There is a wide variety of universities, university campuses and university courses in Australia available to those interested in pursuing a higher education degree. This article examines the impact ...of increasing competition for entrance to university on the educational outcomes for students from the government school sector. Using Melbourne as a case study, the research shows that, over a four-year period of increased competition, entry to some of the more academically accessible university campuses in the city became more difficult and this disproportionately affected the opportunities for university entrance among some groups. Despite the fact that there was no noticeable change in the academic standards achieved by government school completers, the rate at which government school students gained access to these universities declined noticeably during this time. These findings show how changes in supply of university places from year to year can have a profound effect on the opportunities of secondary-school completers - particularly those in more educationally disadvantaged settings. Author abstract
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At-Risk Students Donmoyer, Robert; Kos, Raylene; Donmoyer/Kos
1993, 1993-00-00
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This book presents papers that address research methods, policies, and programs that can accommodate the considerable student diversity commonly found among at-risk students as well as portraits of ...particular at-risk students. The following papers and their authors are included: "At-Risk Students: Insights from/about Research" (Robert Donmoyer, Raylene Kos); "The Purpose of Portraits: Rethinking the Form and Function of Research on At-Risk Students" (Robert Donmoyer); " Nobody Knows My Life But Me!' The Story of Ben, A Reading Disabled Adolescent" (Raylene Kos); "Ways of Being At Risk: The Case of Billy Charles Barnett" (Thomas Barone); "Ellen, A Deferring Learner" (Karin L. Dahl); "Andy and Libby: At Risk or Undervalued?" (Karen L. Ford); "Karen: An Interaction of Gender Role and Reading Disability" (Raylene Kos); "'Something to Keep the Relationship Holding': Victoria, A Pregnant Adolescent" (Kathryn Herr); "Andrew: The Story of a Gifted At-Risk Student" (June Yennie-Donmoyer); "Alston and Everetta: Too Risky for School?" (James T. Sears); "Paul: Differentiating Disorder and Intervention" (John J. Gleason); "Structuring for Idiosyncracy: Rethinking Policies, Programs, and Practices for At-Risk Students" (Robert Donmoyer); "Placing Children At Risk: Schools Respond to Reading Problems" (Richard L. Allington, Anne McGill-Franzen); "Teacher, Why Am I Failing? I Know the Answers': The Effects of Developmentally Inappropriate Assessment" (Pamela D. Fleege, Rosalind Charlesworth); "'A Different Kind of Responsibility': Social and Academic Engagement of General-Track High School Students" (Sandra B. Damico, Jeffrey Roth); "Direction with Discretion: Reading Recovery as an Example of Balancing Top-Down and Bottom-Up Decision Making" (Patricia L. Scharer, Nancy C. Zajano); "In the Shadow of the Excellence Reports: School Restructuring for At-Risk Students" (Andrew Gitlin, et. al.); "Emergent Spanish Literacy in a Whole Language Bilingual Classroom" (Irene Alicia Serna, Sarah Hudelson); "'It's Not a Perfect World': Defining Success and Failure at Central Park East Secondary School" (Mark A. Faust); "Creating a Culture of Writers with At-Risk Students" (June Yennie-Donmoyer, Robert Donmoyer); "A Teacher Reflects on His Urban Classroom" (Art Isennagle); and "A Policy Perspective: Overcoming Gridlock Beyond Schools" (Brad Mitchell). Contains an index and over 400 references. (GLR)
The concept of financial exclusion has been the subject of increasing interest and debate and is characterised as a situation where a proportion of the population have limited access to mainstream ...financial services. Previous studies of financial exclusion in the UK have generally focused on a particular financial service, such as bank accounts, and have incorporated differing methods and models of investigation. Thus, comparing and contrasting significant influences on exclusion across a range of financial services proves problematic. The current study uses a common model to test and compare influences on exclusion for a wide range of financial services. Findings show that the most consistent and significant influences on financial exclusion are employment status, household income, and housing tenure, closely followed by marital status, age, and level of academic qualification. A more complex relationship with the remaining explanatory variables is apparent. Copyright Springer 2005
Studies indicate that, in contrast to where it should be, South Africa has one of the worst school systems in the world. The nation ranks at the bottom of all middle-income countries in math, ...science, and literacy. And even within Africa, the country performs worse than poorer nations, such as Zimbabwe, Tanzania, and Swaziland. For most African countries, improving access to education poses classic development challenges -- lack of infrastructure or resources, remoteness, and poor administration. But South Africa suffers from a unique problem: a well-developed education bureaucracy that was designed to fail black South African learners and prepare them only for lives of menial labor. Here, Smuts examines the roots of South Africa's educational failure. Adapted from the source document.
