Which males or females are most at risk and on what? An analysis of gender differentials within the primary school system of Trinidad and Tobago

This paper reviews the work on gendered achievement in the English‐speaking Caribbean, with its often explicit focus on underachieving males. However, patterns of gendered achievement are more likely region‐specific and variegated in some contexts. In Trinidad and Tobago, the full‐scale implementation of national assessments in 2004 provided an opportunity to evaluate mathematics and language performance across the entire pupil population at standards 1 (7‐ to 8‐year‐olds) and 3 (9‐ to 10‐year‐olds). Census data from the high‐stakes 2003 Secondary Entrance Assessment (SEA) administered at standard 5 (ages: 10–11+) were also included in the analysis. Therefore the entire dataset consisted of 52,284 primary school students (26,574 males and 25,710 females). The findings confirmed that female pupils had a statistically significant advantage on all assessments. However, in terms of practical significance, most differentials were negligible to small. Medium‐sized differentials were obtained for pupils of low ability, living in rural educational districts, and on language arts. Male achievement scores were also more variable for lower grade levels, low ability groups and language arts. Paradoxically, in some educational districts secondary school placement opportunities still favoured males. These variegated patterns of gendered achievement may be associated with differences in institutional effectiveness and variations in male socialization practices that are especially evident across the urban–rural divide.     

Beyond Exam Results? Differences in the social and psychological perceptions of young males and females at school

This paper reports the views and perceptions of around 1000 students in their final two years of compulsory schooling in respect of self-efficacy, goal orientation and motivation, stress and interpersonal skills. Gender differences are also reported. The study found that most students were generally positive about school and their future and felt in control of their lives. However, whilst male students felt better prepared in terms of problem solving, they were more likely to rely on luck and others to control their successes than were females. Whilst most pupils enjoyed going to school, over half often felt stressed, bored or fed up with school, and most of this group were female. The majority of students, of both sexes, felt comfortable approaching and communicating with teachers and adults in general, although up to a quarter had difficulties in this respect.     

Mentoring at‐risk adolescent girls: listening to ‘Little Sisters’

In order to develop an understanding of mentoring relationships and the impact these relationships might have on the development of high‐risk adolescent girls, this qualitative study explored the relationships between six ‘Little Sisters’ and their ‘Big Sister’ mentors. The purposefully‐selected sample includes women and girls who were actively involved in a formal mentoring relationship for a minimum of three years. Findings suggest that a long‐term, nurturing mentoring relationship had a positive impact on the self‐efficacy, aspirations, and possible selves of the at‐risk adolescent girls.     

Gifted and at risk: Four longitudinal case studies of post‐high‐school development

This study explored the subjective experience of post‐high‐school development in four gifted individuals considered at risk because of significant underachievement, depression, or family stress. Conflict with parents was a dominant theme in the language of three of the subjects, and resolution of that conflict appeared to be associated with developmental task‐accomplishment and improved academic motivation and emotional health. The process of differentiating from parents included exploring identity, finding career direction, and struggling with autonomy issues during extended education. The developmental stories of these individuals, largely in their own words, are situated in one transitional developmental period, and the narratives allude to sexual abuse, sexual orientation, relatively early marriage, or depression.     

Identifying at‐risk students in videoconferencing and web‐based distance education

Abstract

Based on the multivariate framework of student attrition developed by leading researchers in the field of distance education and instructional technology, this study centers on a method of assessing the ability of a student to complete a distance learning course. The focus of the investigation is construction and validation of a brief survey instrument to identify at‐risk students enrolled in Web‐based and videoconferencing courses.     

Discipline orientations of pre‐service teachers before and after student teaching

This study examined the classroom discipline orientations of pre‐service elementary teachers both before and after the student teaching experience. Prior to beginning and immediately after completing their full‐time student teaching experience, pre‐service teachers (N = 220) from three southeastern universities in the USA completed a discipline belief instrument which identified their preferred model of classroom discipline. The results showed that the student teaching experience significantly increased beginning teachers’ preferences toward a more assertive discipline model (Rules and Consequences) and decreased their preferences toward the humanistic discipline model (Relationship–Listening). These results demonstrate that the student teaching experience may be creating a dissonance in prior knowledge and beliefs, and experiences of pre‐service teachers in classrooms. The results of the study suggest that teacher education programs can help pre‐service teachers transition more smoothly into classroom teaching by providing a school–university partnership as well as more lessons and advice on handling specific classroom management situations.     

