Building Trauma Informed Schools: A Survey of Teachers’ Knowledge, Skills and Needs

Teachers regularly find themselves in situations when they are dealing with students who have experienced adverse childhood experiences (ACES) and trauma. In a survey of public school K-12 teachers in a New England school district, this article analyzes their trauma-related knowledge, skills and needs. While they feel they are doing the best they can, most do not have formal training on how to identify trauma in students or how best to address it. Most indicate that they do not have sufficient background in trauma identification, prevention or treatment and they feel they would benefit from it. Building trauma-informed schools will provide both teachers and students with greater supports and systems for more successfully addressing the traumas they carry.

A Systematic Literature Review of School Science Programs Addressing indigenous Perspectives: Research Approaches and Opportunities (1999-2019)

This article is a systematic literature review of cross-cultural science education research articles published between 1999 and 2019. Programs and practices that seek to extend our understanding of implementing effective cross-cultural research are analysed. More research in elementary school contexts, particularly in rural and remote locations is recommended. Including cognitive outcomes into the data collection mix would allow for a clearer picture of student learning. Future research in the field of indigenous science education should also include culturally responsive methodologies that work in an agreed middle-ground space.

Research Prospects, Higher Education and World University Ranking in China: A Review

This review paper focused on the high-impact research metrics, current state of higher education system and world university rankings of China. First, the research prospects in China described internationally with number of research field. Now, the largest field of research in China is engineering. In recent years, China ranked 1st position for publishing documents & citable documents among the world. China always ranked 1st position in high-impact research metrics on engineering field. The total number of Chinese Nobel laureates are thirteen (13). Secondly, an overview of higher education system in China presented with educational statistics. The enrolment procedure in Chinese universities to participated in National Higher Education Entrance Examination (Gaokao). In the recent years, the acceptance rate of Gaokao have increased. Now the number of high school graduates who attend in university is more than 60%. The number of foreign students has also increased rapidly. Finally, Academic ranking of world universities shown that there are four Chinese university placed in Top 100 university category. The best four Chinese universities are Tsinghua University, Peking University, Zhejiang University & Shanghai Jiao Tong University respectively.

Classroom Space and Creative Student Engagement: A Focus on the Sri Lankan Drama Classroom

Effective drama teaching and learning needs physical space: space for performance, expression, interaction and exploration. However, the Sri Lankan classroom environment remains largely unexplored in terms of investigating the relationship between the physical classroom environment and the teaching and learning of drama when process drama is the method of instruction. This article is based on the findings of a non-randomised control group intervention study, which involved forty classroom observations in secondary schools in Sri Lanka. The observations showed that students who were able to use the school’s open-air theatre for the entire intervention period engaged in far more collaborative, energetic, performative and creative behaviours than other classes who were in a confined classroom space with desks and chairs crammed closely together. Implications for the teaching of drama by different methods are discussed in the Sri Lankan context.

Knock on the Door: The Experiences of Internationally Educated Women Seeking Academic Positions in China

This study examines how gender shapes the experiences of internationally educated Chinese women academics in obtaining academic positions in higher education institutions in China. Drawing on feminist theories and using a qualitative narrative method, this paper investigates women’s experiences in applying and interviewing for academic jobs in China. The findings demonstrate various challenges women encounter, including gender-based discrimination, arbitrary evaluation criteria, and institutional inertia, and illustrate women’s subjectivity in pursuing academic careers. This study exposes the limitations of the statistical understandings of gender parity and the negative effects of neoliberal measurability, and suggests measures for institutions to promote gender equity.

Multiple-Goal Approach Among Indonesian University Students

A total of 1006 students from three public and two private universities in Indonesia participated in the study of multiple goals profiling in the Indonesian context. Four multiple-goal clusters, with learning, performance approach, performance avoidance, and work avoidance goals as clustering variables, were educed. Learning goals correlated positively with both performance approach and performance avoidance clusters, and negatively to work avoidance goals. Performance goals correlated positively with both performance avoidance and work avoidance goals. Learning, performance approach and performance avoidance goals correlated positively with self-efficacy. These clusters were further examined in relations to attributions, self-efficacy, theories of intelligence, religiosity, racial/ethnic identity, and academic performance.

The French and British Models of the University of the Third Age: A Socio-Historical Analysis

The University of the Third Age is one the leading organisations on older adult learning. Since its founding in 1973, it has been marked by an extensive increase of centres and members all over the globe. This article provides a socio-historical analysis on the origins and establishment of the French and British U3A models which, to-date, remain highly influential towards the planning and running of older adult learning. It provides both a thematic and chronological account of how the U3A movement grew to its present dimensions from unexceptional settings in Toulouse and Cambridge in 1973 and 1982 respectively.

Economics of Education after Covid

This article looks at the influence of financial accounting procedures on the way that investment in education is conceptualized. This field has been dominated by the idea that investment in public institutions should be seen as contributing to the public deficit, and accounting arrangements that reduce a current charge on the public purse encouraged. Drawing on the work of Kelton and Mazzucato, the authors argue that this thinking will be a blight on educational spending in the aftermath of the Covid pandemic, and that a more thorough-going debate is urgently needed to secure the future of education.