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  Subjects -> EDUCATION (Total: 1675 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (21 journals)
    - EDUCATION (1395 journals)
    - HIGHER EDUCATION (113 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (3 journals)
    - ONLINE EDUCATION (27 journals)
    - SCHOOL ORGANIZATION (12 journals)
    - SPECIAL EDUCATION AND REHABILITATION (34 journals)
    - TEACHING METHODS AND CURRICULUM (37 journals)

EDUCATION (1395 journals)                  1 2 3 4 5 6 7 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Full-text available via subscription   (Followers: 58)
Academic Psychiatry     Full-text available via subscription   (Followers: 22)
Academic Questions     Hybrid Journal   (Followers: 7)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 52)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 47)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 13)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 3)
Across the Disciplines     Open Access   (Followers: 7)
Acta Didactica Norge     Open Access  
Acta Scientiarum. Education     Open Access  
Acta Technologica Dubnicae     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 54)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 38)
Action Research     Hybrid Journal   (Followers: 38)
Active Learning in Higher Education     Hybrid Journal   (Followers: 228)
Actualidades Pedagógicas     Open Access  
Administration & Society     Hybrid Journal   (Followers: 11)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 134)
Adult Education Quarterly     Hybrid Journal   (Followers: 132)
Advanced Education     Open Access   (Followers: 4)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 23)
Advances in High Energy Physics     Open Access   (Followers: 21)
Advances in School Mental Health Promotion     Partially Free   (Followers: 9)
AERA Open     Open Access   (Followers: 2)
Africa Education Review     Partially Free   (Followers: 24)
African Journal of Chemical Education     Open Access   (Followers: 2)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 4)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access  
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Akadémiai Értesítö     Full-text available via subscription  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic     Open Access   (Followers: 18)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 11)
American Biology Teacher     Full-text available via subscription   (Followers: 12)
American Educational Research Journal     Hybrid Journal   (Followers: 129)
American Journal of Business Education     Open Access   (Followers: 10)
American Journal of Distance Education     Hybrid Journal   (Followers: 28)
American Journal of Education     Full-text available via subscription   (Followers: 151)
American Journal of Educational Research     Open Access   (Followers: 53)
American Journal of Health Education     Hybrid Journal   (Followers: 25)
American Journal of Physics     Full-text available via subscription   (Followers: 55)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 9)
Annals of Modern Education     Full-text available via subscription   (Followers: 3)
Annual Review of Economics     Full-text available via subscription   (Followers: 29)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 13)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 20)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 29)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
ASHE Higher Education Reports     Hybrid Journal   (Followers: 13)
Asia Pacific Education Review     Hybrid Journal   (Followers: 9)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 17)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 11)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 18)
Asian Association of Open Universities Journal     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 11)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 6)
ASp     Open Access   (Followers: 1)
Assessing Writing     Hybrid Journal   (Followers: 10)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 117)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 35)
Assessment Update     Hybrid Journal   (Followers: 4)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
At-Turats     Open Access  
Athenea Digital     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Australasian Journal of Educational Technology     Open Access   (Followers: 11)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 4)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 8)
Australian Art Education     Full-text available via subscription   (Followers: 6)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Educational Computing     Open Access  
Australian Educational Researcher     Hybrid Journal   (Followers: 18)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 12)
Australian Journal of Career Development     Hybrid Journal   (Followers: 2)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 28)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 4)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 3)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 372)
Australian Journal of Teacher Education     Open Access   (Followers: 21)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 2)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 2)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 3)
Autism     Hybrid Journal   (Followers: 176)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BELIA : Early Childhood Education Papers     Open Access   (Followers: 4)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 5)
Berkeley Review of Education     Open Access   (Followers: 4)
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 2)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 40)
BMJ Simulation & Technology Enhanced Learning     Full-text available via subscription   (Followers: 7)
BoEM - Boletim online de Educação Matemática     Open Access  
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 155)
British Journal of Educational Studies     Hybrid Journal   (Followers: 128)
British Journal of Educational Technology     Hybrid Journal   (Followers: 118)
British Journal of Religious Education     Hybrid Journal   (Followers: 8)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 45)
British Journal of Special Education     Hybrid Journal   (Followers: 36)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Business, Management and Education     Open Access   (Followers: 17)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação, Tecnologia e Sociedade     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 97)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 13)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 5)
Canadian Journal of Higher Education     Open Access   (Followers: 22)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 12)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 9)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 18)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 7)
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 14)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 6)
Charrette     Open Access  
Chemical Engineering Education     Full-text available via subscription  
Chemistry Education Research and Practice     Free   (Followers: 5)
Chemistry in Education     Open Access   (Followers: 8)
Chi'e : Journal of Japanese Learning and Teaching     Open Access   (Followers: 1)
Child Language Teaching and Therapy     Hybrid Journal   (Followers: 25)
Child Psychiatry & Human Development     Hybrid Journal   (Followers: 9)
Childhood Education     Hybrid Journal   (Followers: 15)
Children's Literature in Education     Hybrid Journal   (Followers: 8)
Chinese Education & Society     Full-text available via subscription   (Followers: 2)
Christian Higher Education     Hybrid Journal   (Followers: 2)
Christian Perspectives in Education     Open Access   (Followers: 6)
Ciência & Educação (Bauru)     Open Access  
Ciência & Saúde Coletiva     Open Access   (Followers: 2)
Ciencia en Desarrollo     Open Access  
Ciencias Sociales y Educación     Open Access   (Followers: 2)
Citizenship, Social and Economics Education     Full-text available via subscription   (Followers: 5)
Classroom Discourse     Hybrid Journal   (Followers: 8)
Clinical Child and Family Psychology Review     Hybrid Journal   (Followers: 7)
Clio y Asociados     Open Access  
CME     Hybrid Journal   (Followers: 1)
Coaching: An International Journal of Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Cogent Education     Open Access   (Followers: 1)
College Athletics and The Law     Hybrid Journal   (Followers: 1)
College Teaching     Hybrid Journal   (Followers: 12)
Colóquio Internacional de Educação e Seminário de Estratégias e Ações Multidisciplinares     Open Access  
Communication Disorders Quarterly     Hybrid Journal   (Followers: 14)
Communication Education     Hybrid Journal   (Followers: 19)
Communication Methods and Measures     Hybrid Journal   (Followers: 11)
Community College Journal of Research and Practice     Hybrid Journal   (Followers: 8)
Community College Review     Hybrid Journal   (Followers: 7)
Community Development     Hybrid Journal   (Followers: 16)
Community Literacy Journal     Partially Free   (Followers: 2)
Comparative Education     Hybrid Journal   (Followers: 27)
Comparative Education Review     Full-text available via subscription   (Followers: 32)
Comparative Professional Pedagogy     Open Access   (Followers: 2)
Compare: A journal of comparative education     Hybrid Journal   (Followers: 19)
Computer Applications in Engineering Education     Hybrid Journal   (Followers: 6)
Computer Science Education     Hybrid Journal   (Followers: 12)
Computers & Education     Hybrid Journal   (Followers: 123)
Computers in the Schools     Hybrid Journal   (Followers: 7)
Conhecimento & Diversidade     Open Access  
CONJECTURA : filosofia e educação     Open Access  

