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This paper aims to investigate the relationship between official development assistance (ODA) and human and educational development in countries in Southeast Asia.

In the study described here, empirical evidence was used to investigate the relationship between ODA provided between 1990 and 2004 and its impact on the human and educational development of countries in Southeast Asia.

A review of efforts made over the past 15 years in providing developmental aid reveals that there still remain gaps in the human development dimensions – income, education, and health – within and between countries. Second, real gross domestic product and foreign direct investment have significant associations with human and educational development, while, at the aggregate level, ODA has a significant positive association only with human development. Third, ODA that is targeted to support socio‐economic development has a significant relationship with human development. Fourth, ODA allocated to unspecified levels of education, or post‐secondary education, shows a significant association with human development, while ODA provided for basic education, secondary education and post‐secondary education has a significant relationship with educational development.

The study focuses on countries that have a medium level of human development, namely Cambodia, Indonesia, Malaysia, Myanmar, Thailand, Philippines, Laos and Vietnam.

The findings and results are useful guidelines for major stakeholders, including donors and the governments of recipient countries, for designing aid systems and effectiveness.

This paper draws the attention of donors and the governments of recipients to the effectiveness of aid and its targets.

Expectancy-value theory is prominent in different areas in psychology, and a number of educational and developmental psychologists who study the development of achievement motivation have utilized this theory in their work (see Schunk, Pintrich, & Meece, 2006; Weiner, 1992; Wigfield & Eccles, 1992; Wigfield, Tonks, & Klauda, 2009 for overviews). In this chapter, we discuss current expectancy-value theoretical models of achievement motivation and review research based on these models. Much of this research has focused on the development of children's expectancies and values, and how expectancies and values relate to performance, choice of different activities, and emotions. We discuss the major findings from each of these areas of research. We also provide suggestions for future research based in this theory for the next decade. We focus our review and suggestions for future research primarily on elementary and secondary school students, but include some relevant work done with college students.

The paper aims to investigate the role of educational development centres, and their potential for playing a broader and more central role in quality and organisational development.

The paper is based on the results of three external evaluations of educational development centres in Denmark and Norway, combined with a literature review of studies of educational development centres.

Educational development centres are in a period of transformation due to external forces (Bologna, the demand for institutional quality systems, etc.), and this creates new dilemmas and challenges for educational development.

The paper points to the need to broaden the focus of educational development, and link it closer to other processes related to quality and organisational development.

This study, by critically analyzing material from multiple sources, aims to provide an overview of what is available on evaluation tools for educational apps for children. To realize this objective, a systematic literature review was conducted to search all English literature published after January 2010 in multiple electronic databases and internet sources. Various combinations of search strings were used due to database construction differences, while the results were cross-referenced to discard repeated references, obtaining those that met the criteria for inclusion.

The present study was conducted according to the methods provided by Khan et al. (2003) and Thomé et al. (2016). The whole procedure included four stages: planning the review, identifying relevant studies in the literature, critical analysis of the literature, summarizing and interpreting the findings (Figure 1). Furthermore, in this analysis, a well-known checklist, PRISMA, was also used as a recommendation (Moher et al., 2015).

These review results reveal that, although there are several evaluation tools, in their majority they are not considered adequate to help teachers and parents to evaluate the pedagogical affordances of educational apps correctly and easily. Indeed, most of these tools are considered outdated. With the emergence of new issues such as General Data Protection Regulation, the quality criteria and methods for assessing children's products need to be continuously updated and adapted (Stoyanov et al., 2015). Some of these tools might be considered as good beginnings, but their “limited dimensions make generalizable considerations about the worth of apps” (Cherner, Dix and Lee, 2014, p. 179). Thus, there is a strong need for effective evaluation tools to help parents and teachers when choosing educational apps (Callaghan and Reich, 2018).

Even though this work is performed by following the systematic mapping guideline, threats to the validity of the results presented still exist. Although custom strings that contained a rich collection of data were used to search for papers, potentially relevant publications that would have been missed by the advanced search might exist. It is recommended that at least two different reviewers should independently review titles, abstracts and later full papers for exclusion (Thomé et al., 2016). In this study, only one reviewer – the author – selected the papers and did the review. In the case of a single researcher, Kitchenham (2004) recommends that the single reviewer should consider discussing included and excluded papers with an expert panel. The researcher, following this recommendation, discussed the inclusion and exclusion procedure with an expert panel of two professionals with research experience from the Department of (removed for blind review). To deal with publication bias, the researcher in conjunction with the expert panel used the search strategies identified by Kitchenham (2004) including: Grey literature, conference proceedings, communicating with experts working in the field for any unpublished literature.

The purpose of this study was not to advocate any evaluation tool. Instead, the study aims to make parents, educators and software developers aware of the various evaluation tools available and to focus on their strengths, weaknesses and credibility. This study also highlights the need for a standardized app evaluation (Green et al., 2014) via reliable tools, which will allow anyone interested to evaluate apps with relative ease (Lubniewski et al., 2018). Parents and educators need a reliable, fast and easy-to-use tool for the evaluation of educational apps that is more than a general guideline (Lee and Kim, 2015). A new generation of evaluation tools would also be used as a reference among the software developers, designers to create educational apps with real educational value.

