A distinctive theory of teaching and learning for older learners: why and why not?

In the wake of the world’s fast-growing ageing populations and the increasing recognition of the benefits of later life learning towards successful ageing, opportunities for elders and senior persons to engage in learning have proliferated, resulting in an array of programmes and activities being planned and organized by governments, universities, schools, non-government organizations and even hospices in many parts of the world, particularly in developed regions and economies where the opportunities and challenges brought forth by an ageing populace are more pronounced. Amidst the rising importance of elder learning and the increasing provision of learning opportunities for older adults, attention is drawn to the differences in the teaching and learning of this particular group of learners, who are experiencing significant social and psychological transitions in addition to personal changes in senior adulthood. Yet, does the mere fact that they are different from other learners, such as children and younger adults, merit a distinctive theory of teaching and learning for this unique group of older learners? The aim of this paper is to present arguments for and against such a proposition on the grounds of pedagogical principles, needs and motivations as well as difficulties and barriers, pertinent to the learning and teaching of older learners as they advance into a later stage of the lifecycle. Also, suggestions are offered regarding the approach, methods and strategies to be used for the facilitation of learning and the planning and organization of learning opportunities, be they formal, non-formal, or informal, which are appropriate for older learners.     

Factors influencing the take-up of physics within second-level education in Ireland—the teachers’ perspective

There has been a disturbing decline in the take-up of physics within second-level education in Ireland since the early nineties. Here, an analysis is presented of the main factors influencing the take-up of physics from the perspective of secondary school teachers. The database underpinning the analysis is based on a comprehensive survey of teacher opinion in Irish schools conducted in December 2004. The sample included all such schools in Ireland and was directed at school principals, senior cycle physics teachers, and junior cycle science teachers. The data reveal that most senior cycle physics teachers in Ireland do not possess a ‘physics-dominated’ primary degree, are dissatisfied with the technical back-up available to them and their students, consider that many of their students lack the basic mathematical skills needed for physics, believe their students are not adequately informed about career opportunities in physics, and feel students are disadvantaged in regard to grade points in the leaving certificate examination compared with most other subjects. These findings echo those of a previous report by the Government Task Force on the Physical Sciences and lend renewed urgency to the necessity of implementing a comprehensive action programme to reverse the decline in physics take-up before it impacts negatively on the Irish economy.     

Parent consulting: Developing power bases and helping people

School counselors can create power bases and have a significant impact upon the surrounding community through work with parents. A three-step program is presented along with supplemental practical activities for consultants to use in working with parents.     

The effectiveness of a learning disabilities inservice program

Forty-three regular classroom teachers were provided with four one-hour inservice sessions related to the field of learning disabilities. Pre- and posttest administrations of the Learning Disabilities Information Inventory were utilized to measure change resulting from these sessions. Twenty-four control subjects did not participate in these sessions but did complete the dependent measure. An analysis of covariance with pretest scores serving as the covariate indicated that the inservice treatment did result in improved performance on the dependent measure. Approximately 50% of the experimental subjects completed a follow-up questionnaire and most indicated that the sessions increased their knowledge of learning disabilities and provided them with techniques and materials useful in their classroom settings. It is concluded that such inservice sessions are a viable means of increasing classroom teachers' information concerning learning disabilities and the Learning Disabilities Information Inventory is sensitive to the effects of such inservice.     

Robots, jetpacks and time machines: children's ideas of English in the future

This article describes children's views of what English will be like in ten years time. Children from year 2 (6–7 year olds) and year 6 (10–11 year olds) took part in a study which involved discussion, writing activities and interviews. It was found that, on the whole, these children saw English in the future as being a balance between traditional methods of teaching and learning and technological innovations and advancements. For these children, technology will become an essential part of their education and their lives outside school.     

Play centers that encourage literacy development

Teachers are always searching for fresh ideas that address children's growth needs. Ideas that provide learning opportunities which are developmentally appropriate are particularly welcomed. using play as a medium for facilitating literacy growth is one such opportunity. We know from current theory, research and practice that sociodramatic play contributes to children's learning. Its importance in the development of literacy skills has also been investigated and affirmed. See Christie, 1991; Dodge & Frost, 1986; Fisher, 1991; Isenberg & Jacob, 1985; Morrow, 1989, 1990; Morrow & Rand, 1991; Pellegrini, 1980; Rogers & Sawyers, 1988; Schickendanz, 1986; Woodard, 1984.