        1 2 3 4 5 6 7 | Last

Journal Cover British Educational Research Journal
  [SJR: 0.938]   [H-I: 60]   [155 followers]  Follow
    
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0141-1926 - ISSN (Online) 1469-3518
   Published by John Wiley and Sons Homepage  [1589 journals]
  • Who studies STEM subjects at A level and degree in England? An
           investigation into the intersections between students’ family
           background, gender and ethnicity in determining choice
    • Authors: Natasha Codiroli Mcmaster
      Abstract: The relative lack of students studying post-compulsory STEM (Science, Technology, Engineering and Mathematics) subjects is a key policy concern. A particular issue is the disparities in uptake by students’ family background, gender and ethnicity. It remains unclear whether the relationship between student characteristics and choice can be explained by academic disparities, and whether students’ background, gender and ethnicity interact in determining university subject choices, rather than simply having additive effects. I use data from more than 4000 students in England from ‘Next Steps’ (previously the LSYPE) and logistic regression methods to explore the interacting relationships between student characteristics and subject choice. There are four main findings of this study. Firstly, disparities by students’ ethnicity are shown to increase when controlling for prior attainment. Secondly, family background indicators are differentially related to uptake for male and female students, with parents’ social class and education larger predictors of choice than financial resources. Thirdly, gender, ethnicity and family background interact in determining choices. Particularly, as socio-economic position increases, young women are more likely to choose STEM over other high-return subjects. Finally, associations between student characteristics and subject choices, including interactions, largely persisted when accounting for A-level choices. Implications for policy and future research are discussed.
      PubDate: 2017-04-01T02:15:26.813222-05:
      DOI: 10.1002/berj.3270
       
  • Associations between school absence and academic achievement: Do
           socioeconomics matter?
    • Authors: Kirsten J. Hancock; David Lawrence, Carrington C. J. Shepherd, Francis Mitrou, Stephen R. Zubrick
      Abstract: This study examined the extent to which the association between increased student absence and lower achievement outcomes varied by student and school-level socioeconomic characteristics. Analyses were based on the enrolment, absence and achievement records of 89,365 Year 5, 7 and 9 students attending government schools in Western Australian between 2008 and 2012. Multivariate multi-level modelling methods were used to estimate numeracy, writing and reading outcomes based on school absence, and interactions between levels of absence and school socioeconomic index (SEI), prior achievement, gender, ethnicity, language background, parent education and occupation status. While the effects of absence on achievement were greater for previously high-achieving students, there were few significant interactions between absence and any of the socioeconomic measures on achievement outcomes. The results of first-difference regression models indicated that the negative effect of an increase in absence was marginally larger for students attending more advantaged schools, though most effects were very small. While students from disadvantaged schools have, on average, more absences than their advantaged peers, there is very little evidence to suggest that the effects of absence are greater for those attending lower-SEI schools. School attendance should therefore be a priority for all schools, and not just those with high rates of absence or low average achievement.
      PubDate: 2017-03-16T07:46:29.131489-05:
      DOI: 10.1002/berj.3267
       
