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This chapter examines adolescent metacognitive knowledge in a fresh light and answers some methodological questions related to the investigation of the deepest layers of thinking during the information search. It does so by presenting a study that used an ethnographic approach to investigate the metacognitive knowledge of 10 adolescents, aged 16 to 18, over the course of four months, and in a variety of settings –– home, school, public libraries –– as they searched for, collected, and then used information for a school project. The study was framed by Flavel's model of metacognition (1977) and Kuhlthau's information search process (ISP) model, a six-stage, multidimensional model of information problem solving (1991, 2004). The chapter begins with a discussion about the ISP, metacognitive knowledge, and its potential for information seeking. The chapter then presents the findings of the study as a set of gaps and strengths of adolescent metacognitive knowledge, and concludes with commentary about the challenges and rewards related to conducting research with young people and suggestions for future areas of research.

This chapter focuses on Guided Entry into New Teaching and Learning Experiences (GENTLE), a reception centre designed to welcome student refugees and facilitate their early integration into schools in the Thames Valley District School Board in Ontario, Canada. Our examination focuses on the values and policies that guided leaders’ decision-making, the practices educators employed, as well as the allocation and use of resources to ensure Syrian refugee students were integrated successfully; each issue constitutes a noted gap in the related academic literature. This chapters draws from direct accounts of the eight education leaders, working at each level of Ontario’s educational governance structure, who played a role in the integration of Syrian student refugees in Ontario. The case underscores that fulfilling humanitarian visions, such as welcoming and integrating thousands of refugees, requires a nimble, well-coordinated, strategic and adequately resourced response; the response must be grounded in a wide range of evidence, including local/anecdotal insights, to achieve an inclusive vision for education. Aspirations to fulfil such a vision must be nurtured, learned, shared and collectively earned by educators operating at all levels of the system, which remains a perpetual work in progress. Implications for leader practitioners and researchers include the need to critically interrogate educational programming for refugees offered at all levels of the school system, inspire educators of varying perspectives to commit to a particular vision of inclusion for newcomers and manage resources morally, strategically, sustainably and flexibly.

Integration is a fundamental mandate of schooling in democratic and differentiated societies. This chapter analyzes the consequences generated by an increase in number of students without Italian citizenship in Italian schools, and the development of multiethnic classrooms. When non-Italian pupils comprise >25–50% of the pupils in classrooms, it’s worth questioning: Are these classrooms segregated? Which factors affect school integration and for whom? The chapter presents the results of the first survey on classrooms with a “high density” of students with an immigrant background carried out in Italy. This study is based on a sample of 1,040 students enrolled in lower secondary education in Lombardy. We use statistical indicators related to two dimensions of integration: (a) the institutional dimension (school access and achievement), and (b) the relational dimension (well-being and absence of conflicts among peers). Data analysis included indexes and a correlation matrix between indexes, regression analysis, and cluster analysis. Results demonstrate a positive correlation between the rate of non-native students in the classroom and low degree of integration, but also the complexity of factors at stake such as gender imbalance and the high concentration of students whose families have a low Socio-Economic Status (SES), independently from citizenship. These results enabled us to de-construct the concept of school integration, identifying a plurality of integrative factors and providing suggestions for intervention.

Much of the literature on innovation and entrepreneurship in education focuses on how external ideas, processes, and techniques can be applied to education systems, schools, and classrooms to improve educational performance. Little research, however, addresses the ways that internal ideas, processes, and techniques within educational systems, schools, and classrooms impart innovation and entrepreneurial skills to youth worldwide. This chapter identifies ways that these skills can be developed in youth through mass education systems. Particular attention is given to the ways that youth are prepared to participate in the knowledge economy by becoming information innovators and knowledge entrepreneurs.

In this chapter, Milena Ivova Ilieva describes the Roma minority in the education system of Bulgaria, where – according to data from non-governmental organizations working directly with the Roma community – the number of Roma people varies between 8-10% of the total population. The situation of the Roma community is characterized by its marginal position in the society at different levels, which stands out more clearly against the process of globalization. Ilieva shows the disadvantages in social situation and presents a general overview of the classification of the Roma Community about educational integration. She analyses the official statistical data and gives reasons for the low education level of Roma in Bulgaria and describes the policy measures for Roma integration after 1989. She concludes that at this stage of their existence, the programs which the Bulgarian State is trying to apply with regard to Roma, are not effective and do not conform to the specifics of the Roma community.

Over the past 30 years, China has made dramatic changes and improvements in various educational areas, including the educational technology field. These changes have been supported by policies initiated by the country's central government. This chapter reviews the historical development of China's educational technology policies, paying particular attention to the evolutionary process, and examining policy features that have influenced Chinese educational development. The Chinese education technology framework encourages the use of educational technology to address more ambitious goals for economic and social development and thus serves as an important catalyst for advancing Chinese education.

