Explore the vast range of titles available.

Although the gender gap in math course-taking and performance has narrowed in recent decades, females continue to be underrepresented in math-intensive fields of Science, Technology, Engineering, and Mathematics (STEM). Career pathways encompass the ability to pursue a career as well as the motivation to employ that ability. Individual differences in cognitive capacity and motivation are also influenced by broader sociocultural factors. After reviewing research from the fields of psychology, sociology, economics, and education over the past 30 years, we summarize six explanations for US women's underrepresentation in math-intensive STEM fields: (a) cognitive ability, (b) relative cognitive strengths, (c) occupational interests or preferences, (d) lifestyle values or work-family balance preferences, (e) fieldspecific ability beliefs, and (f) gender-related stereotypes and biases. We then describe the potential biological and sociocultural explanations for observed gender differences on cognitive and motivational factors and demonstrate the developmental period(s) during which each factor becomes most relevant. We then propose evidence-based recommendations for policy and practice to improve STEM diversity and recommendations for future research directions.

Because of the availability of new knowledge about the neurobiology of developmental brain injury, information that epidemiology and modern brain imaging is providing, the availability of more precise measuring instruments of patient performance, and the increase in studies evaluating the efficacy of therapy for the consequences of injury, the need for reconsideration of the definition and classification of cerebral palsy (CP) has become evident. Pertinent material was reviewed at an international symposium participated in by selected leaders in the preclinical and clinical sciences. Suggestions were made about the content of a revised definition and classification of CP that would meet the needs of clinicians, investigators, and health officials, and provide a common language for improved communication. With leadership and direction from an Executive Committee, panels utilized this information and have generated a revised Definition and Classification of Cerebral Palsy. The Executive Committee presents this revision and welcomes substantive comments about it.

Philanthropic involvement in education politics has become bolder and more visible. Have foundations changed funding strategies to enhance their political influence? Using data from 2000, 2005, and 2010, we investigate giving patterns among the 15 largest education foundations. Our analyses show growing support for national-level advocacy organizations. Furthermore, we find that foundations increasingly fund organizations that operate as \"jurisdictional challengers\" by competing with traditional public sector institutions. We apply social network analysis to demonstrate the growing prevalence of convergent grant-making—multiple foundations supporting the same organizations. These results suggest that a sector once criticized for not leveraging its investments now increasingly seeks to maximize its impact by supporting alternative providers, investing concurrently, and supporting grantees to engage in policy debates.

