Social cohesion and integration: learning active citizenship

This article starts from a conceptual clarification of the notions social integration and social cohesion as a prerequisite for the reorientation of citizenship education. Turning away from uncritically reproduced assumptions represented in mainstream ‘deficiency discourse’, the article first focuses on sociological conditions for the rise of active citizenship and its role in the revitalization of the public sphere. Next a number of educational objectives are deduced from competencies needed and learning processes taking place in practices of active citizenship. Finally, the article argues for the adoption of a lifelong learning perspective, relating formal citizenship education to informal and non‐formal experiences of active citizenship.     

Mnemonic artwork-learning strategies: Helping students remember more than “Who painted what?”

In two experiments, a recently devised mnemonic strategy was examined in the context of college students recalling the theme and contents of various paintings. With the painting-artist mnemonic strategy: (a) the artist's name is first recoded as a more concrete proxy; and (b) the recoded stimulus is then related to a prominent feature of the painting. Previous research has demonstrated that such a strategy enhances students' recall of artist names when cued with the associated paintings. The present study extends those findings by demonstrating that the strategy similarly facilitates students' recall of paintings and painting information when cued with the associated artist names. Of three different mnemonic variations included, one that incorporates a verbally described mnemonic interaction into the painting proved most effective. Suggestions for future research and educational implications are included in the discussion.     

An exploratory investigation of the effects of a cultural orientation programme on the psychological well-being of international university students

Culture shock has been identified as a psychological reaction to a change in cultural environment. The main symptoms of culture shock are reported to be psychological disturbance, a negative reaction to the new surroundings and a longing for a more familiar environment. Research has identified culture shock as a component in the difficulties that international students face when studying in another country. One way that institutions of higher education have responded to these difficulties is to provide initial cultural orientation. In the study reported here, a group of post-graduate students who had participated in a study skills and cultural orientation course at a British university were compared with a group who had not. Contrary to the research hypothesis, the group that took part in the orientation course were significantly more homesick and reported more psychological difficulties. The overall findings cast doubt on the received view of culture shock as it affects international students. They suggest that culture shock is exacerbated by personal and social factors and this has implications for the way that international students may be helped through the experience.     

Knowledge is Power—Unitarians,gender and education in the eighteenth and early nineteenth centuries

This article attempts to show the importance of education to gender equality in the late eighteenth and early nineteenth centuries, and in particular, the relevance of the progressive views and practice of the Unitarians whose attitudes affected women generally both through their educational endeavours, especially in higher education, and through their pioneering efforts on women's rights. There were a number of limitations, however, to the Unitarians’ contribution, not least their paternalistic attitudes to the working class coupled with their genuine upholding of the status and responsibility of motherhood which led them to restrict working‐class women's role in practice even whilst promoting for them a better and wider education. Nevertheless, Unitarians made an outstanding early contribution to gender equality by seeking to provide women with the education which would enable them to develop their full potential and prove their equality.     

Early Childhood Services in Ireland

This paper gives background information on early childhood services in Ireland and presents the results of a survey of the preschool experiences of 1065 children. The results of the survey suggest that the majority of children experienced some form of early childhood service before starting school. The most common service was a playgroup although a significant proportion of the children had experienced home‐based care with a relative or family day care provider. The implications of the findings for the development of a policy on early childhood services are discussed.     

Enrollment strategies in early home visitation to prevent physical child abuse and neglect and the "universal versus targeted" debate: a meta-analysis of population-based and screening-based programs.

OBJECTIVE: Seeking to discern optimal programmatic strategies and inform the "universal versus targeted" debate in early home visitation services to prevent physical child abuse and neglect, a meta-analysis was conducted examining enrollment approaches in early home visitation studies and their reported outcomes. METHOD: Quantitative meta-analytic techniques were used to compare effect sizes from 19 controlled outcome studies across screening-based and population-based enrollment strategies. Effect sizes were calculated on protective services data and on child maltreatment related measures of parenting. RESULTS: On protective services report data, population-based studies reported a weighted mean effect size attributable to early home visitation of +3.72%, in comparison to -.07% for screening-based studies. On child maltreatment related measures of parenting, population-based studies reported a weighted mean effect size (r) attributable to early home visitation of +.092, in comparison to +.020 for screening-based studies. CONCLUSIONS: The findings indicate that population-based enrollment strategies appear favorable to screening-based ones in early home visitation programs seeking to prevent physical child abuse and neglect. It may be that psychosocial risk screens serve to enroll higher proportions of families for which early home visitation services are less likely to leverage change, and to exacerbate a mismatch between early home visitation service aims and family needs.