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This ethnographic account describes how poverty circumscribes the horizons of young people and how the class structure is reproduced at the societal level. A number of social theories that have ...considered the problems of social reproduction are explored before moving to the examination of the lives of young men in Clarendon Heights, a low-income housing project in a northeastern city. Approximately 65 percent of the residents of Clarendon Heights are white, 25 percent are black, and 10 percent are other minorities. Approximately 85 percent of the families are headed by single women, and about 70 percent receive public assistance in addition to subsidized housing. Accounts of the lives of teenage boys from this neighborhood provide a description of the social structure as it looks from the bottom. The basic finding that two substantially different paths are followed within the general framework of social reproduction is demonstrated through the descriptions of two groups, the Hallway Hangers, a predominantly white group, and the Brothers, an almost exclusively black group. The despondence of the Hallway Hangers, who see few prospects for social mobility, is in marked contrast to the optimism of the Brothers, who speak with relative optimism about their futures. The different appraisals of the openness of American society to these two groups are analyzed. Detailed chapter notes refer readers to specific treatments within references. An appendix offers the author's experiences and comments on sociological fieldwork. (Contains 75 references.) (SLD)
The result of case study interviews with teachers, administrators, and reading specialists, this book argues that the relationships of power and influence between people in schools affect ...dramatically the kinds of opportunities available to low-income children learning to read. In addition, this book offers suggestions for reforms based on an understanding of the way schools actually deliver services and operating power relationships. Following a foreword by S. Sarason that stresses the book's importance for educators and an introduction describing the book's point of view, the book is divided into seven chapters. Chapter 1 introduces the conceptual framework used to describe and analyze "power" and "opportunity" as school people understand and experience them. Chapter 2 analyzes the classroom setting, describing the social and instructional demands teachers must try to meet, the strategies they use to cope with the paradoxes and uncertainties that characterize their tasks, and the consequences of these strategies for equality of opportunity. Chapter 3 examines the sometimes self-defeating effect of the services provided by school and district reading specialists, while Chapter 4 describes the limited impact of school principals on equality of opportunity, arguing that even the contributions of "effective" principals are constrained by the essentially autonomous choices of classroom teachers. Chapter 5 probes how the home-school connection serves to reinforce existing inequities, while Chapter 6 looks at the politics of "downtown," showing how the district official's search for legitimacy with subordinates supports the school's mobilization of bias and, consequently, precludes attention to problems of inequality. Finally, Chapter 7 summarizes and suggests implications of the findings. An appendix describing procedures used in collecting and analyzing the data, a bibliography, and an index are included. (SKC)
Individuals with limited resources are often presumed to be vulnerable in research. Concerns include the possibility of impaired decision making, susceptibility to undue inducement, and risk of ...exploitation. Although each of these concerns should be considered by investigators and IRBs, none justifies categorical exclusion of individuals with limited resources.
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For children with disabilities, children at risk, and even for healthy infants and toddlers born into well-functioning families, support and early intervention can foster optimal growth and ...development. Based upon the underlying principle that the most effective interventions incorporate flexible, client-centered approaches with the client-service provider relationship at the heart, this book presents a framework for strengths-based intervention with parents and young children. The book contains practical suggestions for building positive family relationships, cultivating parental knowledge and understanding of child development, and enhancing family support systems. Chapters 1 and 2 present background information on the historic roots of early intervention and current directions for practices of it. Chapters 3 through 5 contain discussions of critical themes and strategies for working with families with young children, covering issues related to parenting behavior, beliefs and feelings, and social support. Throughout the book, suggestions are made for adapting strategies with diverse populations, including families of different cultural backgrounds, families whose children have special needs, and parents who face challenges such as mental illness or chemical dependency. (An annotated bibliography contains approximately 150 resources for professionals and parents.) (KB)
Systemic models assume that quality of interparental and parent-child relationships are related to adult attachment representations in internal working models. Previous studies have confirmed this, ...but failed to consider interpersonal mechanisms such as relationship satisfaction as latent variables. Further, these relations in socially disadvantaged first-time parents are understudied The present study sheds more light on that area by investigating the interdependency of parents' ratings by using the actor-partner mediator model with latent variables, and the association between adult re-presentations of attachment, relationship satisfaction and caregivers' feelings of closeness to the infant at 6 months postpartum in a sample of 104 socially disadvantaged first-time parents. Results supported the assumption that relationship satisfaction mediates the association between parents' characteristics of attachment avoidance and mothers' bonding to the infant. Moreover, a few individual-level associations between the study variables and psychosocial risk factors such as experiences of domestic violence and neglect in childhood could be found.
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