Success Without ‘A’ Pass: an Educational Experiment Revisited

In 1963, the University of Sussex inaugurated an innovative Early Leavers Scheme in response to two government reports which confirmed that it was still the norm for talented working‐class children to leave school aged 15 or 16 and indicated that the hopes of the 1944 Education Act were as yet unfulfilled. This article explores what the scheme has meant to some of the people who got to university because of it. Research on relevant documentation of the scheme and its outcomes held in the University of Sussex archives and information gathered from four people admitted to the scheme and its impact on them inform this article. The scheme is contextualised with relevant policy documents, government reports and academic publications to provide a framework for the accounts of those who took part in it and it is tentatively suggested that these have implications for higher education policy today.     

Doors to diversity: The first amendment implications of telephone company video options under the telecommunications act of 1996

Video market entry options available to telephone companies under the Telecommunications Act of 1996 have First Amendment implications that will affect the constitutional value of telephone video. These entry options impose regulatory constraints upon providers and differ in potentials for provider speech, speaker access, and content diversity. The author concludes that the Act's open video system option best advances First Amendment interests in increased diversity of and access to speech.     

Teachers' and At‐Risk Students' Stimulated Recall of Instruction

Abstract

Using the stimulated recall of instruction methodology, we interviewed teachers and students at risk for referral to special education about their perceptions, judgments, and decision making during the course of instruction. The results of the teacher interviews suggest that teachers respond to complex collections of student cues in their decision making about students. Teachers described themselves as more frequently monitoring the at‐risk students, although their attempts to modify instruction consisted primarily of attempts to motivate these students. The at‐risk students indicated awareness that they are experiencing difficulty in class, had somewhat less understanding of how teachers attempt to help them, and responded with anger and frustration to their learning problems.