Evaluation of the ICT Test Bed project: final report, June 2007

The report describes three strands of evaluation used in the review of the 2006 outcomes from ICT Test Bed and the findings from each strand. a) Quantitative data: Benchmarking of changes in performance on national tests against matched comparator schools and national averages; b) Qualitative data: Site visits including classroom observations, interviews with local authority managers, head teachers, teachers, administrative staff, technicians and students; and c) Document analysis

Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses

This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were 'personal' and 'family' reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) institution and the placement school made it impossible for most trainees to stay on the course. With the exception of perceptions of racism by some minority ethnic trainees, the