This article examines the OECD’s new PISA-based Test for Schools (“PISA for Schools”) program. PISA for Schools is part of the expanding education work of the OECD, building upon main PISA to enable school-to-schooling system comparisons. We examine the development of PISA for Schools, the nature of the instrument, and some initial effects of its introduction. Our theoretical framework focuses on new spatialities associated with globalization and the emergence of topological rationalities and heterarchical modes of governance. We analyze 33 interviews with personnel at the OECD and relevant edubusinesses, not-for-profit organizations, and philanthropic foundations. Pertinent documents and web-based media are also analyzed. We suggest that PISA for Schools provides an exemplary demonstration of heterarchical governance, in which vertical policy mechanisms open up horizontal spaces for new policy actors. It also creates commensurate spaces of comparison and governance, enabling the OECD to “reach into” school-level spaces and directly influence local educational practices. Este artículo examina el nuevo programa de las pruebas escolares de PISA (“PISA para escuelas) de la OCDE. PISA para escuelas forma parte del trabajo educativo en crecimiento que lleva a cabo la OCDE, basado en el PISA principal, para posibilitar comparaciones entre sistemas de escuelas en relación con escolarización. Examinamos el desarrollo de PISA para escuelas, la naturaleza del instrumento y algunos efectos iniciales de su presentación. Nuestro marco teórico se enfoca en nuevas especialidades asociadas con la globalización y el surgimiento de las racionalidades topológicas y las formas de gobierno heterárquicas. Analizamos 33 entrevistas con personal de la OCDE y empresas educativas relevantes, organizaciones sin fines de lucro y fundaciones filantrópicas. También se analizaron documentos pertinentes y medios de la web. Sugerimos que PISA para escuelas ofrece una demostración ejemplar del gobierno heterárquico, en el cual los mecanismos políticos verticales abren espacios horizontales para nuevos actores políticos. También genera espacios proporcionales de comparación y gobierno, permitiendo a la OCDE “llegar” a espacios de nivel escolar e influir directamente en las prácticas educativas locales. Cet article examine le nouveau programme de test de l’OCDE, reposant sur le PISA (Program for international Student Assessment, soit programme d’évaluation des étudiants à l’échelle mondiale), à destination des écoles (« PISA pour les écoles »). PISA pour les écoles fait partie du travail croissant d’éducation de l’OCDE, qui s’appuie sur le PISA principal pour permettre des comparaisons de l’école au système éducatif. Nous examinons l’élaboration du PISA pour les écoles, la nature de l’instrument et certains effets initiaux de son introduction. Notre cadre théorique se concentre sur de nouvelles spatialités associées à la mondialisation, ainsi que sur l’émergence de rationalités topologiques et de modes de gouvernance hiérarchiques. Nous analysons 33 entretiens avec des membres du personnel de l’OCDE et des organismes pertinents d’enseignement à but lucratif, des organisations sans but lucratif et des fondations philanthropiques. Sont également analysés des documents pertinents et des supports sur Internet. Nous suggérons que PISA pour les écoles présente une démonstration exemplaire de gouvernance hétérarchique, dans laquelle des mécanismes de politique verticale ouvrent des espaces horizontaux pour de nouveaux acteurs dans le domaine de l’élaboration de politiques. Il crée aussi des espaces de comparaison et de gouvernance de même grandeur, permettant à l’OCDE de « toucher » les espaces de niveau scolaire et d’influencer les procédures locales. 面向学校的国际学生评估项目（ ）：经济合作与发展组织（OECD）全球教育治理的拓扑合理性和新空间 、和 该文探讨了OECD新采用的面向学校的PISA测试（“面向学校的PISA”）项目。面向学校的PISA是OECD拓展教育工作的一部分，建立在PISA主研究的基础之上，以便进行从学校到学校教育体系的比较。我们审视了面向学校的PISA的研发、该工具的性质及其引进的一些初步效果。我们的理论框架注重与全球化相关联的新空间性，以及拓扑合理性和分布式治理模式的出现。我们分析了与OECD和相关教育企业、非营利组织和慈善基金会人员的33次访谈。对有关文件和基于网络的媒体也进行了分析。我们建议，面向学校的PISA提供分布式治理的示范性实证，纵向政策机制在其中为新政策行动者打开水平空间。它还创造了比较和治理的相应空间，使OECD“延伸到”学校级空间，并直接影响到当地的教育实践。 جيرارد فيرير استيبان - تحلل هذه المقالة إذا ما كان العزل الاجتماعي في المدرسة مستمد من سياسات وممارسات توزيع الطلاب بين المدارس وإذا كان التدفق داخل المدرسة مرتبطًا بفعالية نظام التعليم الإيطالي. تستخدم نماذج الانحدار الهرمي لوضع العوامل المجمعة إقليميًا لفرص التعلم تحت تأثير الفرز الاجتماعي بنظرة أبعد من أثر الفجوة الاقتصادية التقليدية بين الشمال والجنوب. وتشير النتائج إلى أن الممارسات التي تعزز أو تتفق مع التوزيع غير المتكافئ للطلاب بين الفصول الدراسية من المرجح أن تؤثر سلبًا على المستوى العام لفعالية التعليم، لاسيما في المناطق التي يوجد فيها أدنى مستويات التنمية الاقتصادية والاجتماعية. وفيما يتعلق بالتخصيص المتفاوت بين المدارس، أظهرت النتائج ما يهم عندما يتعلق الأمر بتقييم الأثر السلبي للفصل بين المدارس على النتائج التعليمية، وأنه لا يتعلق بمنطقة الإقامة ولكن بسبب إذا ما كان التلاميذ يعيشون في منطقة حضرية. وتتم مناقشة النتائج في ضوء نماذج إدارة تباين الطلاب الموجودة في الساحة الدولية. Данная статья исследует новую программу ОБСЕ для тестирования, основанную на PISA (\"PISA для школ\"). PISA для школ - это часть масштабной работы ОБСЕ в образовательной сфере, основанной на PISA , для сравнения систем школьного обучения. Мы изучили развитие PISA для школ, суть этого инструмента, а также первичные эффекты его внедрения. Наши теоретические рамки сосредоточены на новых особенностях, связанных с глобализацией и возникновением топологической рациональности и гетерархических режимов правления. Мы проанализировали 33 интервью с персоналом ОБСЕ, а также компаний, работающих в сфере образования, неприбыльных организаций и благотворительных фондов. Мы также проанализировали связанные с этим документы и Интернет-ресурсы. Мы предполагаем, что PISA для школ позволяет продемонстрировать гетерархическое управление, в котором вертикальные политические механизмы открывают горизонтальное пространство для новых политических субъектов. Он также создает сопоставимые пространства сравнения и управления, позволяя ОБСЕ \"проникать\" в пространства на уровне школ и напрямую влиять на местные образовательные практики.

