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Aboriginal students experience disproportionate academic disadvantage at school. It may be that a capacity to effectively deal with academic setback and challenge (academic buoyancy) can reduce the incidence of academic adversity. To the extent that this is the case, academic buoyancy may also be associated with positive educational intentions. This study explores the role of academic buoyancy in Aboriginal students’ post-school educational intentions.

The survey-based study comprises Aboriginal (N = 350) and non-Aboriginal (N = 592) high school students in Australia.

Academic buoyancy yielded larger effect sizes for Aboriginal than non-Aboriginal students’ educational intentions – particularly in senior high school when educational intentions are most likely to translate into post-school educational behaviour.

Post-school education is one pathway providing access to social opportunity. Any thorough consideration of students’ passage into and through post-school education must first consider the bases of students’ academic plans and, by implication, their decision to pursue further study. Identifying factors such as academic buoyancy in this process provides some specific direction for practice and policy aimed at optimizing Aboriginal students’ academic and non-academic development.

Academic buoyancy is a recently proposed construct in the psycho-educational literature and has not been investigated among Aboriginal student populations. Its role in relation to post-school educational intentions is also a novel empirical contribution for both Aboriginal and non-Aboriginal students alike.

There has been limited research to date that takes account of marginalized migrants’ educational aspirations in the Global South using a human development lens. There is thus a need to consider where aspirations and education fit into processes of development among and for youth, particularly in the South-to-South migration context. This chapter conceptualizes the formation of educational aspirations among marginalized migrant youth. The emphasis is on higher education, with a focus on educational aspirations, because of the importance of higher education for both intrinsic and instrumental development of individuals in equipping them for multiple futures. Using the human development and capability lens for analysis, we argue that to understand educational aspirations we need to take account of material resources as well as the interaction between individual agency and structural conditions. The chapter argues that the formation of higher educational aspirations is complex, as is the environment that shapes them. Such a complexity requires an in-depth and comprehensive analysis to take account of the lived realities of marginalized groups.

In this chapter, the author analyses the education situation of Sinti and Roma in Germany and calls for a ‘Dawn of Learning!’ The author asks: Who is learning (from whom and for whom)? What is learned? What has to be learned? To answer these questions firstly the author describes the social and legal situation of the Roma minority in Germany then analyses their attainment in the German education system. With the help of two studies (Hundsalz, 1982; Strauss, 2011) the author demonstrates that educational attainments of German Sinti and Roma had significantly increased over time. Then the author emphasises the importance of mentoring programmes – involving Sinti and Roma as educational mentors – especially for their important role in the integration process. Lastly, the author shows the results of her own study aimed at revealing correlations of education and integration opportunities of Roma youth, with or without a limited residence permit in Germany (Hofmann, 2011). The question: What has been learned – so far? The author answers as followed: A dawn of learning for mutual respect and appreciation can be seen. The question: What has to be learned? The author’s answer: she wishes for a common aim of our learning processes to be a conscious and respectful handling of diversity which allows differences but focuses on common ground as a starting point for social negotiation to shape the society in which we want to live – on regional, national and European grounds.

Increasing income inequality particularly since the economic crisis of 1997 has called attention to the issue of growing educational inequality in South Korea. Although much recent research has been directed at understanding the socioeconomic gap in academic achievement, few studies have empirically examined how this gap has changed over time during the past decade in South Korea. Using nationally representative data for the most recent three cohorts (1999, 2003, and 2007) of eighth-grade South Korean students from Trends in International Mathematics and Science Study (TIMSS), this study examines trends in the relationship between socioeconomic background and student achievement. The eighth-grade TIMSS data demonstrate that the influence of socioeconomic background on student achievement has increased over time during the past decade, offering evidence of growing educational inequality in South Korea. Various factors may contribute to higher educational inequality, including the widening income gap and recent educational transformations geared toward school choice and tracking.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

The recent outbreak of Coronavirus disease has caused significant disruptions around the world. The global pandemic severely affects the education sector. However, amid the crisis, educators are resilient and resourceful and develop innovative ideas and learning designs to engage the students as much as possible. Educators in the special and inclusive education sector face more challenges due to the nature of students. The effective use of technology and mindset are the keys to success in this endeavour. This chapter discusses the institutional policies, good practices and practical ideas to overcome the difficulties in inclusive and special education students.

Contributes to the Global Information Virtual Conference by examining training needs in the higher education sector which will be engendered by the information revolution in the developing world. Focuses on the situation in South Africa, and considers a number of social processes that are driving developments in higher education.

The article reports results from an evaluation of Springboard, a family support programme introduced in Ireland during 1998. The evaluation is based on a non‐experimental design involving a pre‐post comparison of 319 children and 191 parents who participated in the programme. The two main outcomes reported here are children's psychological well‐being (measured by the Strengths and Difficulties Questionnaire ‐ SDQ), and the parent‐child relationship (measured by the Parent‐Child Relationship Inventory ‐ PCRI). Results showed improvements in SDQ and PCRI scores, equivalent to an effect size in the range 0.2 to 0.3, which is similar to the effect sizes produced by other family support programmes. At the end of the intervention, there was still a substantial amount of unmet need among children. The evaluation has two limitations: first, the use of a non‐experimental method means that we cannot be certain that all of the improved outcomes can be attributed to Springboard; second, the diverse interventions which constitute Springboard, and family support programmes generally, means that it is impossible to separate effective from ineffective interventions within the programme.