Integrated schools and intergroup relations in Northern Ireland: the importance of parents

Background: Integrated schools were established in Northern Ireland in the early 1980s. With an explicit intention to build better relations between Catholics and Protestants, it has an intuitive appeal in a society which has long experienced sectarian division. Whilst the sector has attracted considerable research, less is understood about how parents’ perceive the approach adopted by schools to build intergroup relations.

Purpose: The present article seeks to address the gap in the literature by exploring parents’ views of integrated education. Drawing on theories of intergroup contact, the paper seeks specifically to explore how parents and head teachers perceive and negotiate the approach that the schools adopt to build intergroup relations.

Method: In an attempt to probe the deeper meanings that participants attach to integrated education, a qualitative research approach was adopted; semi-structured interviews were carried out with 17 parents and 2 head teachers in two integrated primary schools.

Findings: Through the data analyses, three main aspects were evident. Firstly, the study reveals something of the relational dynamic between head teachers and parents and the significance of this relationship for determining how intergroup relations are pursued in integrated schools. Secondly, it highlights the nebulous nature of identity salience and the practical challenges of making identity salient within mixed identity contexts. Finally, the study suggests the value of qualitative approaches for exploring intergroup contact initiatives.

Conclusions: Overall, the paper demonstrates the inherent challenges of establishing an integrated school where good relations will be developed when multiple interpretations of what constitutes an appropriate response to difference and diversity prevails.     

Educational services for the mentally retarded in developing countries

(1) A consideration of educational services for the mentally retarded in developing countries should take place within the context of existing educational systems and the problems of educational growth. (2) Para-medical teams/primary health care workers can assist in the identification of handicapped persons. (3) Teachers should be helped to develop basic assessment procedures. (4) Much more importance should be attached to the role of voluntary agencies. (5) Governments should consider the integration of the mildly and moderately retarded and the provision of a special education element in teacher training courses. (6) Many problems confront the Community Rehabilitation Programmes which are being promoted by the WHO.     

Validity of anthropometric estimations of body composition in high school wrestlers

The purpose of this study was to determine the validity of 23 anthropometric equations for estimating body composition and minimal wrestling weight in high school wrestlers. A total of 409 high school wrestlers (M age +/- SD = 16.42 +/- 1.03 yrs) volunteered for this study. Twenty-three anthropometric measures including eight skinfolds, nine circumferences, and six diameters were obtained from each subject. The mean body density, determined from underwater weighing, was 1.0748 +/- 0.0100 g.cm-3. The crossvalidation analyses indicated that the quadratic skinfold equation of Lohman resulted in the most accurate estimation of body density. The total error, constant error, standard error of estimate, and r for this equation were 0.0077 g.cm-3, -0.0003 g.cm-3, 0.0076 g.cm-3 and .65, respectively. Furthermore, the results of this investigation indicated that the minimal wrestling weight equations of Tcheng and Tipton resulted in total error values (5.54 to 6.06 kg) which were too large to be of practical use for high school wrestlers.     

Student finance, information and decision making

Since the recent changes in the system of student finance in England, studies focusing on the impact of increased debt and the effect of the bursary system have concluded that the chances of achieving stated policy objectives in relation to widening and increasing levels of participation have been reduced. This study considers the full financial package rather than particular elements, using survey data collected soon after students are expected to apply to university. The study finds that many students do not take into account the ‘financial package’ when making decisions on whether to apply and which university to apply to. They appear to be just as ignorant of grants and loans as bursaries; a large proportion of students with a perceived family income that would have entitled them to a full or partial maintenance grant did not consider themselves eligible (42 and 53% respectively). Students seem to have got the message that going to university is costly and will leave them in debt, but in many cases they do not have the information on what may moderate the costs for them. It will only be possible for policy to work if support can be provided that effectively influences the decision heuristics of students.     

Impact of a new integrated medicine program on students’ approaches to learning

This paper presents the results of a study on the impact of a new integrated medical educational design on students’ approaches to learning. Although the new program was based on curriculum features identified in the research literature as likely to promote deeper approaches to learning, the results revealed a more complex response from students. While a proportion of students reacted as expected and changed to deeper approaches, a significant subgroup moved in the opposite direction and adopted more surface approaches. Further analysis revealed that specific features of the new curriculum – integration of content, requirement for both independent and collaborative learning – were likely to polarise students. The findings suggest that shifting students towards deeper approaches to learning may be a more complex task than previously understood. The authors suggest some ways in which such major curriculum change may be moderated so that all learners are more likely to benefit.     

The information and communication technology competencies of students enrolled in school library media certification programs

As information and communication technologies (ICTs) become increasingly prevalent in modern society, improving students' competency with these technologies has become a key focus of 21st century education. Given the interdisciplinary and information rich nature of ICTs, many advocate for school librarians to actively promote their integrative use across the K-12 curriculum. This article asks, “Are school library media professionals adequately prepared for the task of integrating technology and skills into instruction?” It explores the perceived ICT competencies of students enrolled in school library certification programs and the use of ICTs in their school library education programs. Factors identified for discussion include the age of students enrolled in school library certification programs, the evolutionary process of ICT curricular integration, and perceived preparedness to integrate ICTs into instruction despite self-reported low competency levels with many of emerging technologies. Concluding comments encourage design of authentic and meaningful learning experiences that incorporate and promote the integrative use of ICTs in school library certification programs.