Class strategies and stealth policies in adult education

Class strategies, how individual members of class fractions tactically gain advantage in fields including education, have been used to analyse schooling and initial post‐compulsory education. In this paper, class strategies are applied to adult education in considering participation across social classes. Using empirical data from a biographical study of adult education I show how different notions of ‘positionality’ are employed in three cases. Uniquely, I consider ruling class strategies in adult education and why the consideration of a ruling class might alter our perspective on differences between working‐ and middle‐class learners. Finally, I apply these perspectives to the policy arena and discuss how pernicious class strategies might actually be enhanced by new ‘stealth’ policies in adult education.     

Students' Self-Concept and Perceptions of Mentoring Relationships in a Summer Mentorship Program for Talented Adolescents

Mentoring is widely advocated as an educational experience for academically talented students because mentors may provide stimulation for academic growth and serve as positive role models for students in areas of career interest. This study examined the experiences of 72 talented teenagers attending a university-based summer mentorship program. Students completed pretest and posttest measures assessing self-concept and perceptions of research aptitude; they also shared their perceptions of their mentoring relationships in written journal entries. Results demonstrated increases in students' perceived research skills and job competence; students reported positive relationships with mentors, particularly when they felt that their mentor spent a great deal of time with them and was approachable, friendly, and engaging.     

ICT teacher training: Evidence for multilevel evaluation from a national initiative

This paper is one of a pair that re-examines the evidence from a national initiative to train all teachers in England to bring them up to the level of newly qualified teachers, who are required to know when to use and when not to use information and communication technologies (ICT) in their professional practice. Reanalysis of data gathered for the 2004 evaluation uncovers the complexity of such professional development. The effectiveness of contrasting approaches to ICT-related teacher training was analysed using the national survey of 496 trainees and experts' reports on 11 of the 47 training providers. multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. The presence of the middle level of 'organisational support and change' emerged as a particularly discriminating factor, indicating that higher-quality teacher training supports change in the classroom and in the school. Therefore, we recommend that all five of Guskey's levels be consistently adopted for the evaluation of ICT teacher training, and that research should also adopt a multilevel model. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training.     

Bacterial leaching

Bacterial leaching is the extraction of metals from their ores using microorganisms. Microbial technology offers an economic alternative for the mining industry, at a time when high-grade mineral resources are being depleted.     

Academic Freedom: Impressions of Australian Social Scientists

This article reinterprets a recentexploratory study of the academic freedom ofAustralian social scientists in an increasinglycommercialised university environment. Thestudy revealed that academics are experiencingseveral conditions that undermine academicfreedom: the intensification of work at theexpense of quality; pressure to choose `safe'research topics; the erosion of intellectualcapital and student standards; and increasingcorporate governance. We position thesefindings within the transition to `Mode 2'knowledge production, arguing that thisprovides a more appropriate basis forreconceptualising the traditional concept ofacademic freedom and renegotiating its socialpractice.     

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District,Western Kenya

Abstract

The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.