A study of self‐concept and social support in advantaged and disadvantaged seventh and eighth grade gifted students

Understanding differences in perceptions of self‐concept and social support among special populations of gifted learners is critical to planning appropriate services for them. The present study investigated these differences among intellectually gifted students of junior high age who were participating in full time intensive programs for the gifted. Specifically, differences as a function of gender, ethnicity, and socio‐economic class were examined. Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socio‐economic groups, particularly in the areas of social support and social and behavioral self‐concept. Implications from the study would suggest attention to these dimensions in program planning.     

Explanation and metaphor: Some empirical questions in science education

This paper examines how science education becomes institutionalized in Third World countries using Malaysia as a case study. The findings shows that the development of science education in Malaysia has been greatly influenced by international trends and the country's socio‐political development. Science gained a place in the school curriculum in the midst of British colonial rule. The strong colonial influence on school science continued throughout the early independence period but, in the 1980s, external influences on science education came from both Western and Islamic countries. In each of the historical periods, external world cultural forces interacted with internal socio‐political forces resulting in a national science curriculum which is in accord with world cultural rules but at the same time quite indigenous in character. This study also suggests that while each nation‐state aspires to develop an indigenous form of science education that would best suit the national context, the outcome tends to be more universalistic than particularistic due to global influences.     

Science,Society and Trends in Science Education‐‐some Thoughts on the Development of Integrated Science in the Educational Systems of the World

Summaries

English

Before constructing a new curriculum for any level in integrated‐science education, it is very important to establish a basic philosophy of science teaching which reflects a symbiotic relationship between education and the socio‐economic development in a particular country of the world.

The curriculum structure of integrated‐science education should broaden the basis of curricular decision and should be designated to follow the expectations of the society in providing professional intellectual training so that education can make a significant contribution to the socio‐economic growth of the country. This basic assumption which established a link between cultural and socio‐economic growth, involves a diversification of the cultural trends of science education which must become appropriate to the economic and historical context of each country in a fast changing world of work.

Therefore, by critically removing outside influences in the transmission of scientific knowledge, there should be less uniformity in the context and methods of teaching, and considerable restructuring of education for each country should occur. Thus, considering the historical and geographical differences, a new order in international division of labour would come into being.

In such a hypothesis, a research‐oriented integrated curriculum in science education can play a central role (certainly a better one than in the traditional, discipline‐oriented scheme of science teaching) in obtaining an adequate interaction between scientific education and social problems; this is required for modern cultural and economic development of the world.     

Undergraduate non‐completion in England: Some implications for the higher education system and its institutions

Abstract

This paper, through a review of recent literature and policy documents, highlights: the rates of participation in higher education in the UK; the widening participation agenda and the potential impact of key financial changes in the funding of higher education, particularly for students from lower socio‐economic groups.     

Responsibility,Moral Judgment and Moral Obligation

Abstract

This paper describes the evolution of the just community approach from Lawrence Kohlberg's earliest educational theorizing to the most recent experimental applications. The just community approach represents Kohlberg's most mature theory of moral education and has been the subject of intense research since 1975. Although Kohlberg initially recommended the discussion of moral dilemmas as a means of promoting moral development, he envisaged a far more radical and comprehensive approach. Inspired by a kibbutz school that successfully combined democratic and collectivist values, Kohlberg and his colleagues initiated a series of experimental programmes in public high schools. Evaluation of these programmes indicates that they establish cultures conducive to the development of socio‐moral reasoning and action.     

Presidential address: Power and privilege in education: The perpetual problem of social class

Abstract

... white settlers require native servants, they can only ensure a continuous supply by seeing to it that the servants are kept in a state of decided educational inferiority. To educate them ... (would) inculcate such mischievous and intolerable ideas as democracy, the brotherhood of man, human freedoms and the like (Wellington, 1967, p. 391)

In 1990, after sixty‐seven years of apartheid rule Namibia gained independence from South Africa. The quote above illustrates the influences of political, socio‐economic and ideological factors on the development of Bantu education in Namibia [and South Africa], which sought to entrench and maintain the system of apartheid. The paper will explore the influences of these macro‐factors, specifically on teaching and learning, on the Bantu and other phases of education throughout Namibian history i.e. indigenous education, missionary education and education for all.     

