‘“Navvy” import alions [sic]’: the schooling of navvy children in the Midlands in the 1890s

The children of navvies were subject to the vagaries of an itinerant lifestyle, and during the latter years of the nineteenth century this invariably affected their relationship with an educational system that mandated compulsory attendance. Based primarily on school records, this article explores the contrasting ways in which teachers perceived navvy children who were admitted to a number of schools during the construction of one particular railway in the mid-1890s. Perceptions concerning the children’s behaviour, attendance, abilities and educational progress, together with evidence of the treatment they received, are considered in the context of contemporary attitudes towards the navvy community and aspects of the navvy lifestyle. The admission of navvy children also had logistical implications for schools, and these are assessed in terms of the pressures placed upon financial resources and teaching staff. This illustrates the disparity that could exist between small rural schools and larger schools in urban areas.     

RESOLV: Development of a telephone-based program designed to increase socialization in older veterans

We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans.     

Recruiting older adults as participants in applied social research: Applying and evaluating approaches from clinical studies

While issues of recruiting older persons in clinical trials are well known, efficacious strategies in the recruitment process in applied social research are less explored. As more research becomes community-based, it is useful to see, if effective clinical-trial recruitment strategies can be applied to social and applied research studies. The goal of this article is to examine clinical recruitment strategies used with older adults (e.g. print and electronic advertising, referrals, and community-partnered approaches) in applied social research studies and to illustrate issues arising from the use of each recruitment approach with older adults in real-life settings. Experiences from four community-based, social research studies are included to show how some of the most successful clinical recruitment strategies fare in social gerontological studies. Specific guidelines are provided about how recruitment strategies can aid in future study planning and improved recruitment of older participants in social research.     

Teaching Artistry Full Circle: Formally Incarcerated Students as Co-Teachers

Through reflection on a longitudinal teaching, devising, and directing experience in a regional prison, as well as subsequent opportunities for collaboration with formerly incarcerated students, this article posits improvisation as a powerful vehicle for inclusivity, pluralism, and humanistic exchange in applied arts settings.     

Implications of a Cognitive Science Model Integrating Literacy in Science on Achievement in Science and Reading: Direct Effects in Grades 3–5 with Transfer to Grades 6–7

Reported are the results of a multiyear study in which reading comprehension and writing were integrated within an in-depth science instructional model (Science IDEAS) in daily 1.5 to 2 h daily lessons on a schoolwide basis in grades 3–4–5. Multilevel (HLM7) achievement findings showed the experimental intervention resulted in significant and consistent direct effects in grades 3–4–5 and complementary transfer effects in grades 6–7 on both ITBS Science (+1.08 Grade Equivalent Units [GE]) and ITBS Reading (+.57 GE). Discussed are implications of the findings and related research for changing grade K-5 curriculum policy to allocate increased instructional time for integrated science instruction.     

Agricultural and science education: a socio-analysis of their intersection and positions within the educational field

It can be argued that agricultural science is one of the original forms of science education. However, over the past century, agricultural science education has habitually been perceived as an educational venue meant solely for production agriculturalists. When examining modern agricultural education we find it to be a minority within the broader field of science education, contradicting its historically stout scientific standing within the sciences. This educational shift leaves one to ponder the historic development of contemporary agricultural education. To gain deeper insight into these questions we reviewed the historical evolution of agricultural education within the United States. We then examined the professional habitus, or cultural nuances, associated with contemporary agricultural education. Next, we considered potential outcomes associated with the profession embracing post-modern perspectives within mainstream science and community-based education. Finally, we call for critical venues within agriculture education to question the status quo and challenge the acceptance of commonly held views.