Education,employment and school religious denomination in Scotland in the 1950s

Newly available survey data allow the investigation of the educational and employment opportunities open to Roman Catholics in Scotland in the mid-20th century. Previous research has shown that Catholic disadvantage in education and the labour market in the early 20th century had weakened or vanished by the end of the century, and that the main change in that respect had come with the advent of comprehensive secondary schooling in the 1960s. However, the extension of Catholic secondary schooling started in the 1920s. The data used here allow an investigation of whether the Catholic disadvantage was mitigated by these earlier reforms, and thus allow an assessment of whether a selective school system was able to overcome an important dimension of social disadvantage. The data come from a cohort study of a representative sample of people born in 1936 (first surveyed in 1947 and followed up annually to 1963). Evidence is available on social background, on cognitive ability measured at age 11, on secondary school courses, on educational achievement after leaving school, and on social-class status at age 27. The conclusions are that the continued social disadvantage of Catholics was not due to any aspect of the school education which they had received.     

Low-cost method of removing periodical duplicates using a collection growth formula at a medium-sized academic library

The authors detail a low-cost, two-phased formula-based approach to bound periodical weeding at a medium-sized academic library with the goal of opening space for five years' growth, while still meeting user needs. Phase I included weeding bound titles with overlapping microfilm holdings. Phase II used the following criteria to determine which titles to discard: (1) four or fewer items, (2) availability in the University of Wisconsin System, (3) usage statistics and online access, (4) department consultation. This article summarizes the design, implementation, and successful results of the project.     

Echándole ganas: The academic identities of undocumented Latino youth

This ethnographic study explores what happens in the lives of two 1.5-generation undocumented Latino youth that results in academic engagement or disengagement. It examines how turning points, policy, language proficiency, school structure, economic needs, and family and personal circumstances affect academic identities. Findings reveal how students’ agency can make a big difference in explaining the high school graduation of youth who are proficient in English. Consequently, labeling students as low or high achievers disregards the fluidity of their academic identities as well as their capacity to change their academic trajectories within society’s structural limitations.     

Undergraduate Social Work Students’ Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ABSTRACT

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and interpersonal growth for students. This study explores perspectives of 93 undergraduate social work students regarding the benefits and challenges of using a TBL approach to research adult development. Despite identifying several benefits of this method, including in-depth learning and enhanced relationships, students also experienced significant challenges to working in teams.     

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.     

Investigating Change in Adolescent Self‐Efficacy of Food Safety Through Educational Interventions

A successfully targeted intervention can influence food safety knowledge, attitudes, and behaviors, as well as encourage participants to recognize their own responsibility for safe food handling. This acknowledgement of an individual's responsibility and capacity to address food safety can be understood as self‐efficacy of food safety (SEFS). This study investigated the impact of a specific educational intervention, Hands On: Real‐World Lessons for Middle School Classrooms, curriculum on SEFS in adolescents and was guided by two research questions: (1) to what extent can an existing food safety curriculum impact students’ SEFS, and (2) to what extent does a relationship exist between changes in self‐efficacy and changes in food safety behavior, particularly when controlling for knowledge gains. A total sample of 424 students across 6 states participated in this study. Teachers were trained to implement the Hands On program in their classrooms and then students were administered a pre‐ and posttest to measure the impact of the program on knowledge, food safety‐related behaviors, and SEFS. The data indicated that there is a strong predictive relationship between SEFS and positive behavior change. Additionally, the Hands On program was effective at increasing students’ SEFS.     

Cornerstones and keystones: Humanities for the gifted and talented

The Humanities as a curriculum provide a natural learning environment where gifted students have opportunities to make intellectual inquiries in every realm of human endeavors.     

Convergence of views: Self‐perceptions of African American and White kindergartners

As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc.     

A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence

Educational Psychology Review - Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has...     

Working together within a system: educative mentoring and novice teacher learning

Using a framework of activity theory, I follow one mentor/student teacher pair through a yearlong student teaching experience, investigating their interactions around the practice of educative co-planning. Evidence from multiple data sources collected over the course of one year is analyzed to understand the role co-planning played in the mentor/student teacher relationship, the experience of being a mentor, and in the development of the student teacher’s practices. Findings reveal the mentor and student teacher used the educative practice of co-planning to productively mediate tensions and navigate their relationship.