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This paper shows how a shorter fecundity horizon for females (a biological constraint) leads to age and educational disparities between husbands and wives. Empirical support is based on data from a natural experiment commencing before and ending after China’s 1980 one-child law. The results indicate that fertility in China declined by about 1.2–1.4 births per woman as a result of China’s anti-natalist policies. Concomitantly spousal age and educational differences narrowed by approximately 0.5–1.0 and 1.0–1.6 years, respectively. These decreases in the typical husband’s age and educational advantages are important in explaining the division of labor in the home, often given as a cause for the gender wage gap. Indeed, as fertility declined, which has been the historical trend in most developed countries, husband-wife age and educational differences diminished leading to less division of labor in the home and a smaller gender wage disparity. Unlike other models of division of labor in the home which rely on innately endogenous factors, this paper’s theory is based on an exogenous biological constraint.

This study is concerned with the separate output effects of female and male education, as well as output effects of the educational gender gap. Several recent empirical studies have examined the gender effects of education on economic growth or on output level using the much exploited, familiar cross-country data. This paper aims to undertake a similar study of the gender effects of education on economic growth using a panel data across the provinces of Turkey for the period 1975-2000.

The theoretical basis of the estimating equations is the neoclassical growth model augmented to include separate female and male education capital and health capital variables. The methodology the authors use includes robust regression on pooled panel data controlling for regional and time effects. The results are found to be robust to a number of sensitivity analyses, such as elimination of outlier observations, controls for simultaneity and measurement errors, controls for omitted variables by including regional dummy variables, steady-state versus growth equations and different samples of developed and less-developed provinces of Turkey.

The main findings indicate that female education positively and significantly affects the steady-state level of labor productivity, while the effect of male education is in general either positive or insignificant. Separate examination of the effect of educational gender gap was to reduce output.

As evident in the literature, there is controversy surrounding the gender effects of education on growth. This paper provides new evidence on this issue from the perspective of a single country rather than a cross-country viewpoint.

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.

Inequality of opportunity is revealed by measures of a gender gap in education whereby women's participation is less than men's, is of shorter duration and is concentrated on lower levels of the educational pyramid. The gap is more pronounced and demonstrable in lower income regions or developing countries but, to the extent that there are discrepancies in men's and women's educational experiences in more developed countries also, the same principles apply.

This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.

The purpose of this paper is to argue that historical research methods offer an innovative and powerful way to examine, frame, explain, and disrupt the study of contemporary issues in educational leadership. More specifically, the authors examine how historical methodology might recast some of the questions educational leadership researchers presently engage and how the act of “doing history” might simultaneously lead to new research agendas and social change.

This conceptual paper provides a discussion of the explanatory and disruptive power of historical research methods and how intentional ignorance of uncomfortable historical realities, such as racist institutional structures and practices, undermines present-day efforts to advance equity in schools. Using the mainstream achievement gap narrative as an example, the authors consider the ways in which historical scholarship can effectively disrupt current conceptions of educational inequality and opportunity in the USA.

The paper suggests researchers close the “history gap” by engaging historical research methods in ways that better ground, contextualize, and disrupt the often ahistorical and uncritical ways the field frames present-day challenges like the achievement gap.

This paper explores the explanatory and disruptive power of historical research as a mode of inquiry in education leadership.

The present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap.

A qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with ©Minecraft (hereafter MC) and ©Second Life^TM (hereafter SL) used in two teacher education programs.

Teachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding.

Automated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers’ work in scaffolding design activities in the classroom is a direction for further work.

The model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools in K-12 education.

A novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.

The purpose of this paper is to focus on gender and social justice (SJ) among pioneer female principals and superintendents in the Arab education system in Israel. The research questions were: what motivated these women to act for SJ? Are there common personal characteristics and educational values which characterize these women? What actions have they taken to apply SJ through their work?

Four superintendents and two principals participated in in-depth interviews, describing their careers in education and their contributions.

The findings indicate that these women were highly motivated often by their backgrounds to right social wrongs upholding values of equality and justice and empowering others to succeed. They employed leadership skills that initiate a strong desire to succeed and challenged inegalitarian rules and norms. They brought their unique feminine strengths and experience to promote social goals far beyond requirements of their official job descriptions. Hopefully their views and actions can guide the Arab education system to pedagogy that rectifies social injustice includes students and empowers teachers.

It is concluded that through their jobs these women leaders were able to initiate a policy of change and promote a new educational agenda.

The purpose of this study is to identify the nature and extent of the “information gap” in Iraq and explore perspectives on international academic library collaboration using social media that may assist in reducing this gap. The study investigates the information gap in Iraq in the context of the country ' s recent history of political and social upheaval.

The study uses qualitative data collected through interviews with academic library managers, librarians and researchers in both Australia and Iraq.

The findings demonstrate that currently academic librarians in Iraq and Australia use social media differently. The degradation of critical research infrastructure and reliable communication means that Iraqi librarians rely heavily on informal communication channels. The study finds that use of social media offers will enhance collaboration by Iraqi academic librarians and reduce the information gap.

There are some limitations in terms of selection sampling, approaching Iraqi participants and average quality of connections. It is suggested that snowballing and chain sampling should be used.

The ethical challenges that are faced by the Iraqi community with social cultural systems are in the early stages of valuing higher education and a scholarly communication system based on unfamiliar models.

This study represents the first attempt to assess the information gap that exists in the wake of recent political and social upheaval, and to explore ways in which Iraqi librarians use social media to redress this gap.

Building on earlier research and discourse on women in educational leadership, we conducted a qualitative secondary analysis on conceptual and empirical research. A permeating theme throughout literature was women’s ability to negotiate gender and race in a historically marginalizing working environment. A key assertion made by authors is that by incorporating this dimension to their leadership can be helpful for those who search for life-sustaining contexts while simultaneously empowering themselves as agents of transformative change (Shields, 2010) who align everyday practice with core values. Implications and recommendation are offered that capture the impact of how women leadership behaviors interplay with race and gender.