Middle‐class struggle? Identity‐work and leisure among sixth formers in the United Kingdom

This paper explores the ways in which sixth‐form students in Milton Keynes negotiate their identities and the symbolic significance they attach to leisure activities in the process of doing this. The paper draws upon qualitative, young‐person‐centred interviews with sixth formers in state and private schools. We address the investments of sixth formers in constructing themselves as autonomous individuals and argue that they do so from a position of middle‐class subjects‐in‐the‐making. Through an inversion of Willis’ (1977 Willis, P. 1977. Learning to labour, Aldershot: Gower.  [Google Scholar]) (focus, our concern is to make explicit the implicitly middle‐class identities sixth formers were forging. We argue that the identity‐work of sixth formers plays a part in the reproduction of school‐based class inequalities by pathologising working‐class students while constructing themselves as bourgeois liberal individuals.     

From organelle to protein gel: a 6-wk laboratory project on flagellar proteins

Research suggests that undergraduate students learn more from lab experiences that involve longer-term projects. We have developed a one-semester laboratory sequence aimed at sophomore-level undergraduates. In designing this curriculum, we focused on several educational objectives: 1) giving students a feel for the scientific research process, 2) introducing them to commonly used lab techniques, and 3) building skills in both data analysis and scientific writing. Over the course of the semester, students carry out two project-based lab experiences and write two substantial lab reports modeled on primary literature. Student assessment data indicate that this lab curriculum achieved these objectives. This article describes the first of these projects, which uses the biflagellate alga Chlamydomonas reinhardtii to introduce students to the study of flagellar motility, protein synthesis, microtubule polymerization, organelle assembly, and protein isolation and characterization.     

Insights into inclusive education through a small Finnish case study of an inclusive school context

This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community.     

The professional engagement model of academic induction into on-line teaching

Current developments in tertiary education settings are resulting in a second wave of academics using on-line technologies in their teaching, providing universities with a considerable professional staff development challenge. The case study presented here illustrates one way of responding to this challenge. Overall, the literature suggests that professional development that is discipline-specific and located in a community-of-practice is more likely to be relevant and productive than a centralized, decontextualized approach. We propose an alternative hybrid model of 'professional engagement' for on-line teaching that attempts to build on existing discipline-specific workplace structures. This includes recruiting academic on-line teaching advisers for each school in the faculty, showcasing existing exemplary practice, and setting up 'professional engagement groups' with a support team. The main advantages of the model are its responsiveness to patterns of academic work and to the immediate needs of academics, the way it enhances the visibility of exemplars of academic work, its cost-effectiveness and scalability, and the complementarity of local and centralized support systems. Limitations include the time needed to build up such staff engagement, an apparent lack of visibility, and difficulty in measuring outcomes.     

Reflections on the First International iPED Conference,Coventry TechnoCentre,UK, 10–11 September 2006

Through reflection on the First International iPED Conference 2006, and its overarching theme of ‘Pedagogical Research and Academic Identities’, this paper considers the achievement of the wider aims of the conference, which were to facilitate dialogue between researchers in order to explore the conference themes collaboratively, and to provide networking opportunities which would enable participants to build alliances. The abstracts for all papers mentioned are available via the conference website www.coventry.ac.uk/iped2006.     

The Meaning and Rationale of Greece-Cyprus Unified Education: A Teachers’ and Parents’ Beliefs Study

The purpose of the present study was to investigate Cypriot teachers’ and parents’ attitudes towards, and understanding of, the educational policy of Greece-Cyprus Unified Education. The data of the study were collected through a 3-part questionnaire and an open question asking for attitudes towards, meaning and justification of the Unified Education. The results indicated that teachers and parents approve educational policy of Greece-Cyprus Unified Education and that they believe that it must be implemented more explicitly. In spite of the official declarations of this educational policy, teachers and parents believe that Greece-Cyprus Unified Education does not currently exist. The results are discussed in the light of the effects of cultural factors on teachers’ perceptions.