Rights and rites of passage: crossing boundaries in France

The purpose of this article is to explore the boundaries and interfaces between higher education and the other institutions and organizations involved in the provision of various forms of education and training opportunity in France. It uses a comparative lens but focuses mostly on the system in France since others in this volume will be looking at system(s) in the UK and elsewhere. A number of points of comparison are investigated: institutional boundaries, the ‘adultness’ of the system, and its qualifications. The rights of passage through it for individuals and what I have called the rites of passage?the tools, procedures and mechanisms designed to provide articulation and transfer between it various components?are examined. Finally, the future direction of the system and the attempt to build a distinctly French response to a problem experienced across the world are explored; the elements are in place but the jury is still out on whether or not this can be achieved.     

The Diversity and Dynamics of Competition: Evidence from two local schooling markets

The policy of encouraging schools to compete has been justified on the basis of raising measured levels of attainment and widening choice. In this paper we review the basis for this policy, utilising the economic analysis of markets with a small number of providers. We note that in such markets, typical of local schooling markets, increased competition may generate diverse market behaviour and identify factors likely to produce rivalry and co-operation. We then present evidence of two apparently similar local schooling markets that exhibit very different levels and types of competition. We show how an assessment of the intensity of competition in a local schooling market depends on the particular indicators chosen. We review alternative interpretations for these differences in the nature of competition and relate to recent policy initiatives.     

Children Through Their Own Eyes

Abstract

Over the last decade or more the private and public schools of Britain have successfully campaigned to change their image to that of ‘Independent’ schools. This paper examines the extent to which this change of title is justified. It presents data on the introduction of the Assisted Places Scheme, on changes in the tax regulations regarding charities and on the many other ways that the present government has increasingly given both financial and ideological support to these schools. It questions the degree to which it is appropriate to consider these schools as being independent.     

Critical thinking and the disciplines reconsidered

This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills.     

Tracing the Cascade of Children’s Insecurity in the Interparental Relationship: The Role of Stage‐Salient Tasks

This study examined whether children’s difficulties with stage‐salient tasks served as an explanatory mechanism in the pathway between their insecurity in the interparental relationship and their disruptive behavior problems. Using a multimethod, multi‐informant design, 201 two‐year‐old children and their mothers participated in 3 annual measurement occasions. Structural equation modeling analyses indicated that coder ratings of children’s insecure responses to interparental conflict from a maternal interview predicted observer ratings of their difficulties with stage‐salient tasks (i.e., emotion regulation, autonomy, resourceful problem solving) 1 year later after controlling for initial stage‐salient task performance. Stage‐salient task difficulties, in turn, predicted experimenter reports of children’s behavior problems 1 year later. Associations remained robust in the broader context of other pathways hypothesized in prevailing developmental cascade models.     

Through the looking glass … preservice professional portfolio's

Abstract

This article shares one institution's experiences using professional portfolios to assist future teachers in becoming effective practitioners and making the transition between school and work. It describes the portfolio development process and the exit presentations. Both give students a peer/faculty forum to showcase their competencies, growth, and promote reflection, self‐confidence, job search preparedness, and an increased awareness of professional standards. In order to ascertain students’ perceptions regarding the development of a professional portfolio, faculty administered a questionnaire. Student feedback highlighted the benefits of portfolio development and offered suggestions for future improvements. They overwhelmingly viewed the invested time as worthwhile, saw the process as an appropriate program exit assessment, and recommended its continuation with future students. In addition, their suggestions held implications for portfolio use in teacher training programs.     

Reviews

Abstract

This paper explores the connections between physical education (PE), sport, nationalism and citizenship in Wales, focusing upon how recent education policies relating to PE and sport are implicated in the cultural production of ideational differences between and among the peoples of Wales and England. The analysis suggests that tendencies towards narrow, conservative, cultural restorationist ideals, as evident in Wales as they are in England, may obstruct progress towards more innovative and progressive ideals in the curriculum of PE.     

Towards a framework for financial literacy in the context of democracy

This paper contrasts the prevailing individualistic approach of financial literacy measurement and financial education with an educational framework that seeks to equip young people to play an active democratic role and to develop a broader understanding of the financial world. In particular, the framework suggests how important dimensions of financial literacy may be addressed in terms of the individual, the financial industry and government.