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How do institutional settings and their embedded policy principles affect gender-typed enrolment in educational programmes? Based on gender-sensitive theories on career choice, we hypothesised that gender segregation in education is higher with a wider range of offers of vocational programmes. By analysing youth survey and panel data, we tested this assumption for Germany, Norway and Canada, three countries whose educational systems represent a different mix of academic, vocational and universalistic education principles. We found that vocational programmes are considerably more gender-segregated than are academic (e.g. university) programmes. Men, more so than women, can avoid gender-typed programmes by passing on to a university education. This in turn means that as long as their secondary school achievement does not allow for a higher education career, they have a higher likelihood of being allocated to male-typed programmes in the vocational education and training (VET) system. In addition, social background and the age at which students have to choose educational offers impact on the transition to gendered educational programmes. Overall, gender segregation in education is highest in Germany and the lowest in Canada. We interpret the differences between these countries with respect to the constellations of educational principles and policies in the respective countries.

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.

In 1998 three Danish universities developed an interdisciplinary, problem‐oriented curriculum in order to strengthen capacity‐building capabilities in the area of environmental education, training and research at universities and research organisations in Malaysia and Thailand earmarked for environment and development assistance by the Danish government. The programme, which was partly implemented in developing countries as periods of fieldwork, represented important educational innovations. The purpose of this study was to evaluate these activities. The distinct principles forming the educational foundation of the programme were identified. These related to the curriculum organization, the learning tasks and the learning environment. The first step in a cogent evaluation process was to examine how the educational principles were oprerationalized into practical teaching/learning steps. In the next step, they formed the criteria for the evaluation. On the basis of quantitative and qualitative data it was shown that the programme fulfilled the stipulated accademic requirements.

The purpose of this article is to examine and condense the literature on influence and persuasion.

The article identifies basic principles of influence in the theoretical and research literature, which are supported by empirical study.

Ten principles of influence were identified, empirical support for each was given, and implications for educational leaders were discussed. In brief, ten basic strategies for educational leaders are proposed to persuade and influence students, teachers, and parents – ten principles of influence.

The propositions identified are a beginning not an end, and caution must be used to prevent the unethical use of each principle.

This study refines Cialdini's six principles of persuasion and add four more of our own to round out ten basic strategies educational leaders can use to persuade and influence students, teachers, and parents – ten principles of influence.

This study investigates the leadership tenets informing veterans’ work as school leaders. Drawing on 15 interviews and surveys with military veterans working as educational leaders, the study relies on Stake’s (2006) case study method to substantiate assertions that veterans: 1) come into education without the support of a transitional program, 2) are committed to taking care of their people, 3) have a strong belief in service, 4) are influenced by leadership that they have witnessed, and 5) are equipped to manage delegating and accountability by virtue of military experiences.

In this chapter we consider the Individuals with Disabilities Education Improvement Act’s (IDEA 2004) provision that requires that students’ special education services in their individualized education programs be based on peer-reviewed research (PRR). We begin by reviewing federal legislation (i.e., Educational Sciences Reform Act, 2002, IDEA 2004; No Child Left Behind Act, 2001; Reading Excellence Act, 1998), which influenced the PRR principle and eventually the PRR language in IDEA. Next, we examine the US Department of Education’s interpretation of PRR in IDEA 2004 and review administrative hearings and court cases that have further clarified the PRR requirement. Finally, we make recommendations for teachers and administrators working to meet the PRR requirement when developing intervention plans for students with disabilities.

This account aims to introduce contrasting perspectives on teaching and learning methods, and to detail the growth of new forms and vocabularies of access to learning. As we move towards the new millennium, the development of national, yet diversified, credit frameworks and systems will provide an essential underpinning for the organisational culture that will be needed to sustain the wellbeing and growth of the educational system. These new systems are already being incorporated into the practice of ‘virtual’ education. Lifelong learning has widespread support across the social and political spectrum and its importance can hardly be over‐stated as we seek to maintain competitiveness in a changing world. Increasing knowledge and understanding to serve both the needs of the economy and of individuals to play a major role in democratic life has become an agenda of necessity as well as desire. An open society requires open systems of knowledge. A prognosis for the future is submitted where the significance of part‐time modular and open flexible learning is evaluated in terms of a curriculum rooted in useful knowledge and competences, acquired at different sites of learning, including the workplace. It is argued that modular structures, using the potential offered by credit accumulation and transfer to different institutions with different missions, can transcend and transform the learning opportunities for students in a mass system of higher education which is rapidly becoming part of a global market economy and society. Continuous lifelong learning involving its key features of open access, recognition of learning wherever it takes place and the growth of new learning networks and partnerships, is at the conceptual heart of the development of the virtual university.

This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system’s efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.

The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time has been a vital tool for educational reform, yet many applications of organizational theory and literature on educational change neglect to underscore its importance. The authors explore resources, guidelines and practices related to time employed to recuperate from pandemic-related disruptions to schooling.

The authors discuss three cases in which time has been utilized to recover from the COVID-19 pandemic: (1) accelerated learning; (2) extended time; and (3) redeveloped professional learning. For each case, the authors demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling to provide resources and learning opportunities to students and educators.

This article describes how district and school leaders can draw on their agency to reshape time-use in educational organizations.

This article advances an innovative framework demonstrating the importance of time in educational change. The authors also portray innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context.

The rise of special education in Norway dates back to the early 1880s. Originally, special education was strongly influenced by the Age of Enlightenment and religious and philanthropic commitment to disadvantaged children. This chapter describes the development of special education by examining five critical eras, namely, The Era of Philanthropy, the Era of Segregation – Protection for Society, The Era of Segregation-Best Interest of the Child, The Age of Integration – Social Critique and Normalization, and The Age of Inclusion. Also, included are sections on the origins of public education, teacher preparation aspects, approaches to special education, working with families, and important legislative acts that support the right to education for students with disabilities. The chapter also explores the tension that exists today between regular and special education due to Norwegian legislation that emphasizes that students that do not benefit from regular education have a right to special education. The chapter concludes with a discussion about the future challenge to special education, namely, the efficacy of special education.

The aim of this paper is to present the use of virtual communities in work processes in Popular Education, a field strongly supported by presentiality because of historical social inequalities in Brazil. It presents the assessment of the Virtual Community Work (CVT) used in the Popular Healthcare Education Policy (PNEPS).

The exploratory research adopted two paths of analysis, one quantitative (using questionnaire) aimed to collect the participants’ perceptions regarding the navigation, tools and features of CVT, and the other qualitative through observation of the interventions in its different spaces, having discourse analysis as the technique for analysis.

The hands-on nature of Popular Education, revealed in the posts and in the speech of the participants, showed the potential and challenges of the territory and the need for change, both of the professional’s outlook on his or her own work process and working with health in the communities that are, still today, very centered around authoritarian models.

Because the participation was not mandatory, the reduced number of participants was the main limitation of this work.

The health problems specified in the interactions and much discussed in CVT may help the consolidation of the policy as the main practical implication.

Contribute to the creation of a network for the exchange of educational experiences in the field of Popular Education.

The innovating character of this work lies in the application of Virtual Community in the field of popular education within the health sector as a strategy for implementation of a national policy.