J A Davey
Ageing and Society, vol 22, 2002, p.95-113
In the face of growing unemployment, and influenced by early retirement policies in some countries, labour market attachment for people in mid and later life, especially men, has been falling. Increasing costs of supporting non-productive mid-lifers and impending skill and labour shortages have led to the promotion of active ageing policies. Education for people in mid and later life is central to this approach. Article reports findings of a New Zealand case study which shows how people aged 40 plus years are using university study as a means of increasing their work-related skills and furthering their careers.
Journal of Higher Education Policy and Management, vol 24, 2002, p.87- 99
Article summarises the higher education reforms introduced by John Dawkins under the Hawke Labour government in Australia, with a particular emphasis on the rhetoric put to use in reintroducing tuition fees.
S M Al-Lamki
Journal of Higher Education Policy and Management, vol. 24, 2002, p.75-86
Demand for higher education in Oman has outpaced supply following an expansion of general education under Sultan Qaboos bin Said. Study presents proposals for the expansion of higher education to meet this demand. Key recommendations include:
HOLY ABCs! THE IMPACT OF RELIGION ON ATTITUDES ABOUT EDUCATION POLICIES
Social Science Quarterly, vol. 83, 2002, p.472-487
Study examined the relationship between religious beliefs and attitudes to school prayers, creationism in schools, and vouchers among school board candidates in the US. A cross-sectional survey of recent school board candidates drawn from a random sample of school districts was conducted in 1998. Results showed that religious beliefs, sometimes enhanced by church attendance, had a powerful direct effect on attitudes about creationism, school prayer and vouchers among school board candidates. Demonstrating such a link becomes important when considering that school board members play a large part in shaping local education policy.
S Fernandez and others
British Journal of Special Education, vol. 29, 2002, p.83-89
Using funding from the European Commission, research was undertaken into the curriculum provided for adults with learning difficulties in Italy, Hungary, Spain and the UK. Study revealed that all four countries shared a concern for education in social and employment skills. Differences were found in training, in the uses of information technology, and in the common lack of any structured curriculum for European citizenship.
F W English
Education and Urban Society, vol. 34, 2002, p 248-311
Black and Latino children in the USA consistently perform worse than white children in Standard Assessment Tests. Argues that this is because intelligence is to some extent culturally defined and the tests favour the culturally dominant white group. Minority ethnic students lack the cultural capital of white students.
P Horsch, J Q Chen, and S L Wagner
Education and Urban Society, vol. 34, 2002, p.365-383
The Responsive Classroom approach aims to help students develop social skills, to deepen their knowledge of academic subjects, and to promote reasoned decision making and motivation for learning. Article presents case studies of the implementation of this approach in four schools in Chicago.
U A Gustafsson
Journal of Education and Work, vol. 15, 2002, p.219-236
Study compares two types of workplace training for young people in Sweden. School arranged workplace training involves young people in initial vocational education spending 15 weeks on work experience during their three years in high school. "Market governed workplace training" refers to the training young people get through evening and holiday jobs. An analysis of a sample of 3182 young people showed that market governed training was more effective in smoothing the transition from school to work.
Journal of Education and Work, vol. 15, June 2002, p.117-143
Both the UK and Norway have sought to restructure their education and training systems to produce the high skilled and adaptable workforce required by the globalised, knowledge-driven economy. Article explores to what extent the reformed curriculums in both countries measure up to the requirements of the knowledge economy. It focuses on three key areas of difference between the countries:
Education and Urban Society, vol. 34, 2002, p.312-333
The magnet school as an organisation is creating a more professionalised environment for teachers. It offers them a structure for participation in school policy making, greater control in their classrooms, professional development opportunities, and higher salaries.
H K Colebatch
Journal of Higher Education Policy and Management, vol. 24, 2002, p.27-35
It is argued by the Australian Federal Government that research students exhibit a low propensity to complete their degrees and that a major cause is poor supervision and support on the part of universities. This problem is to be addressed by building into the government -university financial arrangements specific inducements and sanctions in relation to research degree completions.
R D Opp, L M Hamer and S Beltyukova
Education and Urban Society, vol. 34, 2002, p.384-406
Focus group interviews were conducted with parents and teachers in four charter schools in Ohio. Teachers and parents mentioned the involvement of parents, staff and pupils and the growth in pupils' cognitive and affective talents as indicators of school and student success.