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Based on the general formula, which depends on the length and difficulty of the test, the number of respondents and the number of ability levels, this study aims to provide a closed formula for the adaptive tests with medium difficulty (probability of solution is p = 1/2) to determine the accuracy of the parameters for each item and in the case of calibrated items, determine the required test length given number of respondents.

Empirical results have been obtained on computerized or multistage adaptive implementation. Simulation studies and classroom/experimental results show that adaptive tests can measure test subjects’ ability to the same quality over half the test length compared to linear versions. Due to the complexity of the problem, the authors discuss a closed mathematical formula: the relationship between the length of the tests, the difficulty of solving the items, the number of respondents and the levels of ability.

The authors present a closed formula that provides a lower bound for the minimum test length in the case of adaptive tests. The authors also present example calculations using the formula, based on the assessment framework of some student assessments to show the similarity between the theoretical calculations and the empirical results.

With this formula, we can form a connection between theoretical and simulation results.

This chapter presents a survey of education development in Oceania, a region of diversity held together by its commonalities, shaped by the largest ocean on the planet. The chapter outlines the regional contexts of Oceania and offers a brief historical overview of formal education. Oceania, like most regions, has struggled to mediate between global agendas and national and regional aspirations for sovereignty and self-determination. The chapter recounts ongoing efforts to navigate education in the post-colonial period, efforts to negotiate some of the aspirations of the Millennium Development Goals (MDGs), Education for All (EFA), and other global agendas of the early 2000s with, more recently, the Sustainable Development Goals (SDGs). In this survey, we hope to demonstrate collective efforts to respond to global agendas, to shape and strengthen regionalism, while maintaining sovereignty in a globalized world. We also highlight the evolving identities of the region, in particular the relationships between Australia and Aotearoa New Zealand and the Pacific countries that collectively make up Oceania.

After a decade of comparative and international education research, evaluation, reflection, and introspection, there still may not be a clear answer to the question: What difference does an Annual Review of Comparative and International Education make? Bereday’s questions regarding the field from the 1960s largely remain unanswered, and what answers there are remain relatively unchanged from the initial review of the field in 2013. In this reflective piece, the editor of the Annual Review of Comparative and International Education provides a retrospective look at what the Annual Review of the field has produced as well as what has not been accomplished over the first 10 years of the Annual Review’s publication. Key points are that (1) comparative and international education continues to be an affiliation-oriented rather than independent, well defined field of study and practice; (2) annual reflection on the field is meaningful even when the field seems resistant to change; and (3) comparative and international education scholars and professionals alike tend to under emphasize reflective scholarship and practice and over emphasize critique or critical commentary; (4) there is promise for the field related to unity, debate, clarification, understanding, and encouragement; (5) the field is persistently under-professionalized; (6) the state of the field is largely unchanged since the 1960s; and (7) the organization and content of the Annual Review itself – much like the field itself – is subject to reflection and change.

After a decade of comparative and international education research, evaluation, reflection, and introspection, there still may not be a clear answer to the question: What difference does an annual review of comparative and international education make? Bereday’s questions regarding the field from the 1960s largely remain unanswered and what answers there are remain relatively unchanged from the initial review of the field in 2013. In this reflective piece, the editor of the Annual Review of Comparative and International Education provides a retrospective look at what the Annual Review of the field has produced as well as what has not been accomplished over the first 10 years of the Annual Review’s publication. Key points are that (1) comparative and international education continues to be an affiliation-oriented rather than independent, well defined field of study and practice; (2) annual reflection on the field is meaningful even when the field seems resistant to change; (3) comparative and international education scholars and professionals alike tend to under emphasize reflective scholarship and practice and over emphasize critique or critical commentary; (4) there is promise for the field related to unity, debate, clarification, understanding, and encouragement; (5) the field is persistently under-professionalized; (6) the state of the field is largely unchanged since the 1960s; and (7) the organization and content of the Annual Review itself – much like the field itself – is subject to reflection and change.

The purpose of this paper is to explore the reform of initial teacher education (ITE) policy in Australia over a 25-year period from 1998 to 2023. It examines policy shifts and movements over this timeframe and aims to better understand the ongoing reforms in the changing contexts of their times.

