Consultation and handicapped preschoolers: Priorities,goals, and models

A survey of 50 early childhood special educators was conducted regarding issues germane to school psychological consultation. Results indicated that behavioral and home-related problems were major concerns, and that goals in seeking consultation were primarily motivated by a lack of knowledge. A variety of service-delivery models was chosen, with a slight preference for an indirect, mental-health model.     

Action Learning: Design Features and Outcomes at Georgia State University

This account of action learning as a curriculum offering at Georgia State University provides background and details of program start-up and operation during a first, experimental year. It explains what features were important in the design, what some of the first-year outcomes were, and what designers of the laboratory course will continuously seek to improve. Research findings from the first year of offering the program supported the expectation that students would gain confidence in their set mentoring and organizational problem-solving skills through a blend of hands-on experience and through independent and in-class reflection. Using critical incidents and journals as a way of staying in touch with events and with their own learning process, participants came to view critique as a leading part of action learning. Graduate students who were the first action learners at GSU included both human resource development and instructional technology majors. They have now fanned out in many directions to learn more about action learning and to carry the process into other organizations.     

The theory of the telephone receiver

The equations connecting the winding current and diaphragm motion of a telephone receiver under impressed simple harmonic electromotive and mechanical forces are formulated under: (I) The Maxwell flux theory; (2) the magnetizing-winding theory; (3) the Ampèrean resistanceless fixed molecular circuit theory of permanent magnetism; and (4) a general molecular orbital theory of ferromagnetism. On the latter theory it is found that the coupling coefficients M and N in the equations in question are in general different, in counter-distinction to the other three theories as hitherto formulated. The flux theory is shown not to be inconsistent with this result when certain dynamical phase relations are introduced into the static flux-magnetomotive force formula (Ohm's Law analog) always employed in this theory. The Ampèrean rigid circuit theory is criticized as an inadequate dynamical representation of ferromagnetism. The magnetizing-winding theory (dynamical) is reproduced in slightly generalized form.     

Working‐class boys,educational success and the misrecognition of working‐class culture

This article contributes to the theory of institutional habitus by exploring the differing ways in which the institutional habitus of two schools in Belfast, Northern Ireland mediates the local habitus of working‐class boys. All of the boys in this qualitative case study live in the same disadvantaged working‐class community but attend two different schools, depending on whether they succeeded or failed in an examination at the age of 11 years. It is argued that these schools have different mediating effects on the boys’ common habitus. While most studies of working‐class boys focus on underachievement, and most studies of working‐class success focus on females, this article draws together the strands of success, failure, working‐class boys and locality, and examines the ways in which identity is constructed and reconstructed in response to schooling. Questions are raised about the interpretation and/or misrecognition of working‐class culture in schools and within the wider discourses of society.     

Broadcasting on a troubled island: Cyprus

This article describes the way in which the Cyprus government adapted a radio and television service to the needs of a population made up of Greeks and Turks, who speak different languages and are further divided by marked contrasts in culture and religion. The material was obtained while the author was on the island serving as a Fulbright Consultant to the Cyprus Broadcasting Corporation before and during the outbreak of the current trouble in December of 1963.     

Cultural production is different from cultural reproduction is different from social reproduction is different from reproduction

Cultural patterns and activities and attitudes are developed in precise conjunction with real exigencies, and are produced and reproduced in each generation for its own good reasons. Patterns of the development of labour power for a specific kind of application to industry must in every generation be achieved, developed, and worked for in struggle and contestation. If certain obvious features of this continuous reproduction and ever freshly struck settlement show a degree of visible continuity over time this should not lead us to construct iron laws and dynamics of socialization from this mere succession of like things.Learning to Labour (p. 183)     

Designing out barriers to student access and participation in secondary school assessment

In an effort to support student agency in assessment, teachers seek to provide detailed instructions and advice in associated assessment task sheets. In this paper, we analyse a sample English assessment task to consider how such assessment design practices might inadvertently create barriers to access and participation. To make our case, we highlight the learning characteristics of students in two of the most prevalent disability groups: students with Attention Deficit Hyperactivity Disorder (ADHD) and students with Developmental Language Disorder (DLD). The paper links student agency to the problem of equity by analysing the conditions and criteria of access that are built into assessment design. The article concludes with design recommendations to help improve access for all students, including students in these two highly prevalent disability groups.