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The authors argue for a reconceptualization of rigor that requires sustained, direct, and systematic documentation of what takes place inside programs to document how students and teachers change and adapt interventions in interactions with each other in relation to their dynamic local contexts. Building on promising new programs at the Institute of Education Sciences, they call for the formulation of collaborative research standards that must require researchers to provide evidence that they have engaged in a process to surface and negotiate the focus of their joint work, and to document the ways participation in this process was structured to include district and school leaders, teachers, parents, community stakeholders, and, wherever possible, children and youth. They close by describing how this new criterion—\"relevance to practice\"—can ensure the longevity and efficacy of educational research.

This study examined the role of meaningfulness and motivating operations on the outcomes for equivalence-based instructions (EBI). In Experiment 1, we compared the establishment of two equivalence classes; both classes were considered as meaningful (Chemistry and Developmental Psychology contents) but only Developmental Psychology was expected to be educationally relevant to General Psychology students. Participants were assigned to two groups, in which only one content was presented. In Experiment 1, participants in the Chemistry group showed better performances compared to the Developmental Psychology group. This result suggests that, under similar conditions, equivalence classes on Chemistry contents were easier to learn. Experiment 2 assessed the effects of motivating operations in establishing equivalence classes. We systematically included instructions on whether participants would learn relations between meaningful stimuli and whether they were educationally beneficial. New participants were assigned to three groups. In the Abstract condition participants were told the stimuli were not meaningful and not educationally beneficial. The two meaningful conditions were the same as Experiment 1, with the Developmental Psychology classes being directly relevant to the course from which participants were recruited. The outcomes indicated that meaningful stimuli facilitated equivalence class formation and direct educational relevance further enhanced outcomes. These findings provide preliminary evidence of the role of motivating operations in enhancing equivalence class formation and relational frame theory’s concept of ROE-M.

Hepatitis C virus (HCV) is an increasing cause of morbidity and mortality in the United States. Many of the 2.7–3.9 million persons living with HCV infection are unaware they are infected and do not receive care (e.g., education, counseling, and medical monitoring) and treatment. CDC estimates that although persons born during 1945–1965 comprise an estimated 27% of the population, they account for approximately three fourths of all HCV infections in the United States, 73% of HCV-associated mortality, and are at greatest risk for hepatocellular carcinoma and other HCV-related liver disease. With the advent of new therapies that can halt disease progression and provide a virologic cure (i.e., sustained viral clearance following completion of treatment) in most persons, targeted testing and linkage to care for infected persons in this birth cohort is expected to reduce HCV-related morbidity and mortality. CDC is augmenting previous recommendations for HCV testing(CDC. Recommendations for prevention and control of hepatitis C virus (HCV) infection and HCV-related chronic disease. MMWR 1998;47[No. RR–19])to recommend one-time testing without prior ascertainment of HCV risk for persons born during 1945–1965, a population with a disproportionately high prevalence of HCV infection and related disease. Persons identified as having HCV infection should receive a brief screening for alcohol use and intervention as clinically indicated, followed by referral to appropriate care for HCV infection and related conditions. These recommendations do not replace previous guidelines for HCV testing that are based on known risk factors and clinical indications. Rather, they define an additional target population for testing: persons born during 1945–1965. CDC developed these recommendations with the assistance of a work group representing diverse expertise and perspectives. The recommendations are informed by the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) framework, an approach that provides guidance and tools to define the research questions, conduct the systematic review, assess the overall quality of the evidence, and determine strength of the recommendations. This report is intended to serve as a resource for health-care professionals, public health officials, and organizations involved in the development, implementation, and evaluation of prevention and clinical services. These recommendations will be reviewed every 5 years and updated to include advances in the published evidence.

Debates and policies in Europe as regards the diversity of higher education institutions and programmes have changed substantially over the years. When expansion of the rate of new entry students was expected to grow beyond 10%, diversification between types of higher education institutions became the most popular option, whereas no consensus emerged as far as the extent of diversity and the most desirable classifications are concerned. In the 1980s, attention shifted gradually towards \"vertical\" differences among institutions of formally the same type. Since the 1990s, more extreme modes of vertical diversity were more frequently advocated as options to embark into world-wide competition for \"world-class university\". The concurrent popular debates are criticized as blaming moderate vertical inter-institutional diversity, emphasis on intra-institutional diversity, efforts to put prime emphasis on a variety of profiles of any model other than extreme vertical diversity as counteracting \"quality\", although evidence for the superiority of the model praised is feeble. (HRK / Abstract übernommen).

The author of this commentary argues that physical scientists are attempting to advance knowledge in the so-called hard sciences, whereas education researchers are laboring to increase knowledge and understanding in an \"extremely hard\" but softer domain. Drawing on the work of Popper and Dewey, this commentary highlights the relative similarities between hard sciences and education research in their rhetorical nature, while acknowledging the divergent paths of these two fields of inquiry with regard to prediction and generalizability. The author suggests that given the highly contextualized nature of educational processes, embedded in shifting complex social settings, and the relevance of all variables, very little education research is able to pursue predictive power.

Globalization has been challenging the theory and practice of Public Administration at an unprecedented level. Major policy issues cross national boundaries cannot be solved without international collaboration-even domestic issues will be better understood and addressed with a global perspective. To advance Public Administration theory building, we need to examine issues across national and ethnodemographic divisions in order to better understand and explain context-specific phenomena. To ensure Public Administration's relevance to practice, we must reach out to the global public administration community in academic exchanges, global innovation and diffusion of best practices, and collaborative education. In the Minnowbrook spirit, we advocate moving toward \"Public Administration with a Global Perspective\" (PAGP) to render our teaching, research, and engagement more relevant to the changing reality of globalization. PAGP emphasizes serving a global community by building theories that offer greater explanatory power, have higher acceptability, and are more responsive to the demands in diverse and specific contexts.