Middle school behavioral profiles of antisocial and at‐risk control boys: Descriptive and predictive outcomes

Abstract

In this investigation we report two studies of the school behavior adjustment status of two groups of middle school‐age boys—an antisocial group (N = 39) and an at‐risk control group (N = 41). In study one, we compared the two groups on a series of behavioral measures across grades five, six, and seven that included (1) teacher ratings of social skills, (2) classroom observations, (3) playground observations, and (4) school archival records. Results indicated extremely problematic behavioral profiles for the antisocial subjects and much more favorable profiles for the at‐risk control students. The behavioral profiles for the two groups appeared to be quite consistent and stable across the middle school years with the exception that several variables (social skills ratings, attendance, math achievement, and school discipline contacts) tended to show gradually increasing negative trends for the antisocial subjects. In the second study, we used a series of selected fifth‐grade variables, derived from the four major clusters of study measures, as predictors in regression analyses of subjects' status on a series of seventh‐grade criterion measures of school success or failure. The criterion measures predicted in these analyses were reading and math achievement, school discipline contacts, attendance, and time spent within a nonregular classroom. There were low multiple Rs for reading achievement and time spent in a nonregular classroom setting. The multiple Rs for math achievement, school discipline contacts, and attendance were moderate to moderately high.     

Teachers’ adaptations to and orientations towards an adolescent literacy curriculum

This study examines teacher implementation of an adolescent literacy curriculum designed as an intervention for students reading two years below grade level. Specifically, this work focuses on the adaptations made by four experienced teachers in a single school that sustained implementation of this curriculum after the intervention trial had ended. Data were collected through observation and interview. An accounts of teaching practice methodology was used to define each teacher’s orientation towards the curriculum, and then to determine whether this orientation demonstrated assimilation or accommodation to intervention principles. I found that the vast majority of time spent implementing the curriculum included adaptations, and that each teacher’s adaptations were different, and reflected her pre-existing orientation towards literacy teaching. Although one teacher demonstrated assimilation and accommodation to intervention principles, the other three primarily demonstrated assimilation. These findings suggest the importance of understanding teachers’ orientations towards curriculum in order to provide more tailored professional development which may help teachers accommodate to the most critical pedagogical features of a curriculum. This may be especially significant in considering sustained implementation, after research-related supports have been withdrawn.     

Assessment preferences,learning orientations,and learning strategies of pre‐service and in‐service teachers

The importance of developing effective learning strategies and motivational beliefs has been widely acknowledged as a way of meeting the demand to acquire lifelong learning capabilities for successful functioning as professionals in the ‘information age’. The study reported in this paper examined the learning orientations and strategies of prospective teachers as well as their assessment preferences and compared them with those of in‐service teachers. The Motivated Learning Strategies Questionnaire (MSLQ) and the Assessment Preferences Inventory (API) were used to test the hypothesis that in‐service teachers will exhibit a deeper approach to learning and assessment due to their constant engagement in meaningful learning experiences. The results confirmed the hypothesis and their implications for teacher education programmes were then discussed.     

Sensitivity: A double‐edged sword for the pre‐adolescent and adolescent gifted child

This article addresses the often‐observed sensitive nature displayed by gifted children and the effects this sensitivity can have on the child, particularly during the pre‐adolescent and the adolescent periods. This issue is explored through an analysis of the works and life experiences of Geoffrey, aged 9, a prolific writer since the age of 5 years. His exceptional sensitivity is clearly evident through his writings, and the effects this awareness and emotionality have on his life are manifested in accounts of his home and school experiences. Implications for the education of individuals like Geoffrey are discussed, placing emphasis on support of the child's heightened sensitivity rather than on curricula learned or talents exhibited. Special consideration is given to the middle school years when pre‐adolescent and adolescent behavior can significantly affect gifted individuals.     

Hope or despair? Rising education and the status of adolescent females in rural India

This paper explores the impact of increases in economic development and education in an Indian village on the attitudes, ideals, aspirations and knowledge of unmarried adolescent girls, based on comparative data in 1975–1976 and 1987. Longitudinal comparisons of gender differences in general knowledge, based on data from village boys in the same age group, are also made. Although increases in knowledge were larger among females than males, the 1987 cohort was more traditional in several respects and education had less influence in shaping modem attitudes than previously. The implications of these findings for social change and educational policy are discussed.     

Students ‘at‐risk’ policy: competing social and economic discourses

Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms.     

Reflections on “teachers' thinking about at‐risk learners and others”

This article examines the contextual, conceptual, and empirical foundations of functional behavioral assessment (FBA) in general educational settings. Schools today face 2 important, contextual challenges: the need to design effective responses to increases in individual problem behavior and the need to be compliant with the 1997 amendments to the Individuals With Disabilities Education Act. FBA as a solution to these challenges is explored from a conceptual framework. Finally, the empirical literature supporting the use of FBA in typical school settings is reviewed briefly.     

