Equal Opportunities in School‐based ITE: A view from one secondary PGCE course

Evidence suggests that equal opportunities issues are neglected in schools and in HEI based initial teacher education courses. It would, therefore, seem reasonable to assume that they will continue to be neglected in school based ITE.

This paper reports the findings of a small scale investigation into what input on equal opportunities students on a one year, school based, secondary PGCE course were receiving. In essence, the findings were that although the majority of students expressed the belief that active, conscious attention to equal opportunities issues is essential for good practice, they were not given the information or guidance they felt was necessary for them to achieve this. Although some students expressed discontent with the treatment equal opportunities were given in the HEI based component of the course, schools received the bulk of the criticism for neglecting this area or for only paying it lip service.

Mentors need to give more attention to equal opportunities if future generations of school students are not to be further disadvantaged.     

‘RE teachers do get drunk you know’: becoming a religious education teacher in the twenty-first century

In terms of the attention that they have attracted from researchers, and in comparison with teachers of other subjects, religious education specialists would seem to be a neglected and marginalized group. This paper looks at some of the reasons why this might be and also describes a study that is using a life history approach to explore what it is like to be a religious education teacher at the turn of the millennium.     

The Sorcery of Apprenticeships and New/Old Brooms: Thinking about theory,practice, the practicum and change

Attempts to reform teacher education, and in particular the practicum, often fail to produce the desired results. I apply Bourdieu's notion of field to teacher education, to show how a theory/practice binary maps onto the hierarchically ordered cultural and symbolic capitals of university-school relationships. Reform of teacher education cannot be achieved simply by adding more practice to university courses, nor by inverting the dyad to produce theory-less school-based teaching apprenticeships. Following Bourdieu, I suggest that those arguing for change-in teacher education, schools and leadership-must look at their own investments in the game, as well as working with/against it, in order to produce new forms of partnerships and a new approach to the practicum.     

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.     

Transpromo实现与客户成功交流

在过去的20年里．全世界的公司使用Transpromo（Transpromo=transaction＋promotion,票据广告）已经取得相当的成功。20年!你会认为这不太可能!难道Transpromo技术不需要色彩和数据挖掘以及可变数据印刷吗？事实上．Transpromo有多种不同的形式．从最基本的信息,比如基于客户信息的黑白印刷的声明材料．到最复杂的文档．比如根据客户信息及其需要确定的可变信息、图像．甚至不同的文字大小和格式。     

Expression and Reception: An Analytic Method for Assessing Message Production and Consumption in CMC

This article presents an innovative methodology to study computer-mediated communication (CMC), which allows analysis of the multi-layered effects of online expression and reception. The methodology is demonstrated by combining the following three data sets collected from a widely tested eHealth system, the Comprehensive Health Enhancement Support System (CHESS): (1) a flexible and precise computer-aided content analysis; (2) a record of individual message posting and reading; and (3) longitudinal survey data. Further, this article discusses how the resulting data can be applied to online social network analysis and demonstrates how to construct two distinct types of online social networks—open and targeted communication networks—for different types of content embedded in social networks.     

Disciplinary regimes of ‘care’ and complementary alternative education

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education (AE) across the UK, and looking in depth at two cases of complementary AE, we identify three types of disciplinary regimes at work in schools: (1) dominant performative reward and punishment, (2) team-building and (3) therapeutic. We argue that while all three regimes aim to steer identified students back to the norm, the two complementary approaches that we saw avoided the narrow instrumental behaviourist approaches of the dominant pattern. In so doing, they also opened up wider horizons of possibility and ways to be and become.