The way in which researchers view education differs fundamentally from the way in which teachers view education. These different outlooks are (partly) a consequence of the different work roles of researchers and teachers. This article explores the question of whether it is really inevitable that research and practice each establish different views of education. The author shows that the definition of the role of researchers draws heavily on a dualistic view that separates knowledge from skill and detaches human intellectual faculties from other human faculties. Although such dualistic notions are highly contested nowadays, they are institutionalized in the definition of the work of researchers and the purpose of research. The contribution of this article lies in the presentation of a unifying framework in which the views of teachers and researchers can be (at least partially) reconciled in the context of clinical research practice.

Las carencias educativas resultantes de abandonar tempranamente la educación estarían contribuyendo significativamente a altas tasas de desempleo e inactividad entre los jóvenes. Sin embargo, la educación también es considerada un medio decisivo para afrontar estos problemas. Por tanto, merece especial atención obtener conocimiento sobre las condiciones en que se produce la reincorporación a la formación tras quedar esta interrumpida prematuramente. El estudio aquí presentado explora, en un centro educativo de segunda oportunidad ubicado en Ceuta (donde los indicadores mencionados alcanzan valores relativos muy elevados), la perspectiva que sus alumnos tienen de su recorrido vital previo a retornar a la formación en él y la incidencia atribuida al mismo. Para ello se recurre a datos procedentes de entrevistas individuales en profundidad realizadas a 39 jóvenes sin empleo y en riesgo de exclusión social con edades comprendidas entre los 18 y 24 años (29 en situación de abandono temprano de la educación y 10 que no se encontraban en esta situación), como parte de un estudio de caso más amplio referido a dicho centro, seleccionado por su éxito relativo y notoriedad en la mencionada Ciudad Autónoma. La información proporcionada por los participantes en forma de relatos ha sido objeto de análisis narrativo, aplicando dos procedimientos: biogramas que representan sucesos relevantes acaecidos en su vida junto a su visión de estos, y análisis temático de la información recogida en ellos. Globalmente considerados, los resultados indican que los recorridos realizados van siendo construidos mediante decisiones que los participantes adoptan entre alternativas determinadas por circunstancias personales, institucionales y sociales. Se aproximan así a biografías electivas. En este contexto, abandono educativo temprano y reincorporación a la formación revisten un carácter recurrente, transitorio y reversible, precisamente en virtud del relevante papel que desempeñan quienes viven estas situaciones, aunque lo desempeñen condicionados por su entorno institucional y social. The lack of education and training resulting from leaving education early might contribute significantly to high rates of unemployment and inactivity among young people. Education is also seen as a decisive means of tackling these problems. Therefore, acquiring knowledge about the conditions in which re-engagement with education occurs after it is prematurely interrupted deserves special attention. The study presented here explores the opinions of students attending a second-chance educational centre in Ceuta (where the aforementioned benchmarks have quite high levels) concerning their life courses prior to returning to education there and the impact they attribute to the centre. Data from in-depth, individual interviews were used to do this. These were performed with 39 unemployed young people at risk of social exclusion aged between 18 and 24 (29 had left school early and 10 had not), as part of a broader case study relating to a centre selected for its relative success and its reputation in Ceuta. The information provided by the participants in the form of stories was subjected to narrative analysis, using two processes: summary biographical tables, which represent relevant events from their lives alongside their views of them, and thematic analysis of the information contained in them. In broad terms, results indicate that the life courses the participants follow are shaped by decisions they take from options shaped by personal, institutional, and social circumstances. They are, therefore, something like choice biographies. In this context, early school leaving and re-engagement in training are recurrent, transitory, and reversible, precisely because of the important role played by the people who experience these situations, even if they do so constrained by their institutional and social setting.

Between 1940 and 2000 there was a substantial increase in educational attainment in the United States. What caused this trend? We develop a model of human capital accumulation that features a nondegenerate distribution of educational attainment in the population. We use this framework to assess the quantitative contribution of technological progress and changes in life expectancy in explaining the evolution of educational attainment. The model implies an increase in average years of schooling of 24%, which is the increase observed in the data. We find that technological variables and in particular skill-biased technical change represent the most important factors in accounting for the increase in educational attainment. The strong response of schooling to changes in income is informative about the potential role of educational policy and the impact of other trends affecting lifetime income.

Bullying is widespread in European schools, despite multiple intervention strategies having been proposed over the years. The present study investigates the effects of a novel virtual learning strategy (\"FearNot!\") to tackle bullying in both UK and German samples. The approach is intended primarily for victims to increase their coping skills and further to heighten empathy and defence of victims by non-involved bystanders. This paper focuses on the defender role. Applying quantitative as well as qualitative methodology, the present study found that \"FearNot!\" helped non-involved children to become defenders in the German sub-sample while it had no such effect in the UK sub-sample. German \"New Defenders\" (children who are initially uninvolved but are nominated as defenders by their peers after the intervention period) were found to be significantly more popular at baseline, and to show more cognitive empathy (Theory of Mind) for the virtual victims as compared to permanently non-involved pupils. Moreover, gender interacts with becoming a defender in its effects on affective empathy, with emotional contagion being particularly associated with New Defender status among girls. The findings are discussed in relation to previous research on anti-bullying intervention strategies and cultural differences in bullying prevalence rates and intervention outcomes.