The construction and production of youth ‘at risk’

Following the Commonwealth Government funding cuts in 1986, a hiatus has developed in in‐service teacher education in Australia. Recent curriculum innovations and expanding stresses in the educational environment have generated in‐service education needs which are possibly greater than at any other time in the recent past. The trend in other industrialized countries has been to encourage or even require teachers in primary and secondary education to achieve postgraduate qualifications. Similar pressures are currently mounting in Australia. The combination of the stresses and new emphasis, calls for a rethinking of existing approaches and policies. The restructuring of the education system in a number of States, the difficulties which have become apparent in solution‐centred in‐service programmes and the continuing unsatisfactory ad hoc arrangements for the design and delivery of such programmes across Australia indicate that the need for different policies and provisions in teacher professional development is acute. After analysing the state of the art of in‐service training in Australia, this paper provides possible rationales for such policies and programmes and suggests the development of a multiprogramme policy package which could assist the teachers to ensure a better quality and cost‐effective educational service.     

Are females scared of competing with males? Results from a field experiment

We conducted a field experiment involving 720 Italian undergraduate students to investigate the existence of gender differences in performance in competitive settings and whether performance is affected by one's opponent gender. The experimental design was aimed at neutralizing other differences in psychological attitudes, such as self-confidence and risk aversion, that are typically considered as potential explanations of gender differences in competitive environments. Students were invited to undertake a midterm exam under a tournament scheme having as a prize some bonus points to add to the final grade. Students competed in pairs of equal predicted ability but different gender composition. In a competitive setting in which risk aversion, feedback provision and self-confidence have little relevance, we find that women tend to perform similarly to men. The gender of one's competitor does not play any role in shaping students’ behavior. Men and women perform similarly both in the competitive and in the non-competitive environment.     

Social play of young children at‐risk of learning difficulties: a situated performance?

The question asked by this study was whether information on play behaviour of young children at‐risk of learning difficulties could act as a diagnostic means of investigating emerging learning difficulties. A sociocultural perspective was taken to examine the role of interaction during the play of students in a regular primary school and in a special primary school using a multimethod approach. Groups of students from both schools were studied during eight 30‐minute sessions over a period of 3 weeks. The groups were matched with respect to age and language development and then divided into two further groups of three students each per school. Each group was invited to build a zoo using toy animals and wooden blocks. The 32 sessions were videotaped, transcribed, and analysed microgenetically with measures involving the types of collaboration during play and metaplay. The results showed that the number of episodes and the most elaborate type of collaboration occurred more often in the regular primary school than in the special school, whereas the frequency of metaplay did not differ significantly between the schools. Fragments of discourse obtained during the sessions are presented and discussed. It is concluded from the findings that social play may emerge as a situated performance. Thus, information on social development of young children at‐risk of learning difficulties needs to be related to the school as a context in order to improve diagnostic decision‐making when placement of these children in special education is considered.     

Girls at risk. Early school‐leaving and early marriage in the 1950s

Britain in the 1950s offered increased opportunities for secondary education leading to better career prospects at a time of full employment. A government report into early leaving in 1954 noted that it was girls of all social classes who were most ‘at risk’ of not staying the course. The following article discusses first the nature of risk and suggests that for girls perhaps, staying at school and delaying marriage, at a time when unequal pay and opportunities were the norm, was perceived as more of a risk than the safety of marriage and dependent domesticity. It then considers the concerns of the Early Leaving Report in more detail. Despite the attempts by policy makers to encourage girls into education, there were rival discourses which persuaded girls into domesticity and the article concludes by indicating the varied and pervasive nature of some of this rhetoric.     

Which maltreated children are at greatest risk of aggressive and criminal behavior? An examination of maltreatment dimensions and cumulative risk

This paper explores the well-documented relationship between child maltreatment and aggressive and criminal behavior, specifically examining several dimensions of maltreatment and cumulative child and family risk. Using data from the provincially representative Ontario Incidence Study of Reported Child Abuse and Neglect (OIS-2013), this paper utilizes a developmental lens to examine whether maltreatment dimensions and cumulative risk can differentiate maltreated young people who exhibit aggressive and criminal behaviors and those who do not.A total unweighted sample of 1837 substantiated maltreatment investigations was examined in this analysis using chi-square, t-test, and logistic regression. The findings indicate that 13% of maltreated children and youth served by the Ontario child welfare system exhibited aggression and 6% of maltreated adolescents were involved in the youth justice system. Aggressive children and youth were more likely to experience severe and co-occurring forms of maltreatment and to experience higher levels of cumulative child risk. In adolescence, youth exhibiting aggressive and/or criminal behavior commonly were investigated because of neglect, specifically because their caregivers were no longer willing or able to remain in a caregiving role. Implications for child welfare policy and practice are discussed.     

