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Objectives: The goal of this research is to investigate the scientific basis for integrating neuroscience in general, and cognitive neuroscience in particular, into the field of educational leadership. In recent decades, the scientific community has shown a great interest in integrating neuroscience into higher education and the many levels of leadership education and decision-making that are crucial to a range of educational difficulties that leadership leaders are called upon to handle. Methods/Analysis: The present effort involves a systematic review of research publications published in the preceding two decades after a keyword search of reputable international databases. This review incorporates papers from Scopus, PubMed, Elsevier, and PsycINFO databases. The terms neuroleadership and education were used in combination with the four subfields outlined in the research: Among them are decision-making and problem-solving abilities, emotional control, cooperation and influence with others, and facilitation of change. Findings: The review's results underscore the vital relevance of neuroscience integration into educational leadership difficulties and highlight ethical concerns regarding its deployment in educational settings. Novelty /Improvement: The novelty of this work is that it conducted a review of the literature on neuroleadership using a combination of executive function parameters, more precisely cognitive flexibility, decision-making, problem-solving, emotional regulation, the mirror neuron system, and behavioral data from studies conducted in educational and administrative settings. Doi: 10.28991/ESJ-2022-06-04-016 Full Text: PDF

Current knowledge produced by science often fails to have real-life policy implications. To promote a real age-friendly society, which advocates for equality and helps older adults to realize their full potential, translations of research findings into policy are needed to develop and evaluate interventions to reduce ageism in different settings and spheres of life. This is where evidence-based research is most lacking, and as a result, policies to address ageism are either ineffective or absent. This presentation will approach key challenges and opportunities for translating research into impactful development programming and policy to close the gaps between knowledge, policy, and practice. A holistic policy approach is needed to support anti-discrimination legislation, broad awareness-raising and educational campaigns to build on a participatory approach and intergenerational social dialogue. ; This presentation was part of an symposium that aimeed to vide an overview of the manifestations of ageism in international policy documents and frameworks in different fields such as technology, the media and the labor market. The presentations pursued to reveal the prevalence of ageism and the under-acknowledgement and lack of understanding of its complexity. During the symposium, presenters exposed concrete, evidence-based policy measures on the international, national, regional, and local levels to combat ageism and foster healthy and active ageing strategies employing an intersectional and diversity sensitive life-course perspective.

Résumé Le mandat des Archives du Yukon est d'acquérir, préserver et rendre accessibles des fonds d'une importance pérenne pour la compréhension de l'histoire et du développement du Yukon et de fournir de la documentation sur ses divers peuples, cultures et sociétés. Les Archives font l'acquisition de documents publics en provenance du gouvernement et des communautés du Yukon, ainsi que des archives privées léguées par des individus, des corporations, des organisations, des groupes religieux, etc. Les Archives du Yukon possèdent également une grande bibliothèque pour la recherche contenant des publications en histoire, en ethnographie, en sciences et en sociologie ainsi que des rapports portant spécifiquement sur le Yukon et ses peuples. Abstract The mandate of Yukon Archives is to acquire, preserve, and make accessible records of lasting importance to understanding the history and development of Yukon and documenting its diverse peoples, cultures, and society. The archives acquires public records from its sponsoring agency (the Yukon government) and Yukon communities and private records from individuals, corporations, societies, religious groups, etc. Yukon Archives also includes a large research library of historical, ethnographic, scientific, and sociological publications and reports of relevance to the study of Yukon and its peoples.

Abstract NERA2019 The Forgotten Normativity of Educational Psychology Practice By: Thomas Szulevicz, ph.d., associate professor, Aalborg University 1. Research topic/aim The aim of this presentation is to discuss the normative dimensions of educational psychology practice. Over the past years, most educational systems have witnessed a global educational reform agenda in which we have seen a rise in quantification, standardization, competition and focus on student learning outcome. This reform agenda has changed education in many and substantial ways. But the changes have also set new types of requirements for educational psychology service centers (EPS), and in this presentation, I will analyze and discuss the consequences of the global educational reform agenda on educational/school psychologists' work and practice. My claim is that focus mainly has been on how educational psychologists can support different educational aims like for example inclusion, better student performances, less student absenteeism etc. There has been put less emphasis on the why of educational psychology practice. Throughout the presentation, I argue how there is a growing need for focusing on what I term the normative conditions of educational psychology practice, since the normativity that always surrounds the work of educational psychologists often seems to be forgotten. I conclude the presentation by discussing some ways to address the normative questions in relation to educational psychology practice. 2. Theoretical framework The main theoretical framework of the presentation is what I broadly term critical educational psychology. I am, among others, inspired by the works of Simon Gibbs (2018), Stephen Vassallo (2017) and Gert Biesta (2011). 3. Methodological design The presentation is based on 30 small-scale interviews with educational psychologists 4. Expected conclusions/findings In several respects educational psychology practice seems to be in a transition phase or is even perhaps suffering an identity crisis that is propelled by the global educational reform agenda. It seems that both educational establishments and education policy are looking for different skills than the profession of educational psychology traditionally has provided. This situation calls for critical reflection and based on an on-going empirical project, I argue that educational psychologists often are faced with normative questions related to 1) an increasingly test-oriented school system, 2) the relation between psychiatry, clinical and educational psychology and 3) the move towards a more inclusive educational system. The presentation concludes how it is crucial with an increased awareness of these and other normative dimensions of educational psychology practice. 5. Relevance to the Nordic educational research All Nordic countries have educational psychology service centers, and there seems to be heated debate about the relevance and legitimacy of the counselling provided by EPS. This presenation's focus on the forgotten normativity of educational psychology sheds new light on the field from both a theoretical and practical point of view. References: Biesta, G. (2011). God uddannelse i målingens tidsalder – etik, politik, demokrati. Aahus: Forlaget Klim. Gibbs, S. (2018). The immorality of education: A position paper for educational psychologists. Educational & Child Psychology, 35 (3), 86-96. Vassallo, S. (2017). Critical Educational Psychology. Baltimore: John Hopkins University Press.

