“Science capital”: A conceptual,methodological, and empirical argument for extending bourdieusian notions of capital beyond the arts

This paper sets out an argument and approach for moving beyond a primarily arts‐based conceptualization of cultural capital, as has been the tendency within Bourdieusian approaches to date. We advance the notion that, in contemporary society, scientific forms of cultural and social capital can command a high symbolic and exchange value. Our previous research [Archer et al. (2014) Journal of Research in Science Teaching 51, 1–30] proposed the concept of “science capital” (science‐related forms of cultural and social capital) as a theoretical lens for explaining differential patterns of aspiration and educational participation among young people. Here, we attempt to theoretically, methodologically, and empirically advance a discussion of how we might conceptualize science capital and how this might be translated into a survey tool for use with students. We report on findings from a survey conducted with 3658 secondary school students, aged 11–15 years, in England. Analysis found that science capital was unevenly spread across the student population, with 5% being classified as having “high” science capital and 27% “low” science capital. Analysis shows that levels of science capital (high, medium, or low) are clearly patterned by cultural capital, gender, ethnicity, and set (track) in science. Students with high, medium, or low levels of science capital also seem to have very different post‐16 plans (regarding studying or working in science) and different levels of self‐efficacy in science. They also vary dramatically in terms of whether they feel others see them as a “science person.” The paper concludes with a discussion of conceptual and methodological issues and implications for practice. © 2015 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 52: 922–948, 2015.     

Rooted in resistance: women teachers constructing counter‐pedagogies in post‐authoritarian Brazil

This study focuses upon the narratives of women educators (educadoras) who contributed to radical democratic school reforms in post‐authoritarian Brazil. We illustrate through three of the teachers’ narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by their participation in professional development opportunities that grew from liberatory social movements. Our analysis focuses on their efforts to construct counter‐pedagogies in their disciplines of history, mathematics, and physical education that resisted colonizing, authoritative practices and moved toward more liberatory, humanizing pedagogies. We consider how these counter‐pedagogies reflect both women’s ways of knowing that emphasize dialogue, collaboration, community, and the value of personal knowledge and relationships, as well as feminist principles of consciousness‐raising and social action. This analysis highlights possibilities and challenges of radical democratic reform in education by focusing on the work, experience, and identities of women educators engaged in the day‐to‐day efforts to bring about lasting change.     

An analysis of teacher-defined activities with mobile technologies: predecessor and successor tool use in the classroom

In this paper, different perspectives on the role of the teacher in a classroom equipped with personal digital assistants (PDAs) are presented. We report on four classroom studies conducted in two countries, Norway and the USA. The overall aim is to understand the use of new tools in different contexts. The key question that we explore concerns the teachers’ pedagogical use of the new tool and why certain tools are adopted and others are not. In one case, the activities simulated the affordances and constraints of the tools used prior to the PDA. In the other case, the activities harnessed the affordances and constraints offered by the successor tool, the PDA. We raise the question as to why these tools were used in two different ways. We analyse our findings in terms of sociocultural theory and concepts of human–computer interaction. Finally, we summarize our results and discuss some educational implications.     

The E-Deal: Keeping Up to Date and Allowing Access to the End User

The “Big Deal” presents unique problems when tracking, cataloging, and promoting content. This article considers different ways of ensuring that content is accurately identified and recorded, and suggests a range of ways in which material can be made available to end users. Issues raised include staffing, the problems of cataloging digital items, and the reliability of knowledge bases and electronic resource management systems (ERMs), which import detail on e-journal packages. Finally, the article looks forward to potential developments that will allow deals to be managed in a way that makes them more current and relevant.     

Skills, capabilities and inequalities at school entry in a disadvantaged community

Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest that school readiness interventions should target all children living in disadvantaged communities as each child may be at risk of poor school readiness.     

A right to be heard: learning from learners with additional needs in literacy

This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools – four in Northern Ireland and four in the Republic of Ireland – were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts‐based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self‐reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers’ current protectiveness of pupils with additional needs.     

Culture shock in the library: Implications for information literacy instruction

A tremendous amount has been written on culture shock experienced by people who leave their own cultures for another. This essay defines and describes culture shock and clash in general, discusses the literature related to different aspects of culture shock as it relates to international students, describes other related library literature, describes the research of several experts in other fields, and discusses some implications, applications, and solutions.