On ‘Politics,Markets, and American Schools‘

This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies.     

Testing,French Style

Teachers are novices at any stage of their careers when they are faced with incidents that disrupt their expected patterns of teaching and learning. A first-day-of-school incident experienced by the author illustrates the evolution of a teacher's personal pedagogical theory construction, which is ultimately illuminated through the lens of Nel Noddings's ethic of care.     

The professional development needs of learning support coordinators in Singapore primary schools May Ling Quah and Kevin Jones

ABSTRACT

‘Support for learning’ can be conceptualized in many different ways. This paper examines the role of the learning support coordinator in relation to the breadth of factors which cause pupils to experience learning difficulties in primary classrooms. It is against this background that the professional development needs of learning support coordinators is considered. The paper focuses, in particular, upon the needs of learning support teachers who work in primary schools in Singapore. The shortcomings of traditional inservice courses which focus upon curriculum development and pedagogy are discussed in relation to the wide ranging roles which learning support coordinators are expected to fulfil. The assumption that pupil achievement can be enhanced when teachers are ‘trained’ to employ certain teaching methods is questioned and the relevance of an ecological or interpretive model of staff development is discussed. Finally, the particular professional development needs of learning support coordinators in Singapore are considered.     

THE FIRST 20 YEARS OF THE UNIVERSITY OF OREGON CENTER FOR GERONTOLOGY

At 20 years of age the University of Oregon Center for Gerontology is one of the oldest academic gerontology centers in the nation. The origins of the center and its accomplishments are highlighted in this paper. Also discussed are the center's current design, including both the continuities and the changes that have characterized its development.