Posts Tagged ‘education’

The space between – positioning student voice at the heart of leadership in education

November 21, 2012

Special Issue

From Management in Education

The concept of ‘student voice’ is no less contested today than it was when first introduced formally into Scottish Universities over one hundred years ago. As a growing international movement, student voice balances precariously between forces associated with social justice and democracy, and those belonging to a neo-liberal agenda. This special edition considers the ‘student voice’ through a series of articles from leading national and international practitioners and academics positioning student voice at the heart of leadership in education.

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Special 40th anniversary issue of Educational Management Administration & Leadership: A historical review of major themes

November 14, 2012

Special 40th anniversary issue

From Educational Management Administration & Leadership

This special 40th anniversary issue features review papers from leading academics on six of the major and enduring themes in the field, and it coincides with the 40th anniversary of BELMAS (British Educational Leadership, Management and Administration Society), which owns the journal.

The field of educational leadership is replete with theories or models, purporting to explain, or to advocate, specific leadership approaches. In this issue the Editorial Board identified six topics that have been of enduring significance during the past 40 years, and invited leading authors to prepare overview articles on these themes, drawing from EMAL articles and other sources. The articles collectively provide a longitudinal overview of major themes in educational leadership and management over the life of the journal, in the UK and beyond.

An accompanying special 40th anniversary issue podcast was also recorded. Megan Crawford, Reader at the University of Cambridge and Co-Editor of volume 40, issue 5, and Ron Glatter, Emeritus Professor of Educational Administration and Management at The Open University and author of one of the articles within the special issue, discuss the issues of accountability and autonomy in England over the course of BELMAS and the journal’s forty year history.

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The power of music: Its impact on the intellectual, social and personal development of children and young people

August 22, 2012

From International Journal of Music Education

Recent advances in the study of the brain have enabled us to get a better understanding of the way that active engagement with music may influence other development.  This paper considers the effects of music on intellectual, social and personal development of children and young people. It outlines how extensive active engagement with music can induce cortical reorganization. This may produce functional changes in how the brain processes information. Processing of pitch in string players is characterized by longer surveillance and more frontally distributed event-related brain potentials attention. Drummers generate more complex memory traces of the temporal organization of musical sequences. Compared with non-musicians, string players have greater somatosensory representa­tions of finger activity, the amount of increase depending on the age of starting to play. Clearly, the brain develops in very specific ways in response to particular learning activities and the extent of change depends on the length of time engaged with learning. The extent of musical engagement and its nature will be a factor in the extent to which transfer can occur to other areas. This overview provides a strong case for the benefits of active engagement with music throughout the lifespan.

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We need to talk about ‘Kevin’: The effects of unfortunate first names

July 26, 2012

Unfortunate first names: Effects of name-based relational devaluation and interpersonal neglect

From Social Psychological and Personality Science

It may appear hard to believe that something as mundane as a negative first name can evoke neglect, discrimination, prejudice, or even ostracism. This paper considers the findings of three studies that examined the impact of people’s first names on the degree to which other members of an online-dating site sought information about them. Furthermore, it traced possible downstream effects of this attention versus neglect on self-esteem, smoking, and education. Individuals with extremely negative names, moderately unattractive names, and currently unpopular names were neglected by potential partners more than those with more positive, attractive, and popular names. In essence, some participants were neglected and discriminated against on the basis of their first names.

Overall, the results provide the firmest conclusions to date for the name-based interpersonal neglect hypothesis: negative names evoke negative interpersonal reactions, which in turn influence life outcomes for the worse.

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Math teachers demonstrate a bias toward white male students

June 19, 2012

Exploring bias in math teachers’ perception of students’ ability by gender and race/ethnicity

From Gender & Society

While theories about race, gender, and math ability among high school students have long been debated, this study found that math teachers are in fact, unjustifiably biased toward their white male students. The researchers analyzed data collected by the National Center of Education Statistics (NCES) that consisted of a nationally representative group of about 15,000 students. Their data also included teacher surveys in which math teachers were asked to offer their personal assessment of individual students.  These  assessments ewith other data about the students such as were compared with their math GPA and their score on a standardized math test in order to determine if the teachers’ perceptions of their students’ abilities matched up with the students’ actual scores. They found that math teachers actually favored black female students, claiming that these students were more successful in their math classes than they actually were. Some explainations offered  for their findings were; since few black females were enrolled in high-level math courses, teachers may have viewed the black female students in their advanced courses as overcoming more to be successful in mathematics, thus illustrating more perseverance and academic potential. Additionally, they explained that teachers may be more sensitive to their own tendencies towards racial bias than gender bias as gender bias may be so socially ingrained that it is harder to notice and therefore harder to resist. The authors conclude that “The occurrence of bias in high school classrooms indicates that cultural expectations likely function to shape interactions and re-create inequality throughout the math pipeline that leads to high-status occupations in related fields of science and technology.”

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Computers are oversold and underused in Middle East classrooms

September 21, 2011

Promoting the Knowledge Economy in the Arab World

From SAGE Open

This article discusses the need for a deeper institutional reform that will bring Arab classrooms into the 21st century. The research studies educational programs in Bahrain, Jordan, and the United Arab Emirates, information and communication technology (ICT) is not effectively utilized in classrooms in the Middle East. Many technology-related policies overlook the real needs of students. While ICT infrastructure aims to incorporate electronic classes and teaching systems that enhance students’ and teachers’ technological abilities, in reality it has become little more than a way to mechanically optimize the operation of equipment and to perpetuate cultural traditions. The author observes “This is undoubtedly a reflection of the difficulties inherent in implementing an agenda for modernization and reform within countries which have only been free from colonial domination for a few decades”. He called for more rigorous research that goes beyond mere speculation about ICT implementation. “If the findings from this research are able to identify best practices that can be replicated in different settings, then educationalists can begin to be satisfied that computers in the classroom are not just ‘oversold and underused’.”

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Less educated police officers are found to be more likely to use force

March 2, 2011

The effect of higher education on police behaviorFrom

From Police Quarterly

Police scholars and practitioners have long called for the adoption of a college education requirement for police officers as a condition of employment. Since the professional movement in the early 1900s, the importance of education was seen as a means to a better style of policing. Despite repeated calls for a college education requirement, few agencies have instituted such a policy. In fact, only 1% of local police departments in the United States require a 4-year college degree.

This study examines 3 areas of key decision making for police officers – arrest, search, and use of force. Relying on observational data for two medium-sized cities, findings reveal that while college educated officers are no more likely to stop, search or arrest, a college education does significantly reduce the likelihood of force being used during such encounters. Those calling for police reform would argue that this study further supports a body of evidence suggesting that education has a desirable impact on police behavior. The conclusion indicates that this is an area of policy which can benefit immensely from future lines of research.

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Sustainable legacies for the 2012 Olympic Games

May 28, 2010

From Perspectives in Public Health

The 2012 UK Olympics are coming and with them the potential to offer the nation far more than encouragement to partake in sports activities and to get fitter. They could assist with government cross-cutting agendas such as tackling crime, antisocial behaviour, developing healthy and active communities, improving educational attainment, and combating barriers to participation. This article considers the promising sustainable sporting, social, cultural and economic legacies the games could deliver.

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