The paper engages a critical policy historiography approach, focusing on four “policy moments” each linked to a review commissioned by the Commonwealth government of the day. It draws upon the reports and government responses themselves, along with media reports, extracts from Hansard, and ministerial speeches, press releases and interviews related to each of the four policy moments, asking critical questions about the “public issues” and “private troubles” (Gale, 2001) of each moment and aiming to shed light on the complexities of these accounts of policy and the trajectory they represent.

The paper charts the construction of the problem of ITE in Australia over time, highlighting the discursive continuities and shifts since 1998. It traces the constitution of both policy problems and solutions to explain the current policy settlement using a historical lens.

Its value lies in offering a reading of the current policy settlement, based on a close and systematic historical analysis. Where previous research has focused either on particular moments or concepts in ITE reform, this analysis seeks to understand the current policy settlement by taking a longer, contextualised view.

The primary objective of this study is to explore the nuanced interplay of conspicuous consumption, ethical label purchasing and the ensuing dynamics of civic virtue and cynicism within the luxury foodservice context.

Grounded in a theoretical understanding of solidarity within the context of product consumption, this research employs a two-pronged approach involving secondary data analysis and scenario-based experimental studies. The initial phase involves analyzing firm-level data from the Euromonitor database in 2019 and 2021. The main study employs a between-subjects experimental design with a cohort of 316 participants sourced from an online panel.

The results reveal a consistent pattern in the consumption of luxury foodservice and underscore a distinct upward trajectory in consumer demand for ethically labeled food. Notably, these findings underscore the moderating role of ethical label purchasing in the relationship between conspicuous consumption and consumers civic virtue. Additionally, ethical label purchasing moderates the impact of conspicuous consumption on consumer cynicism, both directly and indirectly through emotional solidarity related to both communal and equitable principles.

This study holds significance for both luxury food service researchers and market design practitioners. It provides valuable insights into how ethical labeling interacts with consumers conspicuous consumption, all facilitated by emotional solidarity.

There is widespread debate about the nationalistic top-down approach of citizenship education. By using the notion of cultural citizenship as a useful theoretical lens, citizenship education research tends to focus on the process of subjectivity construction among students’ citizenship learning process. The Communist Party of China plays a dominant role in cultivating citizens in the form of ideological and political education (IaPE) in Chinese universities. The research problem thus focuses on the dynamics and complexity of how Chinese university students construct their subjectivities regarding citizenship learning through IaPE. The main purpose of the study is to provide some research directions for understanding students’ citizenship learning today.

With the case study of one university in China and interview data from 25 students, this paper examines the ways in which students understand and respond to dominant discourses.

The findings revealed there is a deficit of citizenship learning in IaPE, and students felt ideologically pressurized. This study suggests students’ complex subjectivities of active participants but confused minds as a phenomenon in Chinese higher education, in which they must involve in IaPE for personal academic and career development, while they adopted covert strategies for self-conscious citizenship learning expectations. These strategies took the form ranging from obediently completing basic curriculum requirements and distancing away by studying abroad, to actively searching for learning opportunities from other courses and media society.

This paper contributes to citizenship education research by recognizing the complexities of how subjectivities are formed in formal university settings.

Purpose: This chapter aims to enlighten the stakeholders on the role and contribution and the issues and challenges of large-scale industries in the wake of the globally unified economies.

Need for the study: Large-scale industries are one of the pillars of any nation and can exercise an immense impact on the numerous facets of the economy of any country. Their role and contribution can benefit all the stakeholders, especially in today’s integrated and interdependent world economies. Hence, there is an absolute need to highlight the issues and challenges and suggest measures to overcome them to promote a resilient global economy.

Methodology: The study gathered data from secondary sources like textbooks, articles, and the internet.

Findings: The findings of the study state that large-scale industries are enormous contributors to employment creation, development of the economy, growth of revenue, research and development (R&D) and innovation, export promotion, and infrastructure. The significant challenges include regulatory compliance, workforce management, economic volatility, political instability, supply chain management, environmental compliance, and technology and infrastructure.

Protectionism, deregulation, public–private partnership, privatisation, and environmental regulation are significant government decisions that affect large-scale industries. The study identifies tax incentives, easy access to financing, and domestic and international trade policies to safeguard large-scale industries’ interests.

Practical implications: Large-scale industries contribute towards the growth of global economic resilience in terms of employment generation, technological advancements, and innovation, fostering international trade in today’s interconnected world.