The results of this study point to the necessity of creating new evaluation tools based on research, either in the form of rubrics or checklists to help educators and parents to choose apps with real educational value.

However, to date, no systematic review has been published summarizing the available app evaluation tools. This study, by critically analyzing material from multiple sources, aims to provide an overview of what is available on evaluation tools for educational apps for children.

The domains of management education and management development have remained relatively distinct. Recent trends suggest a blurring of the boundaries of these worlds. There is a growing corporate confidence that in‐company provision has equivalent, even superior, claims to relevant knowledge and warrant academic recognition. This paper looks at the significance and implications of these developments. Research is based on two local authority case study organisations. The methodology is qualitative in orientation and based on in‐depth interviews and discussions with human resource practitioners and university delivery teams. In both case studies programme participants as well as project leaders articulated different reasons for the importance of “work place relevance” and usefulness of the programme. This paper seeks to address the findings.

Since their independence from the European colonial powers, most of the countries of the American region have been unable to build solid, stable democracies. Only a few countries in the region today have solid and effective democratic processes, and some of them are even involved in unpredictable situations, such as Bolivia or Venezuela. As a result, the historical march of our democracies has been one of advances and retreats, all of them interrupted at some time in the 20th century.

Purpose – Our study focuses on the impacts of young adults’ financial situation and agency on success and satisfaction regarding developmental tasks (attainments in educational, work and social domains) in the context of economic upheavals.

Methodology/approach – The study is part of the longitudinal Finnish Educational Transitions Studies (FinEdu), in which high school students (N=614 at baseline) participated once before and three times after graduation (ages 19–25) while progressing to tertiary education and employment.

Findings – Agency (indicated by achievement and social approach strategies) increased, whereas achievement and social avoidance decreased from ages 19 to 25. Financial situation improved from an objective but not subjective perspective. Both high and increasing levels of agency were related to high levels of success and satisfaction regarding developmental tasks at age 25. In particular, social approach was related to educational attainment, sense of belonging, and romantic relationship satisfaction. High initial levels of agency and an improved financial situation predicted low economic pressure at age 25.

Research implications – Both sociopolitical structures and individual agency are important in shaping life course transitions in early adulthood. The apparent discrepancy between the macro-level national economic recession and young adults’ relatively high economic satisfaction could be explained by high agency in a welfare state context.

Social implications – The study shows important links between individuals’ life course and the societal context of Finland, a secure Nordic welfare state in the midst of global economic upheavals.

Originality/value of paper – Our longitudinal study makes a significant contribution to life course research by comprehensively conceptualizing the developmental tasks and considering their individual and social determinants.

This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues.

Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their experiences giving and receiving feedback, and prior qualitative, mixed-method, and longitudinal research with principals, assistant principals, teachers, superintendents, and other educational leaders.

The authors share six developmentally oriented strategies for establishing trust and building conditions for authentic, generative feedback: finding value in mistakes, modeling vulnerability, caring for the (inter)personal, clarifying expectations, sharing developmental ideas, and building an infrastructure for collaboration.

This work has implications for leadership and leadership preparation, especially given contemporary emphases on collaboration and high-stakes evaluations as tools for ongoing improvement, enhancing professional capital, and internal, individual, and system-wide capacity building.

Because a developmental perspective has been noticeably missing from the wider feedback literature and leadership preparation curricula, this work extends and enhances tenets from different fields (e.g. business, developmental psychology, educational leadership and educational leadership preparation), while also addressing urgent calls for educational reform; leadership preparation, development, and practice; and professional capital building.

The purpose of this paper is to discuss recent developments in school developmental supervisory evaluation in the Pudong New Area of Shanghai in the Chinese Mainland.

The main research approach is qualitative, using documentary analysis and interviews of an inspector, principals and teachers from two primary schools.

There were perceived positive and negative impacts of school supervision and evaluation.

The paper highlights the implications for fostering a shared school‐government community of school supervision and evaluation, promoting a dynamic approach for addressing contextual differences as well as achieving better coherence among educational reform, supervision and evaluation policies.

Recently, the interaction of mass education and the education of people with disabilities has been widely discussed in Russia. This is positive aspect because for a long time these systems were isolated from the other. There are a lot of reasons for such isolation including the political processes in Russia, the peculiarities of the educational system, and the education and training of general and special education staff.

Lately, some positive tendencies in the development of special education have developed; however, it still needs to be accelerated. For example, recently, a series of legal documents defining the fundamental rights of people with disabilities have occurred as well as the adoption of a state regulatory policy in relation to them. The new law on education, which clearly defines the concepts that had not been fixed in any normative act earlier, has come into force and has improved the opportunities for people with disabilities not only to provide secondary education but also to expand the opportunities for vocational education for them. However, there is still a lot of work to be done.

This chapter will present the system of special education in Russia as it has been shaped throughout the years and will describe the prospects for continued development and existing problems. It should be noted that the Russia’s disability system involves persons with physical and mental impairments for which it has been difficult or impossible to provide education in general education classes.