  • Decoding the phonics screening check
    • Authors: Catherine A. Darnell; Jonathan E. Solity, Helen Wall
      Abstract: The statutory ‘phonics screening check’ was introduced in 2012 and reflects the current emphasis in England on teaching early reading through systematic synthetic phonics. The check is intended to assess children's phonic abilities and their knowledge of 85 grapheme–phoneme correspondences (GPCs) through decoding 20 real words and 20 pseudo words. Since the national rollout, little attention has been devoted to the content of the checks. The current paper, therefore, reviews the first three years of the check between 2012 and 2014 to examine how the 85 specified GPCs have been assessed and whether children are only using decoding skills to read the words. The analysis found that out of the 85 GPCs considered testable by the check, just 15 GPCs accounted for 67% of all GPC occurrences, with 27 of the 85 specified GPCs (31.8%) not appearing at all. Where a grapheme represented more than one phoneme, the most frequently occurring pronunciation was assessed in 72.2% of cases, with vocabulary knowledge being required to determine the correct pronunciation within real words where multiple pronunciations were possible. The GPCs assessed, therefore, do not reflect the full range of GPCs that it is expected will be taught within a systematic synthetic phonics approach. Furthermore, children's ability to decode real words is dependent on their vocabulary knowledge, not just their phonic skills. These results question the purpose and validity of the phonics screening check and the role of synthetic phonics for teaching early reading.
      PubDate: 2017-03-02T07:10:27.982397-05:
      DOI: 10.1002/berj.3269
       
  • School composition, school culture and socioeconomic inequalities in young
           people's health: Multi-level analysis of the Health Behaviour in
           School-aged Children (HBSC) survey in Wales
    • Authors: Graham F. Moore; Hannah J. Littlecott, Rhiannon Evans, Simon Murphy, Gillian Hewitt, Adam Fletcher
      Abstract: Health inequalities emerge during childhood and youth, before widening in adulthood. Theorising, testing and interrupting the mechanisms through which inequalities are perpetuated and sustained is vital. Schools are viewed as settings through which inequality in young people's health may be addressed, but few studies examine the social processes via which institutional structures reproduce or mitigate health inequalities. Informed by Markham and Aveyard's theory of human functioning and school organisation, including their concept of institutional boundaries, critical theories of marketisation and the concept of micro-political practices within schools, this paper presents analysis of student survey data (N = 9055) from 82 secondary schools in Wales. It examines the role of socioeconomic composition, social relationships at school and institutional priorities in mitigating or perpetuating health inequality. It finds that affluent schools were most unequal in terms of student health behaviours and subjective wellbeing. In relation to health behaviours, students from affluent families accrue a disproportionate benefit. For wellbeing, students from poorer families reported lower subjective wellbeing where attending more affluent schools. Student–staff relationships appear to be a key mechanism underpinning these effects: poor relationships with staff were predicted by a pupil's position within schools’ socioeconomic hierarchy and associated with worse health outcomes. That is, students from the poorest families reported better relationships with teachers where attending less affluent schools. Universal approaches engaging with these social processes are needed to reduce health inequalities.
      PubDate: 2017-02-28T12:30:26.657489-05:
      DOI: 10.1002/berj.3265
       
  • Mapping cultural diversity through children's voices: From confusion to
           clear understandings
    • Authors: Christina Hajisoteriou; Christiana Karousiou, Panayiotis Angelides
      Abstract: This research examines children's conceptualisations of cultural diversity. In particular, this project examines the following two research questions: how do children define and understand the concept of cultural diversity; and what do they perceive as the implications of cultural diversity on their daily lives' To this end, interviews were carried out with 40 (immigrant and native) students, aged 11 to 12, at five primary schools in Cyprus, which presented high concentrations of immigrants. On the basis of our analysis of the data, the participant children appeared to perceive cultural diversity in terms of two contrasting perspectives. On the one hand, they viewed cultural diversity in terms of the cultural-deficiency perspective. Such perceptions stemmed from the model of monoculturalism implying the need to assimilate the culturally ‘different’ in order to counteract the negative consequences of cultural diversity. On the other hand, the same children also perceived cultural diversity in terms of cultural celebration. To this end, some children drew upon the model of multiculturalism to define cultural diversity as a culture-enriching and culture-celebrating process, pointing to folkloristic activities including traditional music, dance and food. Nonetheless, few of the participant children—both Cypriot and immigrant—defined cultural diversity in terms of the model of interculturalism, pointing to the intercultural exchange that stems from ‘real’ friendship development between natives and immigrants, equality of rights and inclusion. As the participant children appeared to confuse the meanings and languages of cultural diversity, this paper concludes with suggestions on teacher practices to ‘crystallise’ children's views.
      PubDate: 2017-02-28T12:30:23.132325-05:
      DOI: 10.1002/berj.3266
       