Hoag et al honor Carolyn J. Rants, former international president of Delta Kappa Gamma, celebrating her lifelong leadership, vision, and service to the organization. They trace her 62-year membership and highlights her many contributions, including her presidency from 2008-2010, committee work, and role as a mentor and innovator. Known for her charisma, courage, creativity, and commitment, Rants led major organizational changes, including revising governing documents, strengthening branding, expanding international partnerships, and modernizing procedures and technology. She inspired collaboration across generations and emphasized service, celebration, and inclusivity. Even after her presidency, she remained actively engaged at local and state levels, supporting education and community programs. The tribute presents her as a model DKG leader whose legacy encourages members to be collaborative, courageous, and creative while honoring tradition and embracing change.

The neoliberal hegemony has found its last expression in a technoeducational agenda that, organized in policy networks with concrete ramifications in each country (technological corporations, philanthropic foundations, lobbies and think tanks), governs the subjects as in no other historical epoch. Among its most significant trends is the expansion of markets towards even more spheres of education through digital platforms, teacher’s and student’s data valorization processes, as well as dynamics of privatization or deregulation that had not been present during the last more than a decade of austerity. Therefore, the objective of the article is to analyze the displacement of public power towards the private sector and the blocking of alternative pedagogical solutions different to the market as a result of the introduction of digital technologies in Spanish educational policy. In addition to a detailed analysis of public tenders (web scraping), the methodology is based on the analytical approaches of “Network Ethnography” and “Critical Discourse Analysis”. The results verify that the European mechanisms to eradicate inequalities or digital gaps in education, or NextGenerationEU, materialize in important programmatic agendas to digitize education that end up reinforcing Spanish national capitalists.

This article explores the diffusion and adoption of performance-based funding policies using framing theory. Specifically, the authors examine the role of philanthropic foundations and policy organizations in generating and exporting performance-based funding in state contexts. Findings from an analysis of policy publications suggest that the organizations analyzed advance a specific policy narrative, while hindering alternative policy options. Analysis of policy adoption in specific state contexts supports this conclusion, indicating that states readily adopt the policy frame advanced by philanthropic foundations and policy organizations and consider few, if any, policy alternatives.

This article examines taxonomies and typologies as sensemaking processes to better understand identity and accountability in philanthropic foundations. While these organisations are established for public benefit purposes, public knowledge on them is limited, and concerns exist regarding their transparency, accountability and legitimacy. Challenges in the development of a taxonomy and typology as systematic processes of sensemaking are explored, providing nuanced insights into this organisational group’s identity and accountability. Publicly available data from two separate sources are examined as the basis for a taxonomy, and semi-structured interviews exploring accountability and identity provide the basis for a typology. This article highlights the importance of examining underlying commonalities as well as observable differences within a set of organisations, and exploring the interplay between the two. Collectively, findings from these sensemaking processes offer valuable insights into philanthropic foundations’ identity and accountability.

An increasing number of children and adolescents are surviving childhood cancer diagnoses due to developing treatment modalities, including chemotherapy and radiation. However, survival does not come without its complications, including the risk of infertility. Patients undergoing hematopoietic stem cell transplants, as well as those with metastatic sarcoma diseases, receive higher radiation and chemotherapy doses (alkylating agents in particular), which increase the risk of infertility. Fortunately, fertility preservation options for pre- and post-pubertal males and females are available, including gamete and/or tissue freezing that can be used later in life when the patient reaches childbearing age. Education and guidance about implications of oncology treatments can have on future fertility are often overlooked due to the stress of a new diagnosis, institutional barriers, and personal hesitations or lack of fertility preservation knowledge of the medical provider. New graduate nurses, often at the bedside with patients and families, can be keen advocators for fertility preservation if provided appropriate resources. Research for this article was conducted on PubMed and CINAHL. Search terms included fertility preservation, pediatric oncology, reproductive, cancer patients, and infertility, which produced over 100 articles. Upon narrowing the topic and limiting publication years (within the last 10 years other than five articles), 34 articles were thoroughly reviewed and included.

Philanthropic foundations are important agents of global policy transfer. While scholars have explored foundations’ policy roles in a range of contexts, we know relatively little about how they transfer policies and instigate institutional change under rigid authoritarianism – fields in which the state maintains centralized control and excludes other actors. This paper seeks to bridge this gap through analysis of a case study of the Ford Foundation’s grantmaking in the Chinese family planning field during a period of rigid authoritarian control (1991-2005). We find the Foundation stimulated the transfer of the Western “reproductive health” policy through two mechanisms: 1) incentivising elite researchers to conduct scientific research on rural women that was previously left “undone”; and 2) partnering with peripheral state actors for localised experimentations and gradually gaining access to central policymakers to encourage national policy innovation. We also discuss the contingencies and ambivalences of the Foundation’s influence under rigid authoritarianism.