Educational Accountability and Market Ideology: some socio‐legal considerations

ABSTRACT

Sociology of education, particularly in Britain and to a limited extent the USA, is examined in its relations to law and socio‐legal discourse. It is argued that in order to develop our understanding of educational accountability a fuller exploration of the institutional interface between law and education will be required. Several lines of scholarship and empirical inquiry are suggested, particularly with respect to the functions of law professionals and legal institutions in the contexts of ’public choice’, ‘juridification’ and the institutionalisation of irresponsibility in education.     

Values and Ethics in the Education Market Place: the case of Northwark Park [1]

ABSTRACT

The 1988 Education Reform Act introduced into England and Wales a market structure of secondary school provision. It is argued here that the education market functions as a system of rewards and punishments, a disciplinary mechanism, fostering particular cultural forms and socio‐psychological dispositions and marginalising others. The paper considers the case of one school in particular, Northwark Park, an undersubscribed, predominantly working‐class school, whose staff and governors find themselves having to confront the issue of institutional survival in the market context. The value conflicts and ethical dilemmas in which the staff and governors are becoming enmeshed are discussed, and the implications of the education market for patterns of educational opportunity considered.

     

Monetary Reward Versus the National Ideological Agenda: career choice among Chinese university students

Abstract

This paper studies university students’ job‐selection criteria as an indicator of how socio‐economic forces have deconstructed the state‐supported value system in China in the course of reformatting a society in which money‐power has risen to combat not only political control but moral forces. The analysis is based on the surveys conducted by Chinese researchers in various institutes and different regions between 1990 and 1995. The study suggests the increasing importance of “a good income” in graduate job selection, which is a reflection of a set of new concepts competing with the official ideology. Growing market forces, translated into educational reform as “economic efficiency”, have undermined the effectiveness of political‐moral education. Because of the collapse of traditional values and the lack of new ethical standards of conduct, “money talks” has become a norm guiding social behaviours and personal relationships, and has helped form a force to resist the power of political‐moral education.     

Regional differences in sexuality education on a state level: the case of Florida

Introduction In Florida, a state that consistently leads the nation in adverse sexual health outcomes among adolescents, numerous demographic and socio‐cultural differences exist across the North, Central, and South regions. However, little is known about regional differences in sexuality education and beliefs among teachers.

Methodology Using a mail‐based survey of 462 teachers, we examined regional differences in parental consent requirements, abstinence instruction, student language barriers, availability of Spanish curricula, teacher beliefs regarding the dissemination of accurate safer sex information, and missing data. t‐tests and multivariate logistic regression analyses were conducted.

Results North Floridian teachers taught more abstinence than those in Central and South Florida. Additionally, they had fewer students with language barriers, offered less Spanish curricula, and, in general, possessed less favorable attitudes toward presenting accurate safer sex information. However, South Floridian teachers were most likely to report parental consent requirements in their schools. These findings largely remained in multivariate analyses.

Conclusions The present study identified several noteworthy regional differences in sexuality education in Florida. Recommendations are given for developing and implementing programs that account for these differences within the state.     

Patterns of preschool provision in English local authorities 1

It is estimated that in 1986 40‐50% of children in England aged 3 and 4 were attending pre‐school playgroups. Another 20% were receiving education in nursery schools and classes, mostly part time, whilst a further 20% were in the reception classes of infant schools, mostly full time. Using data on the provision of these services within each local authority in England it is shown that the numbers of nursery education and of playgroup places are strongly negatively correlated. Combining these statistics with data from the 1981 Census it is also shown that the rates of provision are strongly related to the socio‐economic characteristics of the authorities, such that playgroups predominate in the more affluent areas whereas high levels of nursery education are found in urban areas with more material disadvantage.

     

Socio‐emotional adjustment in elementary school boys and girls: Does giftedness make a difference?

Fifty 10‐year‐old gifted children were matched with 50 pupils of average intelligence on the variables ‘gender’ and ‘socio‐economic status’. Three data sources (children, parents, and teachers) on the children's personality and socio‐emotional behavior were used.     

Non‐traditional students in Australian higher education: Persistent inequities and the new ideology of ‘student choice’

Abstract

Despite the expansion of access to Australian higher education in the past decade, the participation shares of rural and isolated people and people from lower socio‐economic backgrounds have altered little and remain unacceptably low. This paper reports findings from two national studies at the Centre for the Study of Higher Education that have examined student choices about higher education, especially the inhibiting factors still present for non‐traditional students. The discussion focuses on the dilemmas and challenges for Australian universities in balancing the adoption of entrepreneurial approaches to student recruitment with an unfinished equity agenda. The paper raises questions about the new ideology of individual choice influencing university policy and whether or not this can be reconciled with social equity objectives.     