  • The relation between individual interest and knowledge acquisition
    • Authors: Jerome I. Rotgans; Henk G. Schmidt
      Abstract: The objective of this study was to examine how individual interest and knowledge acquisition are causally related. Three hypotheses were tested using a cross-lagged panel analysis (N = 186) and two quasi-experimental studies (N = 68 and N = 108) involving students from schools in Singapore. The first hypothesis is the broadly shared standard assumption on the relation between individual interest and knowledge: the more an individual is interested in a topic, the more (s)he is willing to engage in learning. An alternative hypothesis assumes that individual interest is not the cause but the consequence of the process of learning: individual interest as an affective by-product of learning. Finally, a third possibility is that interest and knowledge influence each other reciprocally. The results supported the affective-by-product hypothesis. Our findings seem at variance with commonly held conceptions that being interested guides knowledge attainment. The implications of these findings for interest research are discussed.
      PubDate: 2017-02-28T05:20:41.699591-05:
      DOI: 10.1002/berj.3268
       
  • Undergraduate students who are required to withdraw from university: The
           role of ethnicity
    • Authors: Ruth Woodfield
      Abstract: A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, ) within higher education. Little research has focused on students whose leaving is non-voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK-domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on-course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.
      PubDate: 2017-02-11T01:10:26.990659-05:
      DOI: 10.1002/berj.3259
       
  • The evolution of school league tables in England 1992–2016:
           ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’
           
    • Authors: George Leckie; Harvey Goldstein
      Abstract: Since 1992, the UK Government has published so-called ‘school league tables’ summarising the average General Certificate of Secondary Education (GCSE) ‘attainment’ and ‘progress’ made by pupils in each state-funded secondary school in England. While the headline measure of school attainment has remained the percentage of pupils achieving five or more good GCSEs, the headline measure of school progress has changed from ‘value-added’ (2002–2005) to ‘contextual value-added’ (2006–2010) to ‘expected progress’ (2011–2015) to ‘progress 8’ (2016–). This paper charts this evolution with a critical eye. First, we describe the headline measures of school progress. Second, we question the Government's justifications for scrapping contextual value-added. Third, we argue that the current expected progress measure suffers from fundamental design flaws. Fourth, we examine the stability of school rankings across contextual value-added and expected progress. Fifth, we discuss the extent to which progress 8 will address the weaknesses of expected progress. We conclude that all these progress measures and school league tables more generally should be viewed with far more scepticism and interpreted far more cautiously than they have often been to date.
      PubDate: 2017-01-25T12:20:23.343344-05:
      DOI: 10.1002/berj.3264
       
  • Education, parenting and family: The social geographies of family learning
    • Authors: Emma Wainwright; Elodie Marandet
      Abstract: This paper explores the relationship between education, parenting and family through the prism and particularities of family learning. Family learning is an example of an educational initiative, primarily aimed at parents and linked to wider policy concerns, which can be explored through a mapping of its social geographies; family learning is played out across and productive of different sites, spaces and identities. Based on qualitative research undertaken in West London, this paper draws on individual and group interviews with mothers participating in family learning classes and interviews with family learning providers. The key argument we extend is that focusing on the social geographies of family learning - of home, school, work, community and nation - allows us to see how educational initiatives extend the state's reach in family life, producing particular normative versions of family and ‘good’ parenting operating at a range of interconnecting scales. Education remains a cornerstone of family policy in the UK and detailed analyses of specific initiatives at the point of implementation – how they are practiced and received – is vital for better understanding their diverse and varied effects in contemporary society.
      PubDate: 2017-01-25T07:35:24.546523-05:
      DOI: 10.1002/berj.3262
       
  • Examining the epistemology of impact and success of educational
           interventions using a reflective case study of university bursaries
    • Authors: Neil Harrison; Colin McCaig
      Abstract: This paper engages with the continuing emphasis given to evidence-based policy and ‘what works’ approaches in educational research, highlighting some of the continuing epistemological challenges from a post-positivist perspective. To illustrate these, it uses the case of bursaries awarded by universities to improve outcomes for students from disadvantaged backgrounds as an example of an education intervention designed to address structural inequality. The paper then discusses critical reflections arising from a project commissioned by the Office for Fair Access in England, which aimed to enable universities to evaluate the impact of the bursaries that they award. These reflections provide a lens to explore the limitations of experimental and quasi-experimental designs in complex social fields. The paper concludes that we lack a strong understanding of the relationship between financial and educational disadvantage prior to and during higher education, and this undermines efforts to ‘prove’ that certain interventions will ‘level the playing field’.
      PubDate: 2017-01-24T00:00:30.387512-05:
      DOI: 10.1002/berj.3263
       
  • Revisiting free school meal eligibility as a proxy for pupil
           socio-economic deprivation
    • Authors: Sonia Ilie; Alex Sutherland, Anna Vignoles
      Abstract: Whether someone has ever had free school meal (FSM) eligibility over a six-year period is the measure of socio-economic disadvantage currently used in the English school system. It is used to monitor the socio-economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio-economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio-economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio-economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy.
      PubDate: 2017-01-12T12:50:25.331394-05:
      DOI: 10.1002/berj.3260
       
