The Sun Sets on Old England: Contradictions in Conservative Educational Policy

ABSTRACT

The article describes the increasing discrepancy between the curriculum policies of the Conservative government and the policy directions argued for by business organisations and other advocates of a human capital perspective in education. It traces some of the origins of the current Conservative preference for cultural rather than economic goals in this area of policy, and suggests a new understanding of the relationship between neoconservative and neoliberal thinking on the educational right. It argues that a return to ideas and practices developed in the late twentieth century offers a basis for curriculum policy more productive than either human capital theory or Conservative traditionalism.     

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students’ search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students’ searching skills and ability to find higher levels of evidence after completing the library tutorials.     

Some Non‐Academic Developmental Correlates of Ability‐Grouping in Secondary Schools

Using data from the National Child Development Study, the relationship between certain non‐academic aspects of children's development and their school's ability‐grouping policy were examined.

The four areas of non‐academic development considered were: the young people's rating of their own ability in English, mathematics, science and practical subjects, their academic motivation, their plans for further education and occupational aspirations and their behaviour at school. However, in general there were no differences in any of these respects between children in streamed, setted and mixed‐ability schools.

The implications of these findings are discussed, in particular the potential differences which could arise between schools with different policies if more appropriate methods of teaching and organisation were adopted.     

An Evaluation of Strategies and Professional Development Needs on Attendance Issues within an LEA

This is the first article to focus specifically on an evaluation of the existing strategic policies and related professional development needs on attendance within an LEA. Such evaluations are becoming more important as LEAs respond to their first ever OFSTED and prepare for follow-up visits and/or second inspections. Recent evidence suggests that attendance issues are becoming central to overall outcomes in OFSTED visits and in their subsequent reports to LEAs.
This paper outlines the evidence from recent international and British research, considers the national scene and role of the education welfare service and then examines existing practice on attendance within an LEA. The findings of an in-depth investigation into attendance issues within the LEA are then presented followed by key recommendations, an analysis of professional training needs as well as providing evidence on the LEA's progress since these training needs have been fulfilled.     

Modes, media and methods: the search for educational effectiveness

The educational effectiveness of illustrations, visual-based instructional media, programmed learning, computer assisted learning, audio-tutorial instruction, organization of groups, and mastery learning strategies, are discussed. Attention is drawn to those aspects which produce educationally significant improvements in student performance. It is suggested that this research, which clearly indicates a variety of ways in which levels of attainment can be greatly enhanced, is being ignored in new curriculum developments. The author concludes that the improvements sought by educationists and politicians will not be achieved until the knowledge gained from many years of research is acted upon.     

Beyond “front door” access: Attaining the bachelor's degree

Among students with similar characteristics who entered either a two- or four-year institution after high school graduation, factors that appear related to achieving the B.A. among those who begin at a two-year college are (1) clear goals and direction, (2) high motivation to achieve the B.A., (3) early contact with the four-year transfer institution, and (4) rigorous high school course preparation. Quantitative data were used to identify the empirical reality of attaining the bachelor's degree while qualitative data were employed to understand the meaning behind the outcomes. While most research on B.A. attainment measures quantitative outcomes in a causal manner, this study focuses on understanding the human meaning behind the numbers. The authors call for more qualitative research focused on the nature of the community college experience for particular student subgroups and for a multifaceted, all-out effort to change the potency of the community college experience for those planning to transfer.