What do we mean by school entry age? Conceptual ambiguity and its implications: the example of Indonesia

The age pattern of school entry reflects a complex social and empirical reality that is inadequately captured by a single number. Recognising these complexities in national and international research and policy discourse raises important but neglected questions around the identification of vulnerable groups, the relative value of pre-primary and primary education, as well as the normative powers and responsibilities of governments vis-à-vis parents, and the international educational community vis-à-vis both. This is illustrated by the example of Indonesia, where the official age norm for primary school entry is widely disregarded in practice, with a majority of children starting school one or even two years earlier. Crucially, it is the compliant children entering at the statutory age who tend to be from more disadvantaged households, and enjoy no benefit in educational outcomes from their greater maturity.     

Mixed methods research in school psychology: A mixed methods investigation of trends in the literature

This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate‐level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc.     

The shifting role of the special needs assistant in Irish classrooms: a time for change?

The education of pupils with special educational needs in Ireland has generally been influenced by national and international inclusion policy and legislation so that the majority of these children now take their place alongside peers in mainstream classrooms. In Ireland, a support network comprising the teacher and additional classroom assistance now characterises much inclusive school provision. Such support is often provided via learning support teachers, resource teachers and special needs assistants (SNAs), the latter group being the focus of this article. Whilst the professional credentials of this post have evolved in other jurisdictions, the position of the SNA in Ireland has remained largely unchanged, with a job specification that continues to emphasise its caring, non-teaching nature. This article will consider the juxtaposition of the statutory functions of SNAs with their reported role(s) in Irish classrooms. Using quantitative and qualitative data, it will explore the professional profile of the SNA, identify current perceptions on the nature of this post and consider its collaborative potential within an inclusive education system.     

A statewide university system (16 campuses) creates collaborative learning communities in Second Life

The Latvian Education Informatization System LIIS project covers the whole information grid: education content, management, information services, infrastructure and user training at several levels – schools, school boards and Ministry of Education and Science. Informatization is the maintained process of creating the technical, economical and social conditions for fulfilment of information needs. The initiative started in 1997. The strategy for education content creation for 2001–2004 is to cover all forms of cognition – rational, empirical, emotional and modelling – and several levels of skills for all levels of education. The Current LIIS results as at 2002 have been that: developed teaching aids are being used (workbooks, interactive software, tests etc) (approx. 20% of the total amount of high school programme can be taught using information and communication technologies); about 1000 sites are using LIIS school management software; 66% of all teachers are trained on ICT usage; 97% of schools have dial‐up connection to the Internet in year 2002 (44% have a permanent connection); and the number of pupils per computer has decreased from 67 (year 1997) to 20 (year 2002).

Le système d'information LIIS dans l'éducation en Lithuanie

Le projet du système LIIS du système information pour l'éducation comme toute la grile: contenu de l'éducation, management, services d'information, infrastructure et fomation des utilisateurs à divers niveaux: écoles, administrtion des écoles, Ministerie de l'Education et de la Science. Ce projet a débuté en 1997. La stratégie pour créer un contenue de l'éducation 2001–2004 doit couvrir toutes les formes de la connaissance traditionnelle, ainsi que émotionelle, proposant des modèles et divers niveaux de compétences pour tous les niveaux d'éducation. Les résultats actuels du LIIS ont été en 2002: Les moyens d'enseignement dévelpppés sont utilisés (livres, software interactif, tests, etc.) (approximaticement 20% du programme total des programmes des écoles seconfaires peuvent être enseignés en utilisant les technologies de l'information); environ 1000 titres utilisant ler software de management des écoles; 66% des maîtres ont été formé à l'emploi de TIC; 97 % des écoles ont été connectés à Internet en 2002 (44% de connection permanente); et le nombre d'élèves par ordinateur a diminué de 67 (en 1997) à 20 (en 2002)

Das lettisches Bildungsinformationssystem LIIS

Das lettische Bildungsinformationssystem, das LIIS – Projekt, umfasst das gesamte Informationsraster: Bildungsinhalt, Management, Informationsdienste, Infrastruktur sowie Nutzerausbildung auf mehreren Ebenen – Schulen, Schulkommissionen und Bildungsministerien. Die Initiative begann in 1997. Das Konzept für die Erfassung von Bildungsinhalten für 2001–2004 ist, alle Formen des Zugangs – rational, empirisch, emotional, modellierend – und mehrere Stufen von Fertigkeiten für alle Bildungsniveaus zu berücksichtigen. Das gegenwärtige Stand von LIIS (2002) ist: schon entwickelte Lehrhilfen werden benutzt (Workbooks, interaktive Software, Tests usw.) (Ca. 20% des gesamten Highschool‐Programms kann mit Hilfe von Informationstechnologie gelehrt werden); an rund 1000 Standorten wird LIS Schulmanagement‐Software genutzt; 66% aller Lehrer wurden in die Verwendung von ICT eingeführt; 97% aller Schulen haben im Jahr 2002 Wählverbindung in das Internet (36%: permanente Verbindung); die Anzahl von Schülern pro Computer hat von 67 (Jahr 1997) auf 25 (Jahr 2002) abgenommen.     

Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research

This study contributes to ongoing scholarship at the nexus of translational research, education reform, and the developmental and prevention sciences. It reports 2-year experimental impacts of a universal, integrated school-based intervention in social-emotional learning and literacy development on children's social-emotional, behavioral, and academic functioning. The study employed a school-randomized, experimental design with 1,184 children in 18 elementary schools. Children in the intervention schools showed improvements across several domains: self-reports of hostile attributional bias, aggressive interpersonal negotiation strategies, and depression, and teacher reports of attention skills, and aggressive and socially competent behavior. In addition, there were effects of the intervention on children's math and reading achievement for those identified by teachers at baseline at highest behavioral risk. These findings are interpreted in light of developmental cascades theory and lend support to the value of universal, integrated interventions in the elementary school period for promoting children's social-emotional and academic skills.     

A comparative study of occupational stress among African American and white university faculty: A research note

This paper is a comparison of levels of occupational stress among African American and white college and university faculty members in U.S. institutions. Using survey data collected from a national sample of faculty, an analysis of reported occupational stress levels was undertaken to determine if issues raised in previous research regarding extra-academic assignments given to African American faculty limits their access to the more traditional faculty roles, creating pressure to perform in ways not expected of white faculty. To test these assertions, scales measuring stress from teaching, research, and service activities were constructed for African American and white faculty from a larger faculty stress index. Results of the analysis indicate that African American faculty report generally higher levels of occupational stress than their white counterparts, especially in the areas of research and service activities.