  • Strategic escapes: Negotiating motivations of personal growth and
           instrumental benefits in the decision to study abroad
    • Authors: Holly Trower; Wolfgang Lehmann
      Abstract: Studying abroad is one way in which university students can develop personal capital and distinguish themselves in an increasingly congested graduate labour market. Data show that studying abroad indeed provides employment benefits, with evidence pointing to even greater positive effects for students from low socio-economic status backgrounds. Focusing on a group of Canadian students about to embark on a study exchange, we find no evidence that career-instrumental reasons played a role in participants’ decisions to study abroad. Rather, they sought personal growth and escape from the everyday frustrations of being an undergraduate student. We argue, however, that these motivations nonetheless have to be understood as strategic, since going on a study exchange abroad allows students to escape temporarily, while ‘staying in the game’ of becoming credentialed at home. We discuss the role of socio-economic status, as well as the policy implications of these findings.
      PubDate: 2017-01-12T12:50:23.034089-05:
      DOI: 10.1002/berj.3258
       
  • Issue Information
    • Pages: 157 - 158
      PubDate: 2017-04-04T03:47:15.218232-05:
      DOI: 10.1111/1467-8551.12194
       
  • Equity Ownership in Cross-border Mergers and Acquisitions by British
           Firms: An Analysis of Real Options and Transaction Cost Factors
    • Authors: Mohammad F. Ahammad; Vitor Leone, Shlomo Y. Tarba, Keith W. Glaister, Ahmad Arslan
      Pages: 180 - 196
      Abstract: The authors investigate the factors influencing the share of equity ownership sought in cross-border mergers and acquisitions (CBM&As). Drawing on real options theory and transaction cost economics (TCE), they address and hypothesize key factors linked to commitment under exogenous uncertainty and the separation of desired and non-desired assets’ influence on share of equity sought by acquiring firms in CBM&As. Empirical analysis based on 1872 CBM&As undertaken by British firms in both developed and emerging economies shows that British MNEs are more likely to pursue a partial acquisition in a target foreign firm when those foreign firms are from culturally distant countries. Further, findings support the view that the high cost of separating desired assets from non-desired assets motivates firms to make a partial acquisition rather than acquire the target completely. This is one of the first studies to use real options theory to address the cost of commitment under exogenous uncertainty, as well as TCE logic to address the separation of desired and non-desired assets in the target firm while analysing equity ownership sought in CBM&As. Empirically, this paper contributes by examining CBM&As by British firms in both developed and emerging markets.
      PubDate: 2017-02-19T20:50:26.044733-05:
      DOI: 10.1111/1467-8551.12215
       
  • How Leaders Affect Followers’ Work Engagement and Performance:
           Integrating Leader−Member Exchange and Crossover Theory
    • Authors: Daniela Gutermann; Nale Lehmann-Willenbrock, Diana Boer, Marise Born, Sven C. Voelpel
      Pages: 299 - 314
      Abstract: Drawing on leader−member exchange and crossover theory, this study examines how leaders’ work engagement can spread to followers, highlighting the role of leader−member exchange as an underlying explanatory process. Specifically, we investigate if leaders who are highly engaged in their work have better relationships with their followers, which in turn can explain elevated employee engagement. For this purpose, we surveyed 511 employees nested in 88 teams and their team leaders in a large service organization. Employees and supervisors provided data in this multi-source design. Furthermore, we asked the employees to report their annual performance assessment. We tested our model using multilevel path analyses in Mplus. As hypothesized, leaders’ work engagement enhanced leader−member exchange quality, which in turn boosted employee engagement (mediation model). Moreover, employee engagement was positively linked to performance and negatively linked to turnover intentions. As such, our multilevel field study connects the dots between work engagement research and the leadership literature. We identify leaders’ work engagement as a key to positive leader−follower relationships and a means for promoting employee engagement and performance. Promoting work engagement at the managerial level may be a fruitful starting point for fostering an organizational culture of engagement.
      PubDate: 2017-01-26T04:00:24.61081-05:0
      DOI: 10.1111/1467-8551.12214
       
  • Can explicit teaching of knowledge improve reading attainment? An
           evaluation of the Core Knowledge curriculum
    • Authors: Beng Huat See; Stephen Gorard, Nadia Siddiqui
      Pages: 372 - 393
      Abstract: In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State-mandated programmes are generally concerned with structure and skills. However, a number of ministers and advisers across administrations have sought to expand the explicit teaching of world knowledge (culture, geography and science) as advocated by E. D. Hirsch in the Core Knowledge curriculum. This paper describes an independent evaluation of an adaptation of that approach, called the ‘Word and World Reading’ programme as used with children aged 7 to 9 in England, to assess its impact on wider literacy. Nine primary schools were randomised to receive the intervention from the start and another eight a year later. The outcomes, assessed by the Progress in English test in literacy after one year, showed no discernible effect overall (‘effect’ size −0.03), and a small improvement for those eligible for free school meals (+0.06). There was no school dropout, but the missing data for around 18% of 1628 pupils means the results must be treated with some caution. Observations suggest that the lack of clear benefits could be due to the poor quality of implementation in some schools or classes. Perhaps teachers as professionals do not respond well to prescriptive curricula. It is also possible that factual knowledge does not translate directly to improved literacy skills, at least not within one year. Teaching children facts alone in this way cannot be justified solely in terms of improved literacy. Even the scheme on which this intervention was based stressed the need for pupils to learn how to handle facts as well as to learn the facts themselves.
      PubDate: 2017-04-05T00:57:03.625184-05:
      DOI: 10.1002/berj.3278
       
