The use and value of Bernstein’s work in studying (in)equalities in undergraduate social science education

This paper illustrates how critical use of Basil Bernstein's theory illuminates the mechanisms by which university knowledge, curriculum and pedagogy both reproduce and interrupt social inequalities. To this end, empirical examples are selected from the findings of the ESRC-funded project ‘Pedagogic Quality and Inequality in University First Degrees' (RES-062-23-1438, November 2008–January 2012). The project investigated sociology-related social science degrees in four social science departments in universities in different positions in influential UK higher education league tables. A Bernsteinian lens throws fresh light on how university education might contribute to a more egalitarian society.     

Special education in Romania

ABSTRACT

The purpose of this paper is to give a closer view of the realities in special education in Romania, as part of the general reform in the educational system. It outlines the most important features of the past that have led to the present problems which Romania has to face, and presents the main categories of disadvantaged children in the context of social protection guaranteed by the present laws. Where available, data with respect to the years 1991 to 1993 are given.     

Students' Perspectives on Gatekeeping in Counselor Education: A Case Study

Through in‐depth interviews, the authors examined 10 master's‐level counseling students' perceptions of gatekeeping. Case analysis resulted in 3 major themes pertaining to the necessity of gatekeeping, vital components, and counseling student characteristics. Implications of the findings are also discussed.     

Technology adoption,consumer inattention and heuristic decision-making: Evidence from a UK district heating scheme

This paper contributes to the debate on the energy efficiency paradox according to which consumers fail to adopt cost-effective, energy efficient technologies over less efficient technologies and therefore fail to reduce energy consumption. Both traditional and behavioural theories are used to investigate the decision-making process of residential consumers with empirical evidence based upon a specially designed quasi-experimental survey of 784 households on the decision to connect to a district-heating system, a more energy efficient alternative to individual heating systems. The results suggest an internal discount rate of around 36 per cent for homeowners, a signal that consumers undervalue future energy costs. We also find the household’s decision to be negatively affected by years of payback up to around 7–8 years. Our findings suggest that neglecting consumer inattention and heuristics can lead to biases which cast doubt on the existence of the energy efficiency paradox. We believe that these results help to explain why some consumers are unlikely to invest in energy efficient technology, particularly those on low incomes.     

JROTC as a Substitute for PE: Really?

Purpose: Even though physical education (PE) is an evidence-based strategy for providing and promoting physical activity, alternative programs such as the Junior Reserve Officer Training Corps (JROTC) are commonly substituted for PE in many states. The purpose of this study was to compare student physical activity and lesson contexts during high school PE and JROTC sessions. Method: The System for Observing Fitness Instruction Time was used to assess PE and JROTC sessions (N = 38 each) in 4 high schools that provided both programs. Data were analyzed using t tests, negative binomial regression, and logistic regression. Results: Students engaged in significantly more moderate-to-vigorous physical activity during PE than during JROTC sessions and they were significantly less sedentary. Significant differences between the 2 program types were also found among lesson contexts. Conclusions: PE and JROTC provide substantially different content and contexts, and students in these programs engage in substantially different amounts of moderate-to-vigorous physical activity. Students in JROTC, and perhaps other alternative programs, are less likely to accrue health-supporting physical activity and engage in fewer opportunities to be physically fit and motorically skilled. Policies and practices for providing substitutions for PE should be carefully examined.     

The role of academic management in implementing technology-enhanced learning in higher education

ABSTRACT

This article addresses how technology-enhanced learning (TEL) is implemented in higher education institutions. The study is based on data collected from a nationwide survey and semi-structured interviews with academic managers. The findings suggest that: (1) members of the academic management staff have limited knowledge of institutional strategies; (2) there is a gap between what academic managers believe they do to support and implement TEL and what other academic staff perceive them to actually do; and (3) TEL is seldom discussed during performance assessment reviews. In addition, the study reveals that academic managers have different understandings of the use of educational technology. Those differences appear to be closely related to the individual managers’ assessment of TEL’s role in supporting teaching.     

Parents’ views of an optimal school life: using Social Role Valorization to explore differences in parental perspectives when children have intellectual disability

Children with disability continue to experience disadvantage in their school lives; thus, the question of what makes up an optimal school life, and whether this is different for children with disability, becomes critical. This paper reports on research into parental views about an optimal school life and the usefulness of Social Role Valorization theory as a framework for exploring this issue. Six focus group interviews were used to collect data from 30 parents. Children of a variety of ages, with and without disability, were represented. All groups were similar in the aspects they regarded as optimal in a child’s school life. These fell into five categories: being connected, growth, personhood, basic needs, and happiness. Despite this similarity across groups, there were some notable differences in the detail; for example, parents of children with disability had a stronger focus on children being wanted, high expectations, and being seen as an individual.     

Teacher as Researcher,Teacher as Scholar,and Teacher as Leader

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.