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education. It provides a detailed description of the development, realignment of educational practices, and polices necessary to allow inclusive education to succeed. The chapter begins with the origins of special education in Mexico via four stages. Next, the chapter provides a comprehensive classification of disability and the prevalence rates in Mexico. Then, the chapter delineates legislation and public policy that are essential components in providing a quality and equitable special education system. Next, a comprehensive description of special education intervention models follows along with how these models are incorporated in current teacher preparation endeavors. The chapter concludes with a summary of the progress that Mexico has attained in moving toward inclusive education as well as challenges to inclusive education.

Information and communications technology (ICT) offers enormous opportunities for individuals, businesses and society. The application of ICT is equally important to economic and non-economic activities. Researchers have increasingly focused on the adoption and use of ICT by small and medium enterprises (SMEs) as the economic development of a country is largely dependent on them. Following the success of ICT utilisation in SMEs in developed countries, many developing countries are looking to utilise the potential of the technology to develop SMEs. Past studies have shown that the contribution of ICT to the performance of SMEs is not clear and certain. Thus, it is crucial to determine the effectiveness of ICT in generating firm performance since this has implications for SMEs’ expenditure on the technology. This research examines the diffusion of ICT among SMEs with respect to the typical stages from innovation adoption to post-adoption, by analysing the actual usage of ICT and value creation. The mediating effects of integration and utilisation on SME performance are also studied. Grounded in the innovation diffusion literature, institutional theory and resource-based theory, this study has developed a comprehensive integrated research model focused on the research objectives. Following a positivist research paradigm, this study employs a mixed-method research approach. A preliminary conceptual framework is developed through an extensive literature review and is refined by results from an in-depth field study. During the field study, a total of 11 SME owners or decision-makers were interviewed. The recorded interviews were transcribed and analysed using NVivo 10 to refine the model to develop the research hypotheses. The final research model is composed of 30 first-order and five higher-order constructs which involve both reflective and formative measures. Partial least squares-based structural equation modelling (PLS-SEM) is employed to test the theoretical model with a cross-sectional data set of 282 SMEs in Bangladesh. Survey data were collected using a structured questionnaire issued to SMEs selected by applying a stratified random sampling technique. The structural equation modelling utilises a two-step procedure of data analysis. Prior to estimating the structural model, the measurement model is examined for construct validity of the study variables (i.e. convergent and discriminant validity).

The estimates show cognitive evaluation as an important antecedent for expectation which is shaped primarily by the entrepreneurs’ beliefs (perception) and also influenced by the owners’ innovativeness and culture. Culture further influences expectation. The study finds that facilitating condition, environmental pressure and country readiness are important antecedents of expectation and ICT use. The results also reveal that integration and the degree of ICT utilisation significantly affect SMEs’ performance. Surprisingly, the findings do not reveal any significant impact of ICT usage on performance which apparently suggests the possibility of the ICT productivity paradox. However, the analysis finally proves the non-existence of the paradox by demonstrating the mediating role of ICT integration and degree of utilisation explain the influence of information technology (IT) usage on firm performance which is consistent with the resource-based theory. The results suggest that the use of ICT can enhance SMEs’ performance if the technology is integrated and properly utilised. SME owners or managers, interested stakeholders and policy makers may follow the study’s outcomes and focus on ICT integration and degree of utilisation with a view to attaining superior organisational performance.

This study urges concerned business enterprises and government to look at the environmental and cultural factors with a view to achieving ICT usage success in terms of enhanced firm performance. In particular, improving organisational practices and procedures by eliminating the traditional power distance inside organisations and implementing necessary rules and regulations are important actions for managing environmental and cultural uncertainties. The application of a Bengali user interface may help to ensure the productivity of ICT use by SMEs in Bangladesh. Establishing a favourable national technology infrastructure and legal environment may contribute positively to improving the overall situation. This study also suggests some changes and modifications in the country’s existing policies and strategies. The government and policy makers should undertake mass promotional programs to disseminate information about the various uses of computers and their contribution in developing better organisational performance. Organising specialised training programs for SME capacity building may succeed in attaining the motivation for SMEs to use ICT. Ensuring easy access to the technology by providing loans, grants and subsidies is important. Various stakeholders, partners and related organisations should come forward to support government policies and priorities in order to ensure the productive use of ICT among SMEs which finally will help to foster Bangladesh’s economic development.

The focus of special education around the globe may be to provide specialized instruction to meet unique needs of children to help them achieve their full potential. However, each country around the globe may also have its own unique issues, barriers, legal frames, policies, and practices, as well as a history of its origin and evolution of policies and practices that govern special education in that country. This chapter describes how special education in Spain originated and evolved to its current state. It includes the following chapter sections: origins of special education in Spain; legislative acts; prevalence and incidence of various recognized disability areas; an overview of Spain’s education system including special needs education; current assessment and intervention practices; teacher education practices; family involvement considerations; and future challenges to special education.