  • Challenging the knowledge-transfer orthodoxy: Knowledge co-construction in
           technology-enhanced learning for children with autism
    • Authors: Karen Guldberg; Sarah Parsons, Kaśka Porayska-Pomsta, Wendy Keay-Bright
      Pages: 394 - 413
      Abstract: Experimental intervention studies constitute the current dominant research designs in the autism education field. Such designs are based on a ‘knowledge-transfer’ model of evidence-based practice in which research is conducted by researchers, and is then ‘transferred’ to practitioners to enable them to implement evidence-based interventions. While these research designs contribute important knowledge, they lead to a gap between what the research evidence may prescribe and what happens in practice, with a concomitant disparity between the priorities of researchers and practitioners. This paper discusses findings from the ESRC-funded ‘SHAPE’ project, which adopted a different model of evidence-based practice, focusing on knowledge co-construction. Pupils (N = 8), teachers (N = 10), a speech and language therapist and a parent in three different school communities investigated creative ways in which children's social communication skills could be enhanced through technology use. Through a participatory methodology, digital stories were used as a method to enable engagement with the practical realities of the classroom and empower practitioners to construct and share their own authentic narratives. Participants articulated precise knowledge about the learning opportunities afforded to them and their pupils through quality interactions that were mediated by the technologies, as evidenced through digital stories. The SHAPE project shows that it is feasible to develop methodologies that enable genuine knowledge co-construction with school practitioners, parents and pupils. Such co-construction could offer realistic opportunities for pedagogical emancipation and innovation in evidence-based practice as an alternative to the currently dominant and narrow model of knowledge transfer.
      PubDate: 2017-04-05T00:57:03.238008-05:
      DOI: 10.1002/berj.3275
       
  • The Alliance Experience Transfer Effect: The Case of Industry Convergence
           in the Telecommunications Equipment Industry
    • Authors: Sean T. Hsu; John E. Prescott
      Abstract: A central premise of the industry change literature is that firms change their strategic actions when an industry changes. Industry convergence (IC), the blending of boundaries between industries creating competition among firms that previously did not compete, is increasingly impacting many industries and is a salient case of industry change. Acquisitions are an important action shaping the course of IC because they trigger imitation and bandwagon effects further accelerating IC. This paper focuses on why and when learning from alliances reduces uncertainty resulting in acquisitions during IC: an ‘alliance experience transfer effect’. We demonstrate the utility of this mechanism for the substitution-based form of IC that occurred between the telecommunications equipment and computer networking industries. Our key insight is that when the extent of IC is low there are significant transfer effects but, as the extent of IC increases, firms have access to an expanding volume and diversity of information sources that reduce uncertainty, thus weakening the transfer effect mechanism. We contribute to the alliance–acquisition relationship and learning literatures by demonstrating that the alliance experience transfer effect mechanism explains changes in firm strategic action (alliancing and acquiring) as the extent of IC changes. We also introduce a semi-convergence perspective by directly measuring the extent of IC.
      PubDate: 2016-06-09T00:31:13.222989-05:
      DOI: 10.1111/1467-8551.12175
       
  • Institutional and Resource-based Explanations for Subsidiary Performance
    • Authors: Mathew Hughes; Taman H. Powell, Leanne Chung, Kamel Mellahi
      Abstract: Addressing calls to integrate insights from institutional theory and the resource-based view, we bring together dual theoretical explanations from institutional theory and the resource-based view to examine the effectiveness of transfer of practice and human capital development as two routes to subsidiary performance. Our study of Hong Kong firms with subsidiaries in Mainland China shows that both routes positively affect subsidiary performance. However, our data show that our sampled firms struggled to successfully transfer practices from their parents. We attribute an explanation for this to the characteristics of practices as organizational capabilities in which transfer is made harder by the difficulty in replicating such capabilities. Consequently, developing subsidiary human capital is an important ally to practice transfer as a means to achieve superior subsidiary performance. Our results raise interesting questions about practice transfer and the resource-based view relevant to future scholarly research.
      PubDate: 2016-05-27T01:10:24.813341-05:
      DOI: 10.1111/1467-8551.12169
       
  • Is it All About Money? – Affective Commitment and the Difference Between
           Family and Non-family Sellers in Buyouts
    • Authors: Oliver Ahlers; Andreas Hack, Kristen Madison, Mike Wright, Franz W. Kellermanns
      Pages: 159 - 179
      Abstract: In this paper we investigate private equity firm perceptions of sellers’ affective deal commitment in buyout transactions. Using a sample of 174 buyouts, we test trust, goal congruence and private equity reputation as potential antecedents of perceived deal commitment. We also examine whether and how different types of sellers, family versus non-family firms, moderate sources of perceived affective deal commitment. In sum, we find evidence that non-financial factors play a role in buyouts, particularly for family firm sellers.
      PubDate: 2016-07-12T01:10:37.535932-05:
      DOI: 10.1111/1467-8551.12178
       
