Re‐asserting the place of context in explaining student (under‐)achievement

One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to ‘context’ as a complementary explanation, particularly regarding achievement differences between students from different socio‐economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically depressed rural community. Drawing on the insights of Bourdieu, our focus is on the broader social and economic influences that can adversely position students and schools, as well as work to inform the institutional stance that schools take in relation to their students.     

A cross‐cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education

This study aims to understand teachers’ perspectives on their roles in higher education, their views about the adoption of a social‐constructivist approach to teaching and learning and the integration of online collaborative learning in blended learning environments in higher education from a cross cultural perspective. We interviewed 60 Chinese teachers from Beijing Normal University and Capital Normal University in Beijing, China and 30 Flemish teachers from Ghent University in Flanders, Belgium. The results revealed differences as well as specific similarities in perspectives between the Chinese and Flemish university teachers. The cultural and educational context is taken into consideration when discussing the results.     

A tool for analyzing implementation fidelity of an integrated learning system

One way to better understand the difficult instructional issues associated with the integration of computer technology in classrooms is to analyze the implementation of computer technology. This study developed and validated a measure for examining the quality of implementation of an Integrated Learning System (ILS). The measure was used to analyze ILS implementation and determine if there were differences in the operational patterns of teachers implementing an ILS and identify implementation practices of teachers that indicated implementation fidelity. The measure indicated which teachers were high fidelity implementers and which implementation practices distinguished high fidelity implementers.     

Re‐engineering conventional university education: Implications for students’ learning styles

There is no doubt that education is being fundamentally transformed and affected by information and communication technologies (ICT). The demand for online courses in higher education is growing. Education is also affected by the new approaches towards learning and instruction that have emerged during recent decades: student centred learning, distributed learning, and collaborative learning. These new instructional approaches reflect the adoption of constructivist approaches to learning. National and international studies support this approach, but also point to a number of problems, such as the lack of clear policies and implementation strategies. The adoption of new learning approaches has resulted in the re‐engineering of courses, curricula and in certain cases complete universities. Examples of the latter can be found at the Jones International University (www.jiu.edu) that started in May 1999 as a completely new and virtual university, and the Dutch Open University that transformed its educational model towards a competency‐based educational model implemented in a digital university setting (www.ou.nl). The transition from a traditional approach is not an easy process. The implementation of the new ideas can be hampered by a large number of variables and processes at micro‐ and mesolevels. The study, described in this article analyses such difficulties when implementing a specific re‐engineering of a course. The difficulties are described and analysed in terms of the learning styles of students. The major focus of the study is on incongruencies between the innovative course re‐design and learning styles issues. The authors expect that the results of the study will fuel the discussion about the necessity to consider innovation at the meso‐level (curriculum level) instead of solely at course level.     

Face-to-Face Surveys in High Crime Areas: Balancing Respondent Cooperation and Interviewer Safety

Recent media coverage in Baltimore, MD and Ferguson, MO on tensions between the police and public highlight the importance of understanding how criminal justice practices affect public opinions. High crime neighborhoods are central to this research. However, residents of these contexts are typically minority and low-income residents, who have a reduced propensity to participate in surveys. Additionally, high crime areas pose a challenge for interviewer safety and retention. Past research on in-person surveys in high crime contexts is limited and spans multiple social science fields, making identification of best practices more challenging for criminologists. We review best practices and theories, identify issues when surveying in high crime contexts, and describe our challenges and outcomes conducting face-to-face surveys in 71 hot spots in St. Louis County, MO. We highlight our use of student interviewers to increase the response rate and reduce costs, while adding value to students’ educational experiences and knowledge.     

School reform and the emotional demands of principals: Lorna's story

The issue of emotions in school leadership is one that has received increasing attention in recent years. In this paper we present a case study of the emotional demands upon one principal as she undertakes a programme of school reform. This case study works against the common discourse of ‘emotional maturity’ inherent in an individual that is prevalent in leadership standards and literatures and shows how this principal's emotional work is constructed within the political frameworks of schools. This principal was both normalised into traditional ways of being a school principal and also sought to resist such normalisations. This paper provides an important contribution to understanding the ways that women leaders are negotiating the emotional terrain of enacting change and reform in their schools.     

But I’m Married: Understanding Relationship Status and College Students’ Sexual Behaviors

Sexual health programs on college campuses are often directed toward single individuals with a focus on sexual risk. Using a sample of college students, this study examines how relationship status relates to sexual behaviors and may be a factor for sexual risk. Based on the study's results, expansion of sexual health programming on college campuses to include those married and in committed relationships is justified.