The impacts of financial reductions on British universities: 1981–84

This paper arises from a research project funded by the Department of Education and Science which was concerned primarily with nine British Universities' responses to and the impacts of the University Grants Committee's recurrent grant reductions during the period 1981–84. The responses are summarised briefly prior to considering the impacts on the universities. It is concluded that whilst a number of the universities successfully developed and implemented plans to reduce staff and student numbers, to reduce expenditure and to increase income from non-government sources, there were serious negative impacts which suggest a further period of financial stringency would constrain the capacity to undertake effective teaching and research and to respond to the changing needs of society.     

Compliance and Comprehension in Very Young Toddlers

We studied the relation of compliance with comprehension in 30 toddlers, 10 each at 12–13, 14–16, and 17–18 months of age. Requests, using preselected words, were made to children in the context of a naturalistic and pleasant play situation in a quasilaboratory setting. Detailed coding systems were used to define comprehension, compliance, and patterns of compliance-comprehension, noncompliance-comprehension, compliance-noncomprehension, and noncompliance-noncomprehension at each age period. Findings indicated significant shifts in the categories of compliance-comprehension and noncompliance-noncomprehension across the 3 ages, with the most striking change occurring between 14–16 and 17–18 months. Implications of the data are discussed.     

A CASE FOR SELF‐ASSESSMENT BASED ON RECENT STUDIES OF STUDENT LEARNING

An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.

The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning.     

What really influences minority attendance? Sequential analyses of the high school and beyond sophomore cohort

While the factors that influence college minority student attendance have been the subject of recent study, there remain unresolved questions about how different factors influence college attendance decisions of applicants from historically disadvantaged backgrounds. In particular, there is ambiguity about whether blacks are more or less likely to attend than whites and what factors might improve their attendance rates. This study uses two sets of logistic regressions to identify the factors that can promote minority attendance: a set that examines attendance by all high school seniors in the high school class of 1982 and a set that examines attendance by college applicants in this class. Consistent with prior research on student access, three factors are identified that can potentially improve college attendance by minority students: (1) improved academic preparation in elementary and high school; (2) increased aspirations for higher levels of educational attainment; (3) increased levels of financial aid. Public interventions that would improve any of these factors for minority high school students are likely to improve minority participation rates.     

Can tablet computers enhance learning in further education?

Interest in the potential benefits of providing tablet computers to students has grown in recent years, both in UK institutions, and across the world. Limited research studies have been reported in higher education (HE), and primary and secondary school settings, tentatively suggesting a range of positive impacts on learners, but little conclusive research has been published on the introduction of tablets in further education (FE). This article presents a case study of a single, mid-size English FE college, which piloted the provision of tablets to bounded groups of students and teachers in four diverse curriculum areas. The author was invited to help design the college’s evaluation of the pilot, which would inform a potential business case to extend the pilot to all students. One element was a qualitative research project, with data captured through a series of focus group interviews with all 64 students who received tablets, and separate interviews with their ten teachers. Findings are reported here, exploring the extent to which students and teachers perceived learning benefits from the tablets: for some learners, this was reported as enhancing the organisation of learning; supporting greater independence of learning and enabling more purposive learning. Barriers to learning enhancement were also identified, including institutional issues (frustration with technical infrastructure), and individual learner disengagement (distraction and surface engagement with mere ‘novelty’). Concluding that the tablets’ clear benefits were not automatically transformative, and engagement was not uniform, findings are relevant to FE managers and leaders of other institutions considering tablets as a possible learning panacea.     

Cultural problems in minority education: Their interpretations and consequences—Part one: Theoretical background

Culture has featured prominently in minority educational research, policies, and intervention since the early 1960s. It is receiving even more attention today in minority education discourse due to the emergence of cultural diversity and multicultural education as popular national issues. A careful analysis of the new discourse suggests, however, that the issue has shifted from how cultural differences enhance or deter the school adjustment and academic performance of minority children to the problem of cultural hegemony and representation in school curriculum and other domains of education. But cultural diversity and multicultural education are only a partial solution to the problems of culture in minority education. This essay is in two parts. In part one I argue for a reconsideration of the earlier question about how culture affects minority school adjustment and academic performance. I also proposecultural frame of reference as a new level of analysis of the cultural problems that confront minority students at school. In part two I illustrate my points with two case studies from Minority Education Project in Oakland, California.     

Evaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics‐based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised studies to assess efficacy of interventions (Thabane et al., 2010). The aim of the current paper is therefore to investigate feasibility questions relating to conducting a full‐scale randomised controlled trial (RCT) evaluation of an online, phonics‐based reading programme (Headsprout^? Early Reading; HER) with children with ID. Employing a randomised pre‐test post‐test group design, this study explores and trials important aspects of a RCT evaluation to inform a full‐scale RCT. We also found that HER had a significant effect on reading skills when compared with ‘education as usual’, with large effect sizes on the main outcome measure. This indicates that further, more robust evaluations using HER with children with ID are a worthwhile pursuit.     

A longitudinal study of attitudes of students and parents coincident with court-ordered school desegregation

Attitudinal data were collected for a sample of 492 parents and public school children before implementation of a metropolitan desegregation plan and for 2 years after implementation. The variables measured included racial attitudes, feelings out desegregation, and school-related attitudes. There were small but significant changes on 7 of the 11 measures, with most of the changes occurring during the first year. There were race and grade-level differences on some of the variables before desegregation, but race and grade level were generally not related to changes over time.This research has been supported by a grant from the Rockefeller Foundation, Division of Social Sciences.