  • The Relational Antecedents of Interpersonal Helping: ‘Quantity’,
           ‘Quality’ or Both?
    • Authors: Diego Stea; Torben Pedersen, Nicolai J. Foss
      Pages: 197 - 212
      Abstract: Having a large network of colleagues means having several opportunities to help those colleagues, as well as a higher chance of receiving requests for help from them. Employees with large networks are therefore expected to help more in the workplace than those with small networks. However, large networks are also associated with cognitive costs, which may reduce the focal employee's ability to both recognize the need for help and engage in helping behaviours. For these reasons, the authors assert an inverted U-shaped relation between the size of an ego's social network and engagement in helping behaviour. However, high-quality relationships imply higher mutual understanding between the actors, and hence lower cognitive costs. In turn, the position (and threshold) of the curve between network size and interpersonal helping should be influenced by the quality of the relationship between the provider and the beneficiaries of help. Analysis of employee-level, single-firm data supports these ideas, providing preliminary evidence that quality of relationship compensates for the difficulties that may arise from having large social networks.
      PubDate: 2016-06-14T23:40:29.05159-05:0
      DOI: 10.1111/1467-8551.12176
       
  • A Contingency Analysis of Precarious Organizational Temporariness
    • Authors: Joanna Karmowska; John Child, Philip James
      Pages: 213 - 230
      Abstract: This paper extends current understanding of organizational temporariness. The life of a temporary British trade union branch established to recruit Eastern European migrant workers reveals ‘precarious temporariness’, which is less predictable than the ‘planned temporariness’ typically portrayed in the literature. This different type of temporariness was associated with four key contingencies affecting the branch: dispersed governance; bottom-up initiatives; uncertain resourcing; and an effectuation logic. Analysis of the case extends existing understanding of organizational temporariness and points to an extension of existing theorizing by highlighting the contingent nature of temporariness. The broader managerial implication of the findings is that, for projects facing contingencies of the kind studied, the conventional linear approach of target setting and performance management will be less effective than an ongoing process of communication and consultation.
      PubDate: 2016-08-12T02:11:38.189177-05:
      DOI: 10.1111/1467-8551.12185
       
  • Improving Expatriation Success: The Roles of Regulatory Focus and Burnout
    • Authors: Avi Silbiger; Ron Berger, Bradley R. Barnes, Douglas W.S. Renwick
      Pages: 231 - 247
      Abstract: The study empirically and theoretically contributes to the human resource management discipline by developing and testing a cohesive model drawing on the pertinent literature from expatriate management, burnout and regulatory focus theory. Drawing on data from 233 expatriate managers, the study aims to examine the relationships between expatriate adjustment and the outcomes of job satisfaction and withdrawal cognitions via expatriate burnout. Specifically, the findings reveal that (a) higher levels of both work adjustment and interaction adjustment lead to reduced expatriate burnout, with the former having a greater effect on burnout than the latter; (b) burnout serves as a full mediator between work adjustment and withdrawal cognitions, and a partial mediator between work adjustment and job satisfaction; and (c) regulatory focus serves to moderate expatriate adjustment–outcome consequences, i.e. promotion-focused (as opposed to prevention-focused) expatriates demonstrate a stronger burnout–job satisfaction relationship. Several implications are extracted from the study for regulatory theory, burnout and expatriation management practices as well as suggested avenues for future research.
      PubDate: 2016-09-05T21:00:26.563202-05:
      DOI: 10.1111/1467-8551.12187
       
  • Subjective Perceptions of Organizational Change and Employee Resistance to
           Change: Direct and Mediated Relationships with Employee Well-being
    • Authors: Alannah E. Rafferty; Nerina L. Jimmieson
      Pages: 248 - 264
      Abstract: Researchers have focused on linking objective measures of change exposure, such as the number of downsizing activities implemented, with employee well-being. This has meant that less attention has been paid to employees’ subjective experience of change. The authors examine relationships between employees’ perceptions of the extent of change and the frequency of change and insomnia and psychological well-being. They propose direct and indirect relationships via resistance to change between employees’ subjective experience of change and well-being. Data were collected from 260 employees from a range of different organizations and industries. Respondents completed surveys at two time points, separated by four months. Results revealed significant indirect relationships between subjective perceptions of change and insomnia and employee well-being via affective resistance to change at Time 1 and Time 2. In addition, employees’ subjective reports that change was very frequent were initially positively associated with T1 behavioral resistance to change but also were negatively associated with T2 behavioral resistance to change. Discussion focuses on the importance of managing employees’ perceptions of change. Practically, the authors consider the difficult choices that confront managers when seeking to implement and ‘sell’ change within their organization.
      PubDate: 2016-11-04T00:11:45.632021-05:
      DOI: 10.1111/1467-8551.12200
       
  • Shifting the Goalposts? Analysing Changes to Performance Peer Groups Used
           to Determine the Remuneration of FTSE 100 CEOs
    • Authors: Rodion Skovoroda; Alistair Bruce
      Pages: 265 - 279
      Abstract: This paper examines year-on-year changes to the composition of performance peer groups used for relative performance evaluation in setting CEO pay in FTSE 100 companies and finds evidence of peer selection bias. The authors find that firms keep their peer groups weak by excluding relatively stronger performing peers. They also show that peer selection bias is less pronounced in firms with higher institutional investor ownership, which suggests that institutional investors might be aware of the risks of peer selection bias. The results suggest that peer group modifications can be viewed, at least in part, as an expression of managerial rent-seeking.
      PubDate: 2016-12-13T21:30:24.01484-05:0
      DOI: 10.1111/1467-8551.12209
       
