Notes on contributors

The author participated in the Border Studies Program in the fall semester of 1999. He carried out his field study as a volunteer at Casa Vides in El Paso, Texas. Grounded in the same philosophical principles as the Catholic Worker movement, Casa Vides serves as a shelter for immigrants who are involved in political asylum proceedings in the United States. Because all of the residents of the intentional community of Casa Vides experienced militarization in their home countries and on the Mexico-U.S. border, this ethnography examines the themes of ''community'' and ''militarization'' and the dynamics between the two.     

TRAINING IN SUPPORT OF THE AMERICAN INDIAN ELDERCARE CAMPAIGN: REPLICATION OF AN AMERICAN INDIAN HOME‐CARE TRAINING PROGRAM

In 1991, the federal Administration on Aging initiated the National Eldercare Campaign to broaden the base of commitment and societal involvement to assist today's vulnerable elderly. With Administration on Aging funding, the project described in this study sought to enhance services to American Indian elders by training individuals as home‐care workers. The project replicated a previously developed American Indian paraprofessional home‐care worker curriculum at Fond du Lac Tribal and Community College in Cloquet, Minnesota. This program, which is transferable to Indian and non‐Indian communities, addressed three contemporary aging issues. First, it addressed the need to incorporate diversity and minority aging knowledge into the curriculum of postsecondary education. Second, it provided more accessible and better quality community‐based in‐home care to meet the needs of frail elderly. Third, this training program confronted the pervasive lack of employment opportunities in many American Indian and other minority communities.     

Migrant teachers: how American schools import labour

This article considers the growth of ‘family literacy programmes’ in the UK and the implications this has for the relationship between the home and the school. We argue that most programmes are informed by a view of educational deficit, itself influenced by a marketised view of education which regards families as consumers’ of education. We contend that this ‘family’ is constructed in a way that privileges the patriarchal, nuclear, middle‐class family and makes a clear distinction between the public and the private sphere. This leads, we suggest, to a model of family literacy which imposes school‐based literacies on subordinated cultures and non‐nuclear families in ways that are culturally reproductive. We discuss an alternative, culturally productive, approach which focuses on home‐based literacies in ways which genuinely reflect the lived experiences of children and their families. Only in these types of programmes, we argue, will the values and practices of the home and community environment affect schooling in ways which give all families, however constructed, a genuine ‘voice’ in their children's education.     

Government Workers Adding Societal Value: The Ohio Workforce Development Program

ABSTRACT This case study illustrates the application of Mega—adding measurable value for all stakeholders including society—as the central and ultimate focus for needs assessment. In this case, two needs assessment studies were conducted within a five‐year period (1999–2003) with the State of Ohio's Workforce Development (WD) program. An initial needs assessment based on Mega outcomes—high quality of life for Ohio taxpayers and public employees though the services they provide—was conducted in 1999, identifying shared strategic goals to focus management‐labor partnership initiatives. A Mega‐centered data collection matrix was used as the basis for discussions with stakeholders in order to determine the key areas of Ohio's Workforce Development to be included in the study. In 2003, a follow‐up needs assessment based on the same data collection matrix was designed to determine the improvements made since that time, the areas with the most critical performance gaps, demographic changes, and future trends affecting Workforce Development beneficiaries and stakeholders.     

Student parents,hardship and debt: a qualitative study

To date little is known about the effects of financial hardship on student parents, who remain a significant although largely unrecognized proportion of the student population. The objective of this study was to gain an insight into their concerns and illuminate issues which may have far‐reaching consequences not only for the mental and physical health of student parents but also for their children. Interviews were conducted with 12 women who are parents balancing home life with studies and, in some cases, work. Questions were directed at obtaining information relating to both direct and indirect pressures of financial hardship on home and family life. Questioning covered eight topics: change in lifestyle; financial situation; work; sacrifices—financial or otherwise; financial resources; financial impact on mental or physical health; impact on children; doubts over worth of study. For the majority, financial adversity affected their psychological well‐being. In many cases parents reported that their own stress adversely affected their children. Questions were also raised regarding parents' ability to meet the dietary needs of their children. Quality of home and family life also suffered as a consequence of financial hardship. Students' reflections on their experiences offer a clear insight into the emotional costs of further education exacerbated by financial hardship for both them and their family.     

Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program—Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally‐representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty‐four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school‐related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home–school relationship on children's numeracy performance.     

The Meaning and Value of Home‐Based Craft

My interest in craft‐based activity in the home was aroused by research I carried out for the Crafts Council in the mid 1990s, which found that craft education in secondary schools was in serious decline. Paradoxically interest in amateur crafts was increasing and many teenagers claimed to be ‘making things’ at home. At the present time, culture and life‐long learning are priorities on the British government's agenda and craft‐based projects are being used in community, family and health education schemes targeted, for example, at quality of life enhancement, improving participation in schools and neighbourhood regeneration. However the majority of such schemes operate with a narrow conception of the nature and scope of craft and ignore how it is learned and practised in everyday life. This article reports the findings of a review of literature about social and emotional benefits of participation in home‐based crafts and argues this is a neglected area of art and design education theory and practice meriting increased attention and research.     

Building strategy

This issue's editorial is by Tony Rich, Registrar and Secretary of the University of Essex and a long‐time supporter of AUA. He draws out themes arising from the major funding and policy changes affecting higher education, and implications for the services provided by administrators and managers to the academic community. Ed.     

Growing confidence in educational research: Threats and opportunities

We live in difficult times—socially, economically and politically—and it is right that learned societies, such as the British Educational Research Association, reflect on their purpose and direction. We cannot take for granted the social contract that supports the funding of social science and educational research. This paper reflects on enduring themes and new pressures and argues for special attention to: collaboration within and beyond the community of university‐based educational researchers; support for, and recognition of, the importance of reviews of research; the development of accessible forms of communication of findings and their implications, to guide sound decision making; more direct engagement with practitioners, policy makers and the public. It argues that it is time for communities of educational researchers to have confidence to become outward looking and strengthen alliances with other groups of researchers at home and abroad, across disciplines, with different types of research institutions and also with practitioners and policy makers. What drives this should be our principal aim to pursue educational research and its application for the improvement of education and the public benefit.     

The Perceptions and Experiences of Taiwanese Parents who have Children with an Intellectual Disability

Most research into family care‐giving has been undertaken in western, English‐speaking societies with little cognisance taken of possible differences across cultures. Home‐based interviews were conducted with 117 mothers and fathers in Taipei City, Taiwan and five main themes were identified using content analysis. Three themes expressed the impact of the child on family functioning, parental health, and levels of stress and two themes described parents’ coping strategies and sources of support. Although these themes broadly replicate findings from other cultures, certain features of Taiwanese–Chinese society appear to accentuate the impact on mothers especially of having a child with an intellectual disability. The implications for the provision of family‐centred services are discussed, especially in helping parents to recognise their strengths and coping capabilities, and to promote their influence in changing cultural attitudes.     

The Relationship Between Retention and College Counseling for High‐Risk Students

The author used an archival study to explore the relationship between college counseling and retention. The cohort for this study was a college's 2006 class of full‐time, 1st‐year students (N = 429). The results of chi‐square analyses and regression analyses indicated (a) a significant difference in retention between high‐risk and low‐risk students who used counseling services (CS) and (b) that a student's risk for dropout did not vary significantly over time based on risk level or CS use.     

Leadership without imposition

Community colleges require speech communication teachers with special competencies—competencies dictated by the educational goals, the student characteristics, and the community orientation of junior colleges. These teacher competencies should be taught through special master's degree programs and in‐service training provided by teacher education institutions and professional speech communication associations. Based on her experience as a teacher at community colleges in Texas and Illinois and as a director of teacher training in speech, the author suggests that community colleges are basically different than four‐year institutions, and need teachers with different skills.     

