Rural–Nonrural Differences in College Attendance Patterns

Using data from the National Education Longitudinal Study of 1988, this study documented college attendance patterns of rural youth in terms of the selectivity of first postsecondary institution of attendance, the timing of transition to postsecondary education, and the continuity of enrollment. The study also examined how these college attendance patterns among rural students differed from those among their nonrural counterparts and which factors explained these rural–nonrural differences. Results showed that rural youth were less likely than their nonrural counterparts to attend a selective institution. In addition, rural youth were more likely to delay entry to postsecondary education compared to their urban counterparts. Finally, rural students were less likely than their urban counterparts to be continuously enrolled in college. Much of these rural–nonrural disparities in college attendance patterns were explained by rural–nonrural differences in socioeconomic status and high school preparation. Policy implications, limitations of the study, and future research directions are also discussed.     

Comparing the curriculum development process in special (MLD) schools: a systematic qualitative approach

ABSTRACT

The present paper describes a comparative study of ten special schools for pupils with moderate learning difficulties in England and Wales. Qualitative analysis of interview data and curriculum documentation collected from the schools provide a model of the curriculum process which is firmly grounded in the data. Comparisons across the categories of the model indicate strong differences between the schools in certain categories, e.g. use of objectives, specification of curriculum intention, monitoring of pupil progress and curriculum evaluation.     

The inclusion and construction of the worthy citizen through lifelong learning: a focus on the OECD

This paper argues that underlying the OECD’s promotion of inclusion in, for and through lifelong learning is the notion of an ‘active citizen’ who establishes their worth through learning and, ultimately, competence. Through the critical examination of recent OECD policy documents on adult and lifelong learning, the paper also calls for a re‐examination of the purported goals of inclusion and participation, essential elements of ‘inclusive liberalism’.     

Content Analysis in Science Education

Summaries

English

The analysis of subject matter (content analysis) is an important facet of science education, especially in connection with studies of learning, student evaluation and curriculum planning. Of the various methods suggested for such analysis, the authors have adopted the semantic network technique by Rumelhart and Norman and by Lindsay and Norman. In this article, they describe this technique and explore its application to the area of genetics.     

Hierarchical task analysis ‐ An approach for diagnosing students’ conceptual difficulties

Pupils’ conceptual difficulties in scientific problem‐solving are examined on the basis of their performance on complex tasks and on the simple tasks of which the complex tasks are composed. A theoretical analysis reveals that identical errors on a complex task are not necessarily due to the same errors on the associated component tasks. This is illustrated by reference to actual research findings. The educational implications of this finding are discussed.     

Crossing borders: Learning and teaching primary science in the pre-service to in-service transition

This paper reports on a 4-year longitudinal case study of two Australian primary science teachers during their transition from pre-service to in-service teaching. An analytic framework suggested by Aikenhead (1996) was used to interpret teachers' change and professional growth as instances of sub-cultural border crossing. The same framework provides an opportunity for reflexivity on the part of the researchers in coming to understand their own role in the construction of the borders crossed by beginning teachers. The study examines the hazards encountered by teachers as they cross borders and proposes ways of assisting teachers to manage border crossing into the sub-culture of science teaching.     

PURPOSES AND APPROACHES OF SELECTED MENTORS IN SCHOOL‐BASED MENTORING: A COLLECTIVE CASE STUDY

Over the last decade, community leaders have connected with students through school‐based mentoring (SBM) programs (e.g., adults who mentor at‐risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and experiences of 11 selected mentors in dyadic relationships (i.e., mentee and mentor) to understand better ways to retain and to engage mentors for longer‐lasting mentoring relationships, providing a sense of connectedness for students. Specifically, we investigated purposes and approaches of mentoring through the voices and experiences of mentors working with elementary‐aged students in SBM. Results revealed self‐sustaining synergy within the dyads (with little or no program support) and themes of consistency, commitment, spirituality, playfulness, the use of self‐disclosure, creativity, and emphasis on the present. In addition, implications for cross‐cultural and, in particular, cross‐age mentoring are discussed. One exemplar case illustrates specific profile characteristics used to bridge age, gender, and cultural differences.     

Teacher Education: A Focus on Action

The educational community has, in recent times, abandoned a quantitative approach to research on teaching, characterized by process-product research, for a focus on naturalistic inquiry and the use of qualitative research methods. Major changes in research directions are accompanied in time by an integration process, that is, attempts to assimilate new knowledge with an already existing knowledge base. Attempts to integrate process-product research on teaching with more recent work have been impeded by major assumptions in research paradigms that have made the two directions seeming antagonists in the pursuit of knowledge. This paper explores the potential of integrating the results of earlier research on teaching with recent work stemming from both naturalistic inquiry and theoretical work in cognitive science. Major directions and issues are examined for their compatibility and ability to contribute to a broader perspective of the teaching/leaming process and teacher education.     

Justice for the Poor in a Land of Plenty: A Place at the Table

This article examines the dramatic increase in poverty in the United States of America. An analysis of data from the U.S. Census Bureau for 2004 reveals the extent of poverty. The official poverty threshold is lower than what is needed for a person or family to provide for the necessities of life. The effects of poverty on women and children are presented. Respect for persons made in the image and likeness of God requires us to make a place at the table of social decision making for all persons. Educating for justice emerges from Christians' concern to make a better place at the table of life for the poor.