An activity theoretical perspective towards the design of an ICT‐enhanced after‐school programme for academically at‐risk students

This paper examines how a game‐like 3D Multi‐User Virtual Environment (MUVE), Quest Atlantis (QA), is used in an after‐school programme to engage a group of 14 academically at‐risk primary students in their learning. It adopts an activity theoretical perspective to identify the disturbances and contradictions during the implementation of the after‐school programme. Based on the analysis of these disturbances and contradictions, the main findings highlight: (1) the importance of the less visible social mediators – the rules, community, and division of labour – in the programme; (2) the pivotal role of the teacher; and (3) the role of QA as both a tool and an object to the students. The findings suggest the importance of the social context where information and communication technology (ICT) is used and the possible use of its engaging elements to first extrinsically motivate these students in their learning.

Eine theoretische Perspektive: Aktivität in Richtung des Designs eines ICT verbesserten ausserschulischen Programms für Risikostudenten

Dieses Papier prüft, wie eine spielähnliche 3D‐Multibenutzer Umgebung (MUVE), “Quest Atlantis (QA)” bei einem außerhalb der Schule benutzten Programms verwendet wird, um eine wissenschaftlich gefährdete 14‐er Studentengruppe in ihrem Lernen anzusprechen. Die Analyse auf Basis der Störungen und Widersprüche zeigt die (1) Wichtigkeit von weniger sichtbaren Sozialmediatoren – die Regeln, die Gemeinschaft und Arbeitsteilung – im Programm, (2) die entscheidende Rolle der Lehrer und (3) die Funktion des Spiels QA sowohl als Werkzeug als auch als Gegenstand für die Studenten. Die Ergebnisse zeigen die Wichtigkeit des sozialen Kontexts wo Informations‐ und Kommunikationstechnologie (ICT) benutzt und gebraucht werden und der mögliche Gebrauch seiner verbindenden Elemente erstmals von außen motivieren das Lernen dieser Studenten.

Perspective théorique sur une activité visant à la conception d’un programme extra scolaire renforcé par les TICE et destiné aux élèves en difficulté

Cet article examine comment on utilise un environnement virtuel à utilisateurs multiples (MUVE) Quest Atlantis (QA) en 3D dans un programme extra scolaire pour impliquer dans leur apprentissage un groupe de 14 élèves en difficulté scolaire. On a adopté une perspective théorique de l’activité pour identifier les troubles et les contradictions rencontrés pendant la mise en place de l’activité extra scolaire. En se fondant sur l’analyse de ces troubles et contradictions, les résultats obtenus font principalement ressortir: (1) l’importance des médiateurs sociaux moins visibles comme_les règles, le groupe, et la répartition des tâches_dans le programme; (2) le rôle central de l’enseignant et (3) le rôle de QA à la fois comme outil et comme objet pour les élèves. Ces observations font apparaître l’importance du contexte social là o[ugrave] on utilise les technologies de l’information et de la communication et le recours possible à leurs facteurs d’implication pour commencer de l’extérieur à motiver ces élèves pour leur apprentissage.

Una perspectiva teórica sobre una actividad conduciendo a un programa posescolar apoyado por las TICs dedicado a los alumnos «en peligro»

Este artículo examina como se utiliza un entorno lúdico virtual en 3D, Quest Atlantis (QA) para usuarios multiples (MUVE) dentro de un programa posescolar para incentivar a un grupo de alumnos «en peligro» para que aprenden. Se adoptó una perspectiva teórica activa para identificar los trastornos y contradicciones encontradas durante la implantación del programa posescolar. Basandose en el análisis de esos trastornos y contradicciones, los principales resultados han destacado (1) la importancia de los mediadores sociales menos visibles, las reglas, la comunidad y la división del trabajo_dentro del programa (2) el papel fundamental del profesor y (3) el papel de QA a la vez como herramienta y como objeto para los alumnos. Esas observaciones resaltan la importancia del contexto social cuando se usan las tecnologías de la información y de la comunicación (TIC) y el posible uso de sus elementos cautivadores para dar a esos alumnos el primer incentivo externo de su aprendizaje.     

Education and training for young people at risk of becoming NEET: findings from an ethnographic study of work‐based learning programmes

This report provides a summary of findings from an ethnographic study of work‐based learning provision for 16–18‐year‐olds who would otherwise fall into the UK Government category of not in education, employment or training (NEET). The research project took place in the north of England during 2008–2009, and investigated the biographies, experiences and aspirations of young people and practitioners working on Entry to Employment (E2E) programmes in four learning sites. The detailed research findings are reported in four papers covering the conceptual background to E2E, and the experiences of learners, tutors and Connexions personal advisers involved with the programme. This report highlights and synthesises some of the key issues raised by these papers and looks ahead to a three‐year longitudinal study of NEET young people which is intended to continue and extend this work, providing an opportunity to follow this group during a period of far‐reaching economic and political change.