role of social influence in New Zealand landowners’ decisions with respect to native trees on their land is examined for two populations. One population is a shared interest group (the ‘Farm Forestry Association’); the other is the general population of rural landowners. Data is gathered using questionnaires based on the Theory of Planned Behaviour. Weak social influence is shown to be present for participants’ intentions to increase or decrease native tree cover on their land. The strength of social influence is moderated by the frequency of social interaction. Contrary to the research hypothesis, the two groups do not differ in the norms they perceive nor the strength of social influence experienced. Suggestions are made for developing and applying the research methods in a small group setting.</p>
A’oa’o le tama e tusa ma ona ala, a o’o ina matua e le toe te’a ese ai: If we fail to construct our own realities, others will do it for us
Authors:   , Matautia Saint Andrew Palauni 
Published: November 2021

<p>Guided by both my own journey as a Pasifika student and the ideology of Tongan academic Dr. Hūfanga Okustino Māhina, this research seeks to identify ways in which indigenous knowledge can become an integral component within education, specifically design education in New Zealand. This research focuses on the struggles Pasifika students face within an aesthetic education that has within its history, a proud claim for the removal of cultural, religious and historic references from its aesthetic vocabulary. I will argue that the absence of indigenous culture, initiated by the early modernists to embrace the universal, is no longer an appropriate model within design education as it struggles to address cultural diversity in both its content and delivery. The solution, I suggest is not an “either or” scenario but a recognition that knowledge comes from many cultures and contexts. This thesis explores the indigenous beliefs of tā, time and vā, space. It identifies the relevance these and ideologies derived from them, offer design pedagogy. Using visual ethnography, indigenous research methods and photography, I investigate and document traditional indigenous ceremonies and undertake talanoa, oral histories, in order to discover the opportunities and relevance they offer design education. Having compared and contrasted Eurocentric models and indigenous practices I identify and illustrate current initiatives that attempt to change the status quo. This thesis endeavours to tell the story of Pasifika students through a personal lens and identifies Moana ideologies that can be introduced to design curriculum that establish beneficial pathways forward for not only Maori and Pasifika students in design education but design education and thinking as a larger context. As a nexus to this research, I have designed and curated a selection of five photographs to illustrate the journey of indigenous knowledge, practice and language through design education. These photographs pay homage to my cultural ideologies, represent the narrative behind my motivations and illuminate the reciprocal need to nurture the space between Moana students and design education.</p>
Decolonisation and Free Association: The Relationships of the Cook Islands and Niue with New Zealand
Authors:   , McDonald Caroline 
Published: November 2021

<p>The Cook Islands and Niue are self-governing states in free association with New Zealand. The free association arrangements met United Nations decolonisation requirements. They reflected the needs and wishes of the Cook Islands and Niue, and the interests of New Zealand. Views are divided on what influenced the emergence of the arrangements for free association, whose interests they represented, and whether they have fulfilled the expectations of the Governments involved. The purpose of this thesis is to determine the formative influences shaping self-government in free association of these two states, and to reach a conclusion on how effective the free association arrangements have been in fulfilling initial expectations. The first half of this thesis draws on primary and secondary sources to establish what influenced the offer of self-determination, the options available, the choice made, the free association arrangements that emerged and whose interests these represented. The second half of this thesis turns to fulfilment of those expectations. It explores the flexibility of free association – the ability of the Cook Islands and Niue to make constitutional change. It examines each of the major elements of free association: holding New Zealand citizenship, New Zealand provision of necessary economic and administrative assistance and New Zealand responsibility for external affairs and defence. The conclusion is that the free association arrangements have been of mixed effectiveness in meeting the Governments’ initial expectations.</p>