Researching Special Needs

In the March 2002 issue of BJSE , Richard Rose argued that the agenda for research in special education should be determined by establishing 'effective partnerships' between teachers and researchers. He suggested that teachers are beginning to be more involved in research but that educational researchers needed to 'take a lead in involving classroom practitioners in the development of school–based projects'. John Wilson, an author of many books on philosophy and education, and currently Senior Research Associate at the Oxford University Department of Educational Studies, agrees that, if educational research is to drive forward improvements in practice, it must engage 'the minds and understandings of practitioners'. This article takes the debate further, however. John Wilson proposes that research into special educational needs has also to engage with an exploration of the meaning of the phrase 'special needs' and a review of the values that underpin the use of this phrase by practitioners, policy makers and researchers. He concludes that this process will entail the development of new forms of enquiry, new ways of working, and new ways of thinking about research and special educational needs.     

Teaching English as a Missionary Language

Surveying the massive current project of teaching English as a missionary language, this article raises concerns about the scale and cultural politics of this work, as well as issues of trust and disclosure, and the implicit support it provides for furthering the global spread of English. We discuss various responses to this work, from the Christian evangelical and Christian service positions, to the liberal agnostic, secular humanistic and critical pedagogical. Unless we engage in debate over the various moral projects tied up with English language teaching, we argue, educators will be unable to establish the grounds for our choices between missionary, liberal or critical projects.     

Dietary and non-dietary correlates of gastrointestinal distress during the cycle and run of a triathlon

The purpose of this investigation was to assess whether pre-race dietary and non-dietary factors were associated with gastrointestinal (GI) distress during the cycle and run of a 70.3-mile triathlon. Fifty three participants recorded dietary details the day before and morning of the triathlon and retrospectively reported GI symptoms from the cycle and run. Occurrence and severity of nausea, regurgitation and fullness were combined into an upper GI (UGI) category, while lower abdominal cramps, flatulence and urge to defecate were combined into a lower GI (LGI) category. Spearman's rho coefficients were used to examine whether UGI and LGI were associated with: (1) pre-race diet (kilocalories, carbohydrate, fibre, fat, protein, caffeine); and (2) non-dietary factors (age, body mass index, experience, weight change, GI distress history, finishing time). Of non-dietary factors, only a history of GI distress showed significant associations with GI symptoms during the triathlon (ρ = .32–.36; P < .05). Morning kilocalorie (ρ = .28, P = .04) and carbohydrate (ρ = .36, P < .01) intakes were modestly, positively associated with UGI during the cycle, while morning caffeine intake (ρ = .30, P = .03) showed a modest positive association with LGI during the run. The associations between diet and GI distress variables remained significant after adjusting for non-dietary factors. Competitors of 70.3-mile triathlons should carefully weigh the benefits of higher race-morning energy, carbohydrate and caffeine intakes against their potential to increase GI distress.     

Organizing for Urban Education in the New Public Square: Using Social Media to Advance Critical Literacy and Activism

The Urban Review - In this paper, we draw upon data from a multi-year, ethnographic case study of a community-based organization in Detroit, Michigan to consider how the organization has used...     

Public opinion on school choice: The Detroit metropolitan area

This paper analyzes public opinion on the issue of school choice using telephone survey data from the Detroit metropolitan area. Four choice plans are examined: within-district, cross-district, statewide, and tax-credit. There is substantial support for school choice, the level of support varying with the expansiveness of the choice plan, the geographical area, and the race of the respondent. Overall, the residents of the Detroit metropolitan area, as elsewhere in the United States, are receptive to the idea of school choice, despite the area's history of extreme racial segregation.This paper uses data from the Detroit Metropolitan Area Public Policy Survey (DMAPPS) II Study that was funded and conducted by the College of Urban, Labor, and Metropolitan Affairs of Wayne State University. The authors gratefully acknowledge the support and assistance of the college and its staff: Sue Marx Smock, Dean; Larry Ledebur, Director of the Center for Urban Studies; Neva Nahan, Director of Survey Operations; Melissa Motchall; and Amy Lobsiger.     

Is students’ qualitative feedback changing,now it is online?

Student feedback can be used to enable institutions to achieve the best possible outcomes for students through informing changes which enhance the quality of teaching and learning. Following the introduction of an online survey platform to gather student feedback at a top-performing UK university, anecdotal concerns raised by academics suggested students were being more critical. This exploratory study investigated the effects of switching from a paper to an online survey by comparing the open-ended responses between the two methods of collection. The main contribution of this study is the development of an analytical framework which can be used by other institutions to evaluate student comments, in order to understand and improve the student experience. Three key findings in this study were uncovered. Firstly, the quality of student feedback is not undermined by a switch to a more efficient online collection. Secondly, student comments via both methods of collection predominantly continue to focus on fulfilling basic needs, such as study resources. Finally, a small number of comments online revealed a lack of behavioural constraint and were considered to be inappropriate. These findings have important policy implications for the global higher education sector, highlighting the need for students to be given guidance on providing constructive feedback.     

Building learning communities with distance learning intruction

The results presented in this study represent only one of four assigned discussion board activities from only one course. However, these results are not atypical of the amount or nature of student engagement in successive discussion board assignments to these same 23 graduate students. By the final of the four on-line discussions, student engagement did decrease slightly, but still remained well above the assigned requirements. Also, similar patterns of high frequency of student involvement were found in other courses using the same type of on-line discussion board assignments. An additional anecdotal observation was completed by the course instructor; after the first on-line activity had been completed and the students re-convened on campus for class, class members appeared more comfortable and more engaged during in class discussions. In summary, the results of this study indicate that specific types of on-line instruction are capable of developing learning communities among on-line learners and creating a satisfying learning experience.