Cyberbullying among youth: A comprehensive review of current international research and its implications and application to policy and practice

2013 ◽  
Vol 34 (6) ◽  
pp. 575-612 ◽  
Author(s):  
Wanda Cassidy ◽  
Chantal Faucher ◽  
Margaret Jackson
Keyword(s):  
International Research ◽  
Policy And Practice ◽  
Comprehensive Review

scholarly journals Adoption Breakdown: Concept, Research, and Implications

2018 ◽  
Vol 29 (2) ◽  
pp. 130-142 ◽  
Author(s):  
Jesús Palacios ◽  
Nancy Rolock ◽  
Julie Selwyn ◽  
Maria Barbosa-Ducharne
Keyword(s):  
Basic Research ◽  
Detailed Examination ◽  
Research Literature ◽  
Considerable Progress ◽  
Journal Articles ◽  
Policy And Practice ◽  
Comprehensive Review ◽  
Service Characteristics ◽  
Body Of Knowledge ◽  
Methodological Difficulties

Purpose: A rich and heterogeneous body of knowledge about adoption breakdown has accumulated in recent years. The goal of this article is to review the existing research literature on the topic. Method: A comprehensive review of journal articles, book chapters, and technical reports addressing the issue of adoption breakdown was conducted. Results: Terminological and methodological difficulties are discussed before the main findings about the incidence of adoption breakdown are presented. A detailed examination of the child, parent, and support and service characteristics associated with the breakdown experience follows. The review ends with the analysis of some policy and practice implications, as well as with suggestions about how to increase and improve the study of adoption breakdown. Discussion: Although research into adoption breakdown has achieved a considerable progress in recent years, improvements are still needed in both the basic research and the applied implications domains.

scholarly journals Learning from Each Other: Respecting Cultural Differences in an International Research Agenda

2016 ◽  
Vol 22 (2) ◽  
pp. 167-174
Author(s):  
Richard ROSE
Keyword(s):  
Cultural Differences ◽  
International Research ◽  
Teaching And Learning ◽  
Common Ground ◽  
Research Collaboration ◽  
Research Capacity ◽  
Research Process ◽  
Policy And Practice ◽  
International Research Collaboration ◽  
Effective Dissemination

ABSTRACT As opportunities for international research collaboration increase, it becomes increasingly important to recognise the importance of respecting cultural differences in our traditions and approaches to the research process. By discussing these differences and also establishing common ground, it is possible to strengthen research capacity and draw upon a range of methodological and philosophical expertise. Such a process should also enable educational researchers to reconsider their relationships with other professionals and to engage with them in order to ensure that effective dissemination informs policy and practice. This necessitates the promotion of wider partnerships for research that respect the professional skills of teachers and other users of educational research. This paper challenges the notion that research should be exclusively located within the academy and calls for a reappraisal of working practices, that may lead to a more collegiate approach which thereby directly influences teaching and learning.

scholarly journals Barnehagen i et utdanningspolitisk kraftfelt

2009 ◽  
Vol 2 (3) ◽  
Author(s):  
Ingeborg Tveter Thoresen
Keyword(s):  
Early Childhood ◽  
International Research ◽  
School Policy ◽  
Political Context ◽  
Policy And Practice ◽  
Research Findings ◽  
International Learning

The author focuses on the educational and political context in early childhood and care institutions (ECEC), a context which is dominated by an international learning discourse. A study of official educational documents shows a shift towards learning in officially defined functions of the kindergarten. The author links her critique and examination of possible consequences of this shift to international research findings. She also draws upon Nordic research that can strengthen Nordic pre-school policy and pedagogy in its encounter with learning discourse and instrumental policy and practice.

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