The rewards of human capital competences for young European higher education graduates

Abstract

The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio‐emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participative and methodological competences are best paid; conversely, jobs with higher requirements of organisational, applying‐rules and physical competences are worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates’ satisfaction, the only exception being applying‐rules competences.     

The training of teachers in special education

ABSTRACT

The aims and content of training in special education have been extended in recent years as a result of the practice of integrated education and also the recognition of a larger group of children with special educational needs. Provision in ordinary schools is being seen as the development of whole‐school policies for curricula and organization, including the development of systems of support within and sometimes, across schools. These developments have implications for the training of special education teachers and also for the pre‐service and in‐service education and training of all teachers and for the variety of strategies to be employed.     

Orientations to education and training: a consideration of interventionist strategies to vocationalise the curriculum in the United Kingdom

Abstract

The paper outlines some of the survey results of the ESRC, 16‐19 Initiative particularly as they relate to the Liverpool sample. These illustrate a number of ways in which the responses of the Liverpool sample are atypical when compared to those from Kirkcaldy, Sheffield and Swindon. Attitudes towards vocational training programmes show a growing level of cynicism with age. Against these findings, the results of two interventionist projects are presented. The first of these, the TVEI, 16‐18 Enrichment Project is aimed at students on the traditional sixth‐form academic track into higher education; the second is an attempt to use open learning in YTS. The findings are related to recent socio‐political and educational changes.     

Developmental outcomes of children in classes for special educational needs: results from a longitudinal study

This longitudinal study investigates the differences in cognitive and socio‐emotional development and academic achievement between children educated in special education classes (N = 37) and regular classes (N = 37). The study is retrospective. The first measurement point was while children were attending play‐oriented kindergarten and no decision about their education had yet been made. The second measurement point followed after 2 years of schooling. Comparing carefully matched groups, no differences in executive functions (EFs) were found before beginning school. Children assigned to special education had poorer language, fine motor skills and a lower pre‐academic self‐concept, self‐regulatory skills and social integration. Notably, every fourth child in special education was an immigrant, 9% of whom later attended regular classes. After 2 years of schooling in either setting, the groups differed significantly in academic achievement, EFs, fine motor skills and cognitive self‐regulatory skills. However, it was not – as school officials had intended – that children in special education classes had caught up, except in regard to their academic self‐concept and social integration.     

Tackling social exclusion at third level: A profile of participants on access programmes

Abstract

There is considerable evidence of substantial class inequalities in the education system in Ireland. Studies point to the overemphasis on academic achievement leading to an under‐representation of certain class groups at third level institutions. Significant resources have been allocated to establish targeted access initiatives to address this form of social exclusion. This paper reports the findings of a survey of 266 access students from four third‐level institutions in Ireland. The survey identifies the socio‐economic background of access programme participants, their pre‐programme education level and the primary influences, which motivated them to avail of the access tiative. The paper examines the role, which financial considerations play in the initial decision to participate and the sustained participation of access students. The paper proposes some additional policy directions for the access programme. It recommends that the projected reduction in the numbers attending third‐level institutions should be seen as an appropriate opportunity to expand the access initiative and target those experiencing educational disadvantage.     

Postmodern Challenges and Modern Horizons: education ‘for being for the environment‘

This article argues that a ‘humanly‐constructive’ critical theory of environmental education called ‘a critical ecological ontology for educational inquiry’ provides a necessary complement to the ‘socially‐critical’ perspective. This humanly‐constructive curriculum theory focuses on our individual and collective ‘being‐in‐the‐world’. It invites learners, teachers and researchers to study how their ‘lived experience’ of socio‐environmentally problematic circumstances is shaped and stretched globally by various economic and technological imperatives. In so doing, ‘a critical ecological ontology’ highlights the personal politic required for a socio‐ecological praxis. Of particular relevance to the socio‐ecological politic ‘for being’ are interpretations of postmodern agency that emerge from three practical applications of ‘a critical ecological ontology’. This dialogue of theory and practice is necessary in the critical curriculum project of environmental education