The influence of children's gender and age on children's use of digital media at home

This study is the first to systematically investigate the influence of child gender and age, on parents’ perceptions of UK children's digital media use at home. It provides an in‐depth exploration of how children's age and gender influence the balance between children's use of digital and non‐digital media at home. The data draw on 709 parents’ responses to an open‐ended question asked in the context of a national survey investigating the digital reading habits of children, conducted in 2015. Parents’ responses were analysed using content and thematic analysis, which yielded eight main categories, collapsed into three major themes: control, child's healthy development and diversity of experiences. Quantitative analyses evidenced that more parents of boys were concerned about the health implications of their children's digital media use and this was a concern especially for parents of the youngest (0–2‐year‐old) children. More parents of 6–8‐year olds cited the appeal of technology as the main reason for the perceived imbalance in their children's engagement with digital media. The study provides a more secure understanding of the factors that influence parental perceptions of their children's digital media use at home, which has implications for policy‐makers, digital designers and early years professionals.     

Supporting families in the early education of children with special needs: the perspectives of Portage home visitors

ABSTRACT

This qualitative study focuses on Portage home visiting. In‐depth interviews were conducted with 12 Portage home visitors which were transcribed and analysed according to the procedures of Grounded Theory. The following three main themes were identified: the ethos of the Portage model of early intervention; the process of Portage home visiting; and the Portage home visitor as a family supporter. A proposed model of the factors that influence the Portage practice of family support is derived from the data. The discussion addresses the relationship of these findings to the management of Portage home visiting and highlights the use of qualitative methodology in researching the early education of children with special needs.     

COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.     

Social workers’ views on pre-trial therapy in cases of child sexual abuse in South Africa

This study sought to explore anecdotal reports that social workers in South Africa are often advised to postpone therapy with child complainants of sexual abuse until after the child's testimony, based on concerns of legal professionals that therapeutic interventions could influence the child's testimony. Applying purposive sampling and a qualitative research study, individual and focus group interviews were conducted with 18 social workers and one psychologist that provide therapeutic services to child complainants of sexual abuse in the Gauteng province. Interviews were audio-recorded, transcribed and independently analyzed by both researchers, performing thematic analysis. Emerging themes include a lack of directives in terms of the provision of pre-trial therapy for child victims of sexual abuse, current practices and challenges in this regard. Recommendations for the way forward are presented. Limitations and future research will be discussed.     

Creating a New University-Based Community College Leadership Program

The author describes the process for developing a new Community College Leadership (CCL) curriculum for a certificate, master's, and doctoral degree in adult and higher education. The article details the research strategy in learning about Oklahoma's community colleges, existing national community college leadership programs, relevant courses needed for a leadership emphasis, and the desired methods to deliver such courses. The author describes the additional steps undertaken to create a relationship with Oklahoma's community colleges and their leaders. A qualitative study was conducted to learn from the community college presidents what challenges, knowledge, and skills future leaders needed to possess. The overarching theme that emerged from the study was the political nature of community colleges and leadership. This political theme placed all other themes secondary to the necessity of leaders being cognizant and skilled at being political beings. Even the theme of inadequate funding was linked to politics. The article concludes with detailed information on the new curriculum and future research and practical application.     

‘Digital natives’: Honour and respect in computerized encounters between Israeli Jewish and Arab children and adult learners

In Israel's Multigenerational Connection Program (MCP), children instruct adults in computer and Internet use. Taking children's advantage in digital literacy as a given, the study examines their generational status in computerized encounters that MCP creates in two schools, one Jewish and one Arab. The data were gathered by means of qualitative participant observation. The results suggest that the family–community‐based habitus is reflected in the interpretation of the program by the computer teacher at each school, who, by ‘importing’ it to MCP, encouraged relations of respect or honour between children and adults. The significance of these relations, rooted in ethno‐national relations between the groups, transcends the global discourse about the uniformity of the generational digital divide. While the Arab group's ambivalence toward MCP weakened the children's status, the Jewish children attained empowerment as young teachers. The conclusions focus on the implications for intergenerational relations and children's self‐image of the preservation of the Arab honour‐contingent habitus in a Western educational context—a self‐chosen strategy that may widen the digital divide between Arab and Jewish children.