Soft benefits for hard nuts: the impact of community‐building interventions on ‘anti‐social youth’

This paper emerges from an evaluation conducted by the author into the impact of a community‐based intervention scheme designed to reduce perceived levels of ‘anti‐social behaviour’ amongst young people living in deprived communities. Drawing from this evaluation, the paper discusses the difficulties in assessing quantifiable measures of the impact of intervention schemes such as these; given the complex nature of the communities served, limitations in the realistic achievements of diversionary schemes and difficulties in identifying measureable outcomes. The paper also argues that given the highly problematic nature of such schemes, qualitative and ‘soft’ measures of impact, which although more difficult to assess, should be afforded greater status amongst funders and evaluators.     

The constraints on school provision of post-primary physical education in Ireland: principals’ and teachers’ views and experiences

Dated and limited research relating to physical education in Ireland has reported that the subject is in crisis, unable to move forward until the fundamental resources of facilities, staffing and time for physical education are significantly improved. As part of a recent national physical education survey carried out in Ireland, data was collected from principals (n=417) and teachers (n=405) to inform discussion on the level of current infrastructure for physical education in post-primary schools. This paper investigates the areas of physical education facilities, time allocation and staffing, as a contribution to the debate on the way forward for physical education at post-primary level, illuminating both issues of policy and practice.     

Inclusive education: Ireland's education provision for children with special educational needs

The concept of inclusive education is a relatively new phenomenon within the Irish education system, with considerable developments in government policy only occurring since the early 1990s. These developments are aiming to advance special education provisions and legislation for individuals with disabilities and special educational needs (SEN). This increased attention is illustrated by the Special Education Review Committee (SERC) report, the report of the Government Commission on the Status of People with Disabilities, A Strategy for Equality (1996 Commission on the Status of People with Disabilities (1996) A strategy for equality , Report of the Commission on the Status of People with Disabilities . [Google Scholar]), the National Council for Curriculum and Assessment (NCCA) Discussion Document (1999), Special Educational Needs: Curriculum Issues, the Education Act, the Equal Status Act and the recently published Education for Persons with Special Educational Needs Bill and the Disability Bill (2004). However, despite these advancements in SEN developments, it can be argued that the Irish government and education system still fall short of providing a rights-based education to all children with a disability or SEN in the state. This article discusses the educational provision for children with SEN from 1990 to 2004.     

THE IMPROVEMENT OF VERBAL FLUENCY IN THE ELDERLY: THE EFFECTS OF PRACTICE ON THE SET TEST AND AN ALTERNATE FORM

The effects of prior practice on the Set Test (ST), a test of verbal fluency, were examined in a group of 30 relatively able patients aged 62‐94 in a continuing care geriatric ward. Subjects were randomly assigned to one of three groups, a specific prior practice group (ST on Day 1 and again 24 hours later), a nonspecific prior practice group (an alternate form of the ST on Day 1, ST 24 hours later) and a control group (conversation on Day 1, ST 24 hours later). Analysis of ST performance showed no significant difference between the two experimental groups and the control group on day 2, but significant improvements for the two groups from days 1 to 2. The clinical implications of this finding are discussed. Analysis of the psychometric characteristics of the ST and the alternate form showed the tests to have high internal consistency and reliability, although further data are needed before the two forms are regarded as parallel.     

EDUCATIONAL PROGRAMMING FOR MIDLIFE ADULTS WITH PARENT‐CARING RESPONSIBILITIES

A major issue facing today's families is aging family members. Three factors compound this dilemma. First, the aging population is increasing both numerically and proportionally. Second, the middle generation, the traditional caretaking generation, is becoming older and fewer in number. Third, women are increasingly participating in the labor force. This research explored the use of adult education programming in addressing the needs of the midlife caretaking generation.

The nonrandom sample consisted of 50 midlife offspring residing in three central lower Michigan counties. As part of a one‐to‐one interview, respondents were asked to indicate preferences for content and mode of instruction for topics related to adult child/aging parent relationships. Thirteen of the most frequently mentioned areas of concern and need were selected from current gerontological literature. If participants desired further information in the content area, one of six methods of instruction also were selected.

The primary variable which distinguished those with high and low interest in information was age. The younger the age of the respondent, the more requests for information. Information related to the aging process was of greatest concern. Instructional methods that allowed personal interaction were selected for content areas of a personal nature. Conversely, independent methods were selected for informational material. Implications for educational gerontologists are explored.     

The Status of Physical Education Curriculum Theory

Although too few physical education scholars have given priority to the formulation of curriculum theory, genuine progress has been made in the past quarter of a century. Recent efforts in physical education theory building are reviewed within the overall context of general curriculum theory and in historical perspective. Special attention is focused on relationships between curriculum and instruction. A selected model for physical education curricular decision-making illustrates the process of relating a physical education curriculum theory to general curriculum theory, the need for adaptation to differing value orientations, and the nature of the impact of curiculum theory on instructional decisions.     

RECENT BOOKS

This article proposes a pedagogy based upon congregational studies to further the contextualization of education in both seminary and congregational settings. Christian congregations and theological seminaries comprise two overlapping yet distinctive “communities of practice” in which teaching and learning the Bible constitutes a primary, even defining, activity. The article describes a seminary course that used congregational studies as its pedagogical framework. It then outlines eight features of a pedagogy based upon congregational studies, concluding with a brief assessment of the dangers and opportunities for a more contextual approach to education in seminary and congregational educational settings.     

Students’ Classroom Communication Effectiveness

Instructional communication research has frequently examined effective teacher communication, but has ignored effective student communication. This study draws on the transactional model of communication to hypothesize that students who are effective communicators will be more successful in the classroom. Participants reported their level of interaction involvement, socio-communicative orientation, and out-of-class communication in regard to a specific class. Additionally, participants reported recently received grades, their level of state motivation to study, affective learning, performance of learning indicators, and satisfaction with instructor communication. Overall, students’ communication effectiveness was positively associated with positive learning outcomes.