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The purpose of this study, in part, was to confirm the factor structure of the School-Level Environment Questionnaire, which assesses six school climate factors that can be considered important for improving schools. The study also tested a research model of the relationships between the school climate, teachers' self-efficacy and job satisfaction. The participants included 781 Western Australian high- school teachers in 29 schools. When the data were analysed by means of structural equation modelling, teacher self-efficacy and teacher job satisfaction were both related to school climate dimensions and there was also a relationship between teacher self-efficacy and job satisfaction. These results provide practical information for improving school climate and suggest that it is worthwhile for school principals to consider factors within the school climate and how they might be enhanced. [Author abstract]

The current study aims to determine the extent to which current issues and anticipated problems in the Anthropocene are addressed in the learning outcomes of the curricula prepared by the Ministry of National Education (MoNE) for primary, middle, and high school levels (Anatolian High Schools). In addition, the study aims to describe the current state of the learning outcomes in these curricula in terms of guiding learners towards practical applications, developing original solutions, and actively participating in solving the problems humanity faces today and will face in the future in line with the concept of the Anthropocene and problem-centred curriculum designs. To do so, the study employed the content analysis method and analyzed the curricula of required courses at primary, middle and high school (Anatolian High Schools) levels that were in use in 2018. In the analysis of the data, categories based on various problem areas were developed, and the distribution and frequency of the curriculum outcomes across these categories were determined. Moreover, in order to explore the presence of problem areas in the learning outcomes, the latter were analyzed according to the criteria determined in line with problem-centred curriculum designs. It was found that the problem areas are addressed in the learning outcomes of middle school curricula to the greatest extent, followed by the learning outcomes in primary and high school (Anatolian High School) curricula. As the education levels progress, a consistent increase in the number of outcomes that fully address the problem areas is not observed. Among the outcomes at all levels of primary, middle and high school education (Anatolian High Schools), the most frequently addressed problem areas are Traditions and culture at risk and Artificial intelligence and new technologies. The problem areas that are least frequently addressed in the outcomes at all three levels are Lack of decent work and opportunities and Migration. The results suggest that various problem areas in the Anthropocene that affect the nature and humanity today and tomorrow should be included in a balanced manner across all education levels and in the curricula of required courses suitable to all age groups. It is also recommended that curricula be designed in such a way as to train individuals who can foresee future problems, produce solutions to them and subsequently implement these solutions. Bu araştırmada Milli Eğitim Bakanlığı (MEB) ilkokul, ortaokul ve ortaöğretim (Anadolu Lisesi) kademeleri öğretim programları kazanımlarında, Antroposen (İnsan Çağı)’deki günümüz sorunlarına ve gelecekte beklenen sorunlara yer verilme durumunu tespit etmek amaçlanmıştır. Ayrıca araştırmada, Antoposen (İnsan Çağı) ve sorun merkezli program tasarımlarının anlayışına uygun olarak, Antroposen (İnsan Çağı)’de insanlığın günümüzde karşılaştığı ve gelecekte karşılaşacağı sorunlar karşısında, öğretim programları kazanımlarının öğrenenleri; sorun alanlarıyla ilgili uygulamaya, sorunlara özgün çözüm önerileri geliştirmeye ve sorunların çözümüyle ilgili aktif katılım göstermeye yönlendirme durumunun betimlenmesi amaçlanmıştır. Araştırmada, içerik çözümleme yöntemi kullanılmıştır. Buna göre, 2018 yılında yürürlüğe giren ilkokul, ortaokul ve ortaöğretim (Anadolu liseleri) kademelerindeki zorunlu ders kapsamında yer alan derslerin öğretim programları inceleme kapsamına alınmıştır. Verilerin analizinde çeşitli sorun alanlarına dayalı olarak kategoriler geliştirilmiş, öğretim programları kazanımlarının bu kategorilere dağılımı ve sıklığı belirlenmiştir. Ayrıca sorun alanlarının öğretim programları kazanımlarında mevcut olma durumunu belirlemek için sorun merkezli program tasarımlarının odaklandığı hedefler doğrultusunda belirlenen ölçütlere göre kazanımlar analiz edilmiştir. Sorun alanlarının en fazla ortaokul kademesi öğretim programlarının kazanımlarında tam olarak mevcut olduğu tespit edilmiştir. Bu kademeyi ilkokul ve ortaöğretim (Anadolu Lisesi) kademeleri kazanımları izlemiştir. Kademeler ilerledikçe sorun alanlarının tam olarak mevcut olduğu kazanım sayısında düzenli bir artış gözlenmemiştir. İlkokul, ortaokul ve ortaöğretim (Anadolu Lisesi) kademelerinin tümündeki kazanımlarda ise en sık karşılığı bulunan sorun alanları Gelenekler ve kültürlerin risk altına girmesi ve Yapay zeka ve yeni gelişen teknolojiler olmuştur. Her üç kademede kazanımlarda tam olarak mevcut olan, fakat en az sıklıkta bulunan sorun alanları ise İnsana yakışır iş ve fırsatların olmaması ile Göç olmuştur. Araştırma sonuçlarına göre, günümüzde ve gelecekte doğayı, insanlığın tümünü etkileyen Antroposen (İnsan Çağı)’deki çeşitli sorun alanlarına tüm kademeler ve zorunlu derslerin öğretim programlarında yaş gruplarına uygun olarak, dengeli biçimde yer verilmesi önerilmektedir. Ayrıca öğretim programlarının gelecekte de ortaya çıkabilecek sorunları öngören, sorunlara çözüm üretebilen, çözümleri hayata geçirebilen bireyler yetiştirmeye dönük olarak düzenlenmesi önerilmektedir.

