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This is the first study of its kind to explore the relationship between studentsʼ year of education and their intention to start a business once they have completed their undergraduate studies. The article also examines studentsʼ cumulative grade point average and their intention to start a business once they have completed their undergraduate studies.These pioneering findings are based on an extensive title review (including their summaries) of hundreds of articles related to these factors listed in EBSCO.

There are several small territories in the Caribbean that have not yet gained their independence and remain under the control of a metropolitan power. These include the territories governed by the United Kingdom (UK) and the Netherlands. This chapter analyses the way in which education policy and reform are enacted in these quite unusual circumstances – with pressures and influences both from the territories and their respective metropoles. The chapter is constructed around two interlinked parts. The first considers the broader political and economic relationships that exist, and the place that education has within them. Both the UK and the Netherlands use language, such as, “partnership,” “prosperity,” and “renewal” to describe their approach to the territories, including in relation to the education sector. However, both governments have used different mechanisms to facilitate change – the British have a slightly more detached approach, while the Dutch are more hands-on. This has important implications for the way in which education is managed in their territories and the consequences that result – and these issues are explored further in the second part of the chapter. By focusing particularly on the Dutch BES (Bonaire, Saint Eustatius, and Saba) islands and Bermuda (a UK Overseas Territory), the chapter traces the contours of recent education reforms, and evaluates the advantages and disadvantages of the particular approaches taken. The more flexible approach of the UK is perhaps preferable, but here too concerns are raised about neocolonialism and the lack of sensitivity when it comes to local norms and practices.

Students with an intellectual disability historically faced exclusion in both schools and in their communities. Through court cases, legislation, and parental advocacy, students with an intellectual disability were awarded the right to an education, and under the Individuals with Disabilities Education Act, an education in the least restrictive environment. This chapter explores the historical and current state of inclusion for students with an intellectual disability as well as the current and historical research base regarding inclusive educational placements for students with an intellectual disability. The chapter concludes with a discussion of the future of inclusive education for students with an intellectual disability.

The research aimed to clarify how supervisors in the Arab education system act to close the achievement gaps and to introduce learning programs that can empower students and improve their achievements. Qualitative research employed in-depth interviews with supervisors in the Arab education system, which constitutes a substantial element of the schools’ governance. The research attempted to answer the following questions: (1) Which steps do education administrators in the Arab education system take to reduce students’ underachievement, widen circles of cooperation and empower change agents during crises that deepen achievement gaps between Arab and Jewish students? (2) Do Arab school supervisors understand their interplay with government policies as empowering or disempowering them to improve students’ achievements and ensure the curriculum’s cultural relevance? (3) To what extent do the supervisors believe that cultural change is required to enable them to empower school communities to become societal innovators for equity, peace and renewal within existing administrative structures?

Research findings were interpreted through the lens of Turbulence Theory (Gross, 2014). Findings indicated that the supervisors strive to improve students’ achievements. A major challenge is to ensure the relevance of learning programs to the school community, while mediating between local community demands and the technocratic accountability imposed by the Ministry of Education for the implementation of its policies. This leadership is isolated in its efforts to establish fairness and education for empowerment and coexistence in a divided society. Implications and directions for future research are discussed.

School climate has been associated with the academic achievement of students. The purpose of this study was to extend that body of research by examining the organizational health of a typical set of high schools in the state of Ohio. In particular, the focus was on the organizational health of high schools and mathematics proficiency as defined by the percentage of 12th grade students who passed the Ohio Proficiency Examination in Mathematics.

This study addresses recent changes in the career development climate in the USA in which individuals have ultimate responsibility for managing their own careers. We examined empirically the relationship between a relevant set of skills relating to self‐knowledge, interpersonal knowledge, environmental knowledge and effective career management. Data were gathered from 446 students and graduates who had completed a 28‐week, two‐semester managerial skills course within the past five years. The correlation and regression results provide strong support for the hypothesized relationships. The findings reveal that reported acquisition and utilization of skills relating to self‐knowledge, interpersonal knowledge, and environmental knowledge are associated with personal learning, goal setting, career strategies, and career decision making. Implications and directions for future studies are discussed.

The purpose of this paper is to analyze the impact of Hurricane Sandy and a series of snowstorms that affects two universities in the northeast.

A survey instrument was used to assess the educational impact that these storms had on the college students at two AACSB business schools located in the New York City area. Utilizing 519 observations from Hurricane Sandy in 2012 and 441 observations from the snowstorms in the Spring of 2015, the paper is able to document the impact these natural disasters had on the college students in a few selected areas. The paper conducts univariate t-statistics for mean differences, principal component analysis determining eigenvalues, and a multivariate logit model using log likelihood functions.

The empirical results illustrate that the two different events had different impacts upon the students. In addition, the events in certain circumstances had different impacts upon the student responses between the two universities. Students perceived an increase in preparation by the faculty more significantly when make-up classes were conducted in classrooms as opposed to additional online work. Dorm residents at the suburban university felt greater financial hardship than their counterpart dorm residents at the urban university. Commuter students overall felt an increase in concerns related to their overall education.

The empirical results are robust to multiple specifications, and the authors are able to identify the predominate factors that affected the students during the two natural disasters. The unique survey based nature of the data set provides valuable insights into the students’ behavior that has not previously been documented.

The purpose of this paper is to determine the responses of women college students to discount stores and category killers in terms of the importance of seven‐store characteristics as well as their expectations for these attributes. Another purpose was to determine differences, if any, between these two store formats. Further the moderating variables of shopping frequency and orientation were introduced to determine if they influenced the results.

Personal interviews were used to collect data from a random sample of women college students from one university through the administration of a structured survey instrument. Statistical analyses were employed to generate the results.

Differences were found in the respondents' perceptions for both importance and expectations for six of the seven‐store attributes. For one characteristic, continuity of supply, no differences emerged and this characteristic was deemed important for both store formats. Moderating variables did not alter the results.

Given the limited nature of the sample, there is a need for replication of this research in other geographic regions, including international sites in order to corroborate these findings. Also, replication with men is needed.

This study provides guidance to both discount store and category killer executives on the types of strategies and tactics needed to better attract and retain women college students.

Attention was directed to women college students, a highly desired but often neglected market segment. Further, continuity of supply, an attribute not often indicated in most retailing texts emerged as very important and highly expected by respondents.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.