THE 21ST CENTURY CAMPUS: GERONTOLOGICAL PERSPECTIVES

Through the centuries, universities have reflected the spirit of contemporary societies. Demographic and technological projections for the 21st century will require restructuring for the institutions to survive. Specifically, forecasters predict that continued declining birth rates and widespread adoption of distance learning will translate into fewer young campus residents. At the same time, we can expect more adult learners to head back to campus in order to update skills. In addition, university residential facilities appear to be well suited for the needs of aging baby boomers. An increasing number of institutions now offer retirement facilities on campus to retired graduates. Other institutions will find that that they can survive declining youth enrollments by converting their facilities for use by the aging. This article summarizes emerging trends and describes how institutions can best adapt their campus to an aging society.     

Relational Learning in Social Work Education: Transformative Education for Teaching a Course on Loss,Grief and Death

This article explores the relational learning model for teaching clinical social work practice. Evaluations of a course on loss, grief, and death illustrate that relational learning methods enhanced students' relational and communicative knowledge and skills, and contributed to a transformative learning process. Relational learning is a method of teaching that is consistent with the postmodern classroom and with the mission of contemporary social work practice.     

The Democratising Potential of Dialogical Focus in an Action Enquiry

This article considers the role of classroom‐based action research in the development of media education in British schools. The first part of the article offers some general observations on the contribution of action research in this field, and on the relationship between action research and broadly ‘ethnographic’ approaches within media and cultural studies. It identifies shared dilemmas in the politics of such research, and in the relationships between researchers and their subjects. The second part of the article develops these themes through brief accounts of two contrasting forms of classroom practice, drawn from collaborative research between an academic (DB) and a classroom teacher (JSG) in a largely working‐class North London comprehensive school. First, there is an examination of the difficulties of ‘reading’ students’ creative media productions, with particular emphasis on questions of gender and subjectivity. Secondly, there is an account of classroom work in which students themselves carried out research projects on aspects of media consumption, using both quantitative and qualitative methods.     

Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text

The purpose of this study was to compare the instructional effectiveness and efficiency of oral retelling, written retelling, and passage review comprehension strategies on third‐grade students' accuracy and rate of answering reading comprehension questions. A modified alternating treatment design was used to compare the effects of oral retelling, written retelling, and passage review strategies. Each strategy occurred within the context of repeated readings with phrase drill error correction. This study extended previous research findings by examining the effects of oral and written retelling as strategies for improving both literal and inferential comprehension and by investigating the efficiency of retelling procedures. Findings revealed that students' accuracy in answering reading comprehension performance was better under both retelling conditions than the passage review condition. The oral retelling coupled with repeated readings and phrase drill error correction was the most efficient instructional method for answering comprehension questions correctly. © 2009 Wiley Periodicals, Inc.     

Regulation

FTC Trade Regulation: Advertising Rulemaking, and New Consumer Protection (Practising Law Institute, 810 Seventh Ave., New York 10019—$20.00, paper; Course Handbook 303 of 1979)

The First Amendment Meets the Second Revolution by William H. Read (March 1979, Working Paper W-79-3, 27 pp.)

Executive Summary of Findings of the State Cable Television Regulation Project by Konrad K. Kalba, et al.(December 1978, Publication P-78-11, 20 pp.)

Regulatory Politics: State Legislatures and the Cable Television Industry by Konrad K. Kalba, et al. (August 1978, Publication P-78-2, 121 pp.)

The States Regulate Cable: A Legislative Analysis of Substantive Provisions by Philip R. Hochberg (July 1978, Publication P-78-4, 135 pp.)

Taxation, Regionalization and Pole Attachments: A Comparison of State Cable Television Policies (August 1978, Publication P-78-5, 126 pp.)

The Regulation of Cable Television Subscriber Rates by State Commissions by Larry S. Levine (July 1978, Publication P-78-6, 96 pp.)

The Economic Impact of State Cable TV Regulation by Yale M. Braunstein et. al. (October 1978, Publication P-78-7, 75 pp.)

Federal Preemption of State Regulation in Cable Television, by Philip R. Hochberg (November 1978, Publication P-78-8, 39 pp.)

States, Stakeholders and the Cable: The Evolution of Regulatory Policies by Konrad K. Kalba (December 1978, Publication P-78-9)

Chronology of Cable Television Regulation: 1947-1978 by Anne E. Birinyi (October 1978, Publication P-78-10, 20 pp.)     

Universities in Europe: North American Perspectives on European Historiography

This 2005 conference dialogue does not attempt to review the formidable A History of the University in Europe, 1800–1945 edited by Walter Rüegg. But it does use this magnificent piece of scholarship to open a discussion of the scholarship on the university, worldwide. The precipitating event was a book session at the Social Science History Convention in Portland, Oregon (2005). The participants are scholars of the higher education discourse and sought to reflect upon the conceptual patterns that have produced our higher education canon. They have found both foundational bedrock and time‐bound, limited assumptions about the ‘university’ in this volume’s 16 major essays. The central issue of this critique addresses the methodological problem of how another discourse, say, American higher education, might conceive a different version of the history of the university. In the course of the discussion the participants try to lay out the conceptual guidelines for a new history of higher education.     

New professionalism in austere times: the employment experiences of early career teachers in Scotland

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market.