How AI is revolutionizing the future of learning and how educators can adapt to this new era of human thinking. Artificial Intelligence (AI) is revolutionizing the way we learn, work, and think. Its integration into classrooms and workplaces is already underway, impacting and challenging ideas about creativity, authorship, and education. In this groundbreaking and practical guide, teachers will discover how to harness and manage AI as a powerful teaching tool. José Antonio Bowen and C. Edward Watson present emerging and powerful research on the seismic changes AI is already creating in schools and the workplace, providing invaluable insights into what AI can accomplish in the classroom and beyond. By learning how to use new AI tools and resources, educators will gain the confidence to navigate the challenges and seize the opportunities presented by AI. From interactive learning techniques to advanced assignment and assessment strategies, this comprehensive guide offers practical suggestions for integrating AI effectively into teaching and learning environments. Bowen and Watson tackle crucial questions related to academic integrity, cheating, and other emerging issues. In the age of AI, critical thinking skills, information literacy, and a liberal arts education are more important than ever. As AI continues to reshape the nature of work and human thinking, educators can equip students with the skills they need to thrive in a rapidly evolving world. This book serves as a compass, guiding educators through the uncharted territory of AI-powered education and the future of teaching and learning.

Parental and peer influences on adolescent substance use have been well demonstrated. However, limited research has examined how parental and peer influences vary across school contexts. This study used a multilevel approach to examine the effects of school substance use norms and school racial composition in predicting adolescent substance use (a composite measure of alcohol, tobacco, and marijuana use) and in moderating parental and peer influences on adolescent substance use. A total of 14,346 adolescents from 34 schools in a mid‐western county completed surveys electronically at school. Analyses were conducted using hierarchical linear modeling. Results indicated that school‐level disapproval against substance use and percentage of minority students at school were negatively associated with adolescent substance use. School‐level disapproval moderated the association between peer substance use and adolescent substance use, with the association being stronger when school‐level disapproval was lower. School racial composition moderated the influence of parental disapproval and peer substance use on adolescent substance use. Specifically, both the association between parental disapproval and adolescent substance use and the association between peer substance use and adolescent substance use were weaker for adolescents who attended schools with higher percentages of minority students. Findings highlighted the importance of considering the role of school contexts, in conjunction with parental and peer influences, in understanding adolescent substance use.

'Language, Literacy, and Learning in Primary Schools' is a synthesis of the findings arising from four years of policy research and development in Nigeria's primary schools that focused on the gap between what teachers should know and be able to do, and the realities of teaching and learning in classrooms. It begins by critically examining the outcomes of primary schooling as measured by learning achievement results from national assessments, and by identifying some core learning problems for Nigerian primary school children. It reviews the findings from recent research reports that studied teaching and learning processes in primary school classrooms, and it identifies the pedagogical issues in primary classrooms that contribute to poor learning achievements. This report describes a research and development program that set out to improve teaching and learning in core learning skill areas of the curriculum. This study identifies priority areas for teachers' professional development. It suggests a policy framework for the continuing professional development of primary school teachers, including the initial preparation of teachers and their induction into teaching. It proposes medium and long-term strategies to bring about the desired changes in teaching and learning through school-based approaches to teacher development.

Introduction - International trends influencing secondary education in Sub-Saharan Africa - Issues of governance in secondary education in Sub-Saharan Africa - Management of secondary education: focus on the school - Accountability - The governance and accountability of private schools - Special issue: addressing ICT and technical training - Recommendations.

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

A well-constructed and reasoned debunking of the mythology of amateurism in for-profit NCAA athletics For the last 60-plus-years, as the revenue-generating capacity of Power Five football and men's basketball has dramatically increased, NCAA Division I Power Five football and men's basketball players (college profit-athletes) have been economically exploited, their labor has been severely restricted. To mask this inequity, the NCAA and its members created, disseminated, and embedded a fictitious \"collegiate model of athletics\" established and repeatedly modified for the benefit of member schools, designed to ensure profit-athletes were denied employment status and just compensation for their athletic labor. The NCAA and the Exploitation of College Profit-Athletes: An Amateurism That Never Was provides a comprehensive historical, sociological, legal, financial, and managerial argument for the reclassification of profit-athletes as employees. Such a reclassification would permit profit-athletes to gain not only fair financial compensation but also equal access to educational benefits that have been promised but systematically denied. The authors trace how Power Five college sports have morphed into a hyper professionalized and commercialized sport-business enterprise. They provide evidence that at least since 1956 the NCAA's amateurism has been a collusive, exploitative, and racialized \"pay for play\" scheme that disproportionately affects Black profit-athletes. The authors cut through the institutional doublespeak of approved benefits, cost-of-attendance stipends, or name, image, likeness (NIL) collectives to lay bare the immorality of Power Five college sports. The NCAA and the Exploitation of College Profit-Athletes makes the case that profit-athletes (and their representatives) must have the right to unionize and freely negotiate a collective bargaining agreement with management (e.g., NCAA, Power Five conferences and athletic departments). In addition, this book offers a forward-thinking structure in which individual labor contracts, or a potential collective bargaining agreement, address profit-athlete compensation and working conditions.

Given that schools are, potentially, powerful sites for influencing adolescent behaviour, it is important that there is greater understanding of the psychosocial aspects of the school climate that can be leveraged for this purpose. The research reported in this article used structural equation modelling (with data from a sample of 6120 students at Australian high schools) to examine the influence of the psychosocial school-level environment on students’ self-reported experiences of bully victimisation (i.e. being victims of bullying) and engagement in delinquent behaviours. Further, we examined whether bully victimisation mediated the relationships between school climate variables and delinquent behaviours. School connectedness and rule clarity were negatively associated with both bully victimisation and delinquency (p < 0.05), and teacher support was negatively associated with bully victimisation (p < 0.01), confirming the importance of these aspects of the school-level environment. However, affirming diversity and reporting and seeking help both had positive influences on bully victimisation (p < 0.05), raising concerns about the ways in which these aspects of the school-level environment might have been promoted. Importantly, bully victimisation was found to mediate the influence of five of the six school climate constructs on delinquent behaviours (p < 0.001). This study advance our understanding of how specific aspects of the school climate influence the prevalence of bullying and delinquent behaviour, adding weight to the call for educators to actively monitor and enhance psychosocial aspects of the school climate in order to improve student behavioural outcomes.