The politics of school choice in two countries with large private‐dependent sectors (Spain and Chile): family strategies,collective action and lobbying

In many countries choice of school is an increasing concern for families and governments. In Spain and Chile, it is also associated with a long‐standing political cleavage on the regulation of large sectors of private‐dependent schools. This article analyses both the micro‐ and the macro‐politics of choice in these two countries, where low‐status 15‐year‐old students record a significant segregation. At the micro level, some evidence is provided that not only middle‐class skilful choosers but also the political representatives of private‐dependent schools manage to pursue their interests drawing on economic, social and cultural capital. At the macro level, evidence also shows that the lobbies defending private‐dependent schools can use and maintain these power resources. However, in some episodes collective action is an effective power resource for those who campaign in favour of a stricter regulation of these schools, but its influence is much difficult to maintain for longer periods.     

Whole-School Collaborative Sustained Professional Development and Science Teacher Change: Signs of Progress

The experiences of middle school science teachers at two schools in the southeastern US who participated in collaborative, sustained, whole-school professional development and their implementation of standards-based instructional practices are the focus of this study. Participants were involved in their second year of the professional development experience. The research question that was explored was “How are science teachers implementing standards-based instruction while participating in effective professional development experiences?” Data collected in the form of teacher interviews and classroom observations using an observation protocol. Findings indicate that even with effective professional development, teachers implement standards-based instructional practices at varying levels. The reasons for these differences are discussed and the role of teacher beliefs and the impact of beliefs, experience and support from administrators on professional development efforts are discussed. Implications for future science education reform stakeholders and professional development efforts are revealed.     

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F_4,540 = 7.03; p < 0.001; η_p² = 0.05), well‐being (F_8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; η_p² = 0.24) and lowest ill‐being (F_8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, η_p² = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.     

Application of Bourdieuian theory to the inclusion of students with learning/physical challenges in multicultural school settings

Sociologist Pierre Bourdieu has contributed much to the way the field of sociology understands the social rules and structures that guide human interaction and self‐understanding. Bourdieu’s work has also been applied to education, and disability issues. In this paper Bourdieu’s social theory is presented and applied to the notion of inclusion in a multicultural school. This Bourdieuian perspective is applied to the literature surrounding the development of a theory of inclusion in multicultural schools. Questions and implications suggest further research into the relationship between cultural and disability issues in inclusion.     

An Intergenerational E-mail Pal Project on Attitudes of College Students Toward Older Adults

Intergenerational interactions have demonstrated some success at improving attitudes of college students toward older adults. This quasiexperimental study involved undergraduate college students paired with older adults for a six-week e-mail exchange. Student attitudes toward older adults were measured pre- and posttest with Polizzi's revised version of the Aging Semantic Differential (ASD). Students were assigned to an intervention group (n = 23) or a control group (n = 20). The intervention group demonstrated significant improvement in attitude toward older adults as compared to the control group (F 14.694, p < .05). This educational approach holds promise for using readily accessible technology to connect the generations.     

Exploring,Developing, Facilitating Individual Practice,While Learning to Become a Teacher of Art,Craft and Design

The artist teacher project set out to facilitate trainee teachers’ creative practice and inform their critical pedagogy in the classroom. The approach outlined in this article encouraged them to consider predictable and formulaic practice, and to question, reflect upon and challenge orthodoxies in their teaching of art, craft and design. They critically appraised their practice within a community of reflective practitioners in critical presentations, and in their reflective writing, and discussed and debated the contradictory positions between what they explored in their individual practices as artists and that experienced in the classroom. This project highlighted how fundamental the critical presentations were because the peer‐review, feedback and support, facilitated dialogue in a creative, dynamic space and community of practice. These ‘crits’ also became a forum for airing frustrations and trying to come to terms with the re‐emergence of their artist identities while at the same time, having to suppress many of their convictions and ideals in order to conform to what they found on school placement.     

Anatomical Sciences Education Vol. 4, Issue 3, 2011 Cover Image

Medical Gross Anatomy lecture at the University of Padova, Italy. Gross Anatomy at the University of Padova is taught utilizing both traditional and technological resources, which are integrated with practical laboratory exercises (mainly on plastic models and plastinated specimens) as well as radiological anatomy. In this issue of ASE, Dr. Veronica Macchi and her colleagues from the Department of Human Anatomy and Physiology at the University of Padova discuss an innovative pilot project with their University Hospital in which they obtain body parts removed from patients during surgical procedures and utilize them for gross anatomy education. The cover photograph shows one of the co‐authors of this paper, Professor Raffaele De Caro and his students, performing dissection of the distal forearm and hand in the anatomy lecture theater at the University of Padova.