A growing number of countries has a strong interest in assessing the quality of their talent-support systems. We propose combining two relevant conceptual frameworks -- hemerotopes and the learning and educational capital approach -- to better achieve this end. Hemerotopes provide qualitative categories for assessing the degree to which countries…

Educators have the responsibility to meet the academic, social, and emotional needs of every child in their care, including students who are gifted or high-achieving from diverse backgrounds. For gifted students to thrive in the differentiated classroom, teachers can consider the ways in which they establish and promote positive affective,…

This article takes a conceptual approach to an issue of pedagogical relevance--the presence of "teaching and learning moments" within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational…

Agility is a contemporary approach to IT project management, which we can also use in education. Students learn through the gradual implementation of iterative projects with information exchange between team members. Agility is above all a mindset. Being agile is quite simply being able to adapt to an environment that changes. Furthermore, various…

When reevaluating the educational landscape and aiming to incorporate movement into the day, remember that all exercise is not created equal. We recommend creating a model to evaluate the level of student exercise within an organization. The four-level framework discussed in this column can be used to evaluate exercise and sedentariness within an…

Although motivational theories agree that environmental factors (like interpersonal relationships and pedagogical practices) are crucial in shaping students' motivational development, few comprehensive conceptualizations of motivational contexts have been proposed. Instead, individual theories tend to focus on the contextual antecedents of the…

Between 1902 and 1913 two acclaimed educational reformers wrote several series of children's primers in the Netherlands. Jan Ligthart and Hindericus Scheepstra collaborated closely with the painter Cornelis Jetses who provided the illustrations. The series would become classics in both text and image. In this article the symbolic educational…

In this article, I advocate for an enriched view of children's linguistic input, with the aim of building sustainable and tangible links between theoretical models of language development and families' everyday experiences. Children's language experiences constrain theoretical models in ways that may illuminate universal learning biases. However,…

This article develops a model of education from Murray Bookchin's social ecology by demonstrating how "the economy," specifically growth and employment, intervenes between the environment and education, impeding the goal of environmental education. By reformulating Bookchin's central claim in terms of power, rather than domination, the…

The social and emotional climate and the physical environment components of the Whole School, Whole Community, Whole Child (WSCC) model contribute to promoting a safe and nurturing learning environment in PK-12 schools. In this article, the authors review research on the social and emotional climate and the physical environment over the past…

This article presents the development and application of a model that can be utilized to compare the autonomy of principals in various historical and national contexts. Drawing on former conceptual work on autonomy in education, the model conceptualizes principal autonomy as two-dimensional. The first dimension is the decision making expected from…

From its origins within the deprived schools of inner London in the late 1960s, nurture group practice has evolved organically. Based on instinctive, clinically observed and evidence-based principles, nurture groups continue to offer a viable educational response in providing for the fundamental attachment needs of vulnerable children in schools.…

Competency is a central concept for human resource management, training and education. We define a competency as the capacity of a person to display a generic skill with a certain level of performance when applied to one or more knowledge entities. Competencies, and competency referentials grouping competencies, are essential elements for user…

A general consensus exists among Member States that gaining academic knowledge on its own is not enough for young people to play a role as active citizens and face the socioeconomic realities in their lives, in order to avoid inequity, poverty, discrimination, marginalisation and exclusion. In the 21st century, education needs to go beyond narrow…

Through this point-of-departure paper we aim to prompt discussion and action around redesigning university learning to help students tackle climate-related challenges in a personally and societally meaningful way. We use the lens of assessment to draw attention to how discipline areas without an explicit environmental or climate science focus can…