  • The Differential Effects of Transformational Leadership on Multiple
           Identifications at Work: A Meta-analytic Model
    • Authors: Christiane A. L. Horstmeier; Diana Boer, Astrid C. Homan, Sven C. Voelpel
      Pages: 280 - 298
      Abstract: Employees’ identifications are a valuable asset for modern organizations, and identification research has stressed the necessity to distinguish identifications according to their focus (i.e. organizational, team, or leader identification). Interestingly, transformational leadership (TFL) has been proposed to unfold its effects by transforming followers’ identifications and could thus be a powerful way to actively manage identification. However, it remains unclear whether TFL affects identifications with different foci similarly or whether it predominantly influences a specific focus. To resolve this puzzle, the authors conducted a meta-analysis (k = 73; N = 20,543) and found that TFL (and each TFL sub-dimension) is more strongly associated with leader identification than with organizational identification or team identification. By presenting a comprehensive model of TFL's effects on identifications, we show that leader identification mediates the relationships between TFL and collective identifications (i.e. organizational identification or team identification), illustrating that relational identification plays a crucial role in subsequently shaping collective identifications. Implications for research and practice are discussed.
      PubDate: 2016-04-14T02:11:04.15785-05:0
      DOI: 10.1111/1467-8551.12160
       
  • Confidence Matters: Self-efficacy Moderates the Credit that Supervisors
           Give to Adaptive and Proactive Role Behaviours
    • Authors: Helena Nguyen; Anya Johnson, Catherine Collins, Sharon K. Parker
      Pages: 315 - 330
      Abstract: In complex and uncertain work environments, employees need to not only be proficient in carrying out their core duties, but also to be adaptive (able to cope and respond to unpredictable events) and proactive (able to anticipate the situation and act in a self-directed way) in their work roles. In this study we investigate the extent to which supervisors actually give credit to adaptive and proactive role behaviours when they judge employees’ overall job performance. Drawing on attribution theory, we propose that the extent to which these role behaviours are valued by supervisors will be enhanced by employees’ confidence for relevant role behaviours. Support for these ideas is provided using data from junior doctors and their supervisors in a hospital emergency department. Adaptive role behaviours positively influenced supervisors’ judgements of overall job performance. This relationship was stronger for employees with high self-efficacy for achieving outcomes. Engaging in proactive role behaviours while also lacking role-breadth self-efficacy resulted in supervisors’ giving employees less credit for their proactive role behaviours. Findings support the argument that employees’ self-efficacy for specific role behaviours provides attributional cues about capability that modify how adaptive and proactive role behaviours are interpreted and valued.
      PubDate: 2016-02-04T23:27:58.510076-05:
      DOI: 10.1111/1467-8551.12149
       
  • The chimera of sustainable labour–management partnership
    • Authors: Tony Dobbins; Tony Dundon
      Abstract: The paper advances a threefold theoretical contribution using a system, society and dominance (SSD) effects framework to show how and why sustainable management–labour workplace partnerships are a chimera. First, managers (employers) find it increasingly difficult to keep workplace bargains with employees (unions) owing to increasingly neoliberal ‘system’ effects associated with capitalism as a globalized accumulation model. Second, workplace mutuality will be rare because of ‘societal’ level effects under voluntarism. Third, ‘dominance’ effects arising from the power of dominant economies and their multinational corporations can inhibit workplace mutuality. Drawing on empirical case study data from Ireland, the future prognosis of management–labour collaboration under neoliberal work regimes is discussed.
      PubDate: 2015-12-22T00:38:09.375761-05:
      DOI: 10.1111/1467-8551.12128
       
  • Alternative Mechanisms Guiding Salespersons’ Ambidextrous Product
           Selling
    • Authors: Michel Borgh; Ad Jong, Edwin J. Nijssen
      Pages: 331 - 353
      Abstract: Ambidextrous product-selling strategies, in which companies’ salespeople concurrently pursue the sale of existing and new products, are hard to implement. Previous studies have addressed this issue for relatively simple consumer settings with the manager in close proximity to the salespersons and focusing on different levels of control and autonomy to resolve this issue. However, little is known about how field salespeople can be influenced to pursue such dual goals proactively for more complex business-to-business products. In this study, the authors distinguish between salespeople's proactive selling behaviour for new and existing products, and study the impact of two alternative mechanisms: a situational mechanism (i.e. perceived manager product-selling ambidexterity) and a structural mechanism (i.e. salesperson organizational identification). Using a time-lagged, multisource data set from a large ambidextrous company, the authors demonstrate that both mechanisms contribute to salespeople's proactive selling of new and existing products, but also act as each other's substitutes. The results suggest two most likely strategies for salespeople to obtain overall sales targets: focusing on existing product selling; or acting ambidextrously. The latter approach offers the benefits of better achieving ambidextrous company sales goals and of greater performance stability, and is thus preferred.
      PubDate: 2015-12-04T01:42:48.923444-05:
      DOI: 10.1111/1467-8551.12148
       
 
 
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