This study investigated the perception of science and technology undergraduate students on the relevancy of entrepreneurial Studies in south west Nigeria Universities. Two research questions and three null hypotheses were formulated and tested to guide the study at 0.05 Significance level. This study employed descriptive research design of a survey type and multistage sampling technique to get a sample of 400 science and technology related undergraduates in Federal and State Universities. A self-designed questionnaire titled; Relevance of Entrepreneurship Study Questionnaire (RESQ) was developed for data collection. Content and face validity of the instrument was determined by three experts while the reliability of the instrument was determined through test-retest method using Pearson's Product Moment Correlation Analysis. The reliability coefficient of 0.83 was obtained. Mean, percentages and bar charts were used to analyse the research questions while ANOVA and t-test statistics were used to test the hypothesis. The result shows that majority of respondents perceived entrepreneurship study as relevant to their university education. Significant difference did not also exist in the perception of respondents based on course of study. There was also no significant difference in the perceptions of undergraduate students based on Level and University Status. Based on the findings, it was recommended that University authorities should intensify efforts in promoting entrepreneurship development by embarking on mass capacity building. Government should engage in strengthening universities-private sector collaboration with attention to science and technology related disciplines to facilitate entrepreneurship development in areas such as agriculture, medicine, engineering, solid minerals exploitation, fabrication of scientific equipment and production of reagent.

This essay aims to engage, mainly from theoretical perspectives with analytical eclecticism, a historical and contemporary analysis of African educational and social developmental contexts. It relays the real colonial connections that are still attached to this context. The essay relates the historical location as well as the socio-cultural embeddedness of the African philosophy of Ubuntu, which may have indirectly facilitated the initial entry of colonialism. It critically locates the thick philosophical and epistemological problematics that have previously and again, post-factually limited the foundational reconstructions, and by extension, the relevance of Africa's learning and related possibilities for achieving social well-being. At the end, the essay calls for the urgent decolonization of Africa's philosophies and epistemologies of education, so that learning contexts can aid the now non-delinkable desires, indeed, needs for social development.

This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context.

The article shows the relevance of the problem caused by the growth of academic deviations among the main educational communities of the university – students and research and teaching staff. The object of the study is various deviations in their behaviour, manifested in non-compliance with fundamental moral and legal norms and values governing relations in higher education. The purpose of the article is to analyse the relationship between academic deviations of students and the scientific and pedagogical community. The main results of the study are the characteristics of the concept, types, manifestations of academic deviations, as well as the consideration of their forms, typical for both students and teachers. The greatest attention is paid to the interpretation of academic fraud, imitations in the educational sphere and scientific research, simulacra of publication activity, ghostwriting, practices of «student savings», forms of delinquent behaviour. In conclusion, the ways of limiting the influence of deviations on the quality of academic achievements areconsidered.

This article pays tribute to Paulo Freire (1921-1997) on the 20th anniversary of his death (1997-2017). Rather than provide a comprehensive discussion around his ideas from writings spanning around almost thirty years, it focuses on one aspect of his body of work. It is that aspect that closely falls within the purview of this journal: colonialism. The emphasis is on the 'oppressor consciousness' and cultural invasion as they are relevant discussions around colonialism, both in terms of direct colonialism and neo-colonialism. The paper also builds on this theme to address the complex issue of language in postcolonial contexts. ; peer-reviewed

Although nearly two decades have passed since the Honey Report was issued, MPA education is still wrestling with the "relevance question." This exploratory study seeks to assess the relevance issue from the unique vantage point of 183 mid-career MPA students at sixteen universities across the country. Queried are mid-careerist perceptions of the content, effect, and curriculum development needs of their MPA educational experience. The findings indicate: (1) a concern about the theoretical versus practical application focus of the mid-careerist experience; (2) a perception by these students that MPA education was having a substantial effect on their work habits, attitudes, and values; (3) a feeling that the balance afforded to ethics, politics, and skill development should probably differ among the subdisciplines; (4) a convergence of opinion with pre-service students on the most appropriate teaching styles for PA classrooms; (5) the perception that distinct differences existed in pre-service/mid-careerists to help academics provide a more applied view of the public service to pre-service students. The study concludes by arguing for the adoption of a service delivery ethic stressing knowledge co—production in the MPA educational process.

Th e educational novations that have already proven their eff ectiveness and relevance at the level of pilot projects, programs, practices, including in other countries, are considered as one of the ways to improve the quality of education in Ukraine. It demands using the applied potential of the concept of scaling up, which allows to justify the structure and algorithm of interrelated actions at diff erent institutional and managerial levels. Th e relevance of the article is determined by the fact that a scaling up in the fi eld of edu cation at international level is currently infl uenced by interdisciplinary intelligence and the rapid accumulation of empirical data in new areas of educational activities, including sus tainable development. However, among domestic scientists and experts, the topic of scal ing up still remains undervalued. Th is presupposes the expediency of generalizing the con ceptual framework and institutional scaling up practices for further conceptualization of the scaling up process. Th e purpose of this article is to formulate a multidimensional conceptualization of scal ing up of educational novations, which takes into account modern theoretical and empirical studies of scaling up in socially signifi cant areas, as well as the logic of consistency of key components, processes and results of scaling up. Th e novelty of this study is characterized by the following provisions. Th e multidimen sional conceptualization of scaling up of educational novations was further developed. It is suggested to consider novation as a scaling object, because this notion is broader than innova tion and covers a wider range of educational activities, including the implementation of sus tainable development principles. Th e necessity to introduce the English term "scaling site" into the domestic scientifi c circulation is grounded, which is important for understanding and interpretation of the scaling up conception. Among the results of the study it is worth noting the author's proposed visualization of the scaling up model, which generates various interdisciplinary ideas and structures of the scaling up process from a systemic point of view and covers the key stages and cycles of scal ing up. Th e focus is also on elements and strategies of scaling up (subjects, contexts, dimen sions, resources and fi nancial models, approaches and drivers of scaling up), adaptation sce narios (sites, levels, sectors, cycles and duration of scaling up) and object transformation sce narios (including the monitoring and evaluation). Th e study allows concluding that it is appropriate to use the scaling up conception in areas of educational activities, for which the eff ectiveness and rates of implementation of relevant novations are critical.

Concern, expressed by government and other funding agencies and consumers of research, about the quality and relevance of research in the field of education affects not only the kind of research is conducted but also the way in which we educate researchers. The economic imperative for ?value for money? from research and researchers has, for instance, led to the education of research students to be seen increasingly in terms of training in a range of generic skills that can be applied to the investigation of a range of forms of research problem in a variety of contexts. Whilst breadth in the education of researchers has clear advantages, both for the careers of individual researchers and the wider research community, there is some tension between this approach and the more established view of a research degree as an induction into a narrow domain of knowledge and the production of a highly specialised academic identity. There are further developments that erode this notion of specialisation, for instance the growth of mixed method research, which has the potential to challenge the polarisation of qualitative and quantitative research, and shifts in the sites and agents of educational research signified by the growth of professional doctorates, which could further challenge the university as a dominant institution in the production of educational knowledge. In this paper I will explore what these developments mean for the teaching of research and consider how we can work collaboratively to develop both professional researchers and researching professionals, and reconcile the acquisition of skills with induction into specialised knowledge domains. This will involve exploration of both an overarching framework for thinking about the processes of doing research and specific examples of practice. Underlying the approach taken is a general commitment to research education, rather than to training and the teaching of methods, and the desire to ensure dynamism and diversity in educational research, in terms of approach, substantive focus and theoretical orientation, and of sites, practices and agents of knowledge production.

In different scientific areas, empirical studies are typically carried out by statistical null hypothesis tests. Despite the long tradition of applications, misinterpretations and misuses of the concept have led to a substantial confidence crisis in its inferential quality. One of the discussed issues is the significance-relevance discrepancy of the results of standardly applied zero-effect null hypothesis tests. This means that statistically significant test results do not automatically also have to be of scientific relevance in the specific research context. Therefore, this article is aimed at practitioners of empirical research who might want to in­clude the aspect of practical relevance in their statistical conclusions. Different approaches to include this aspect in the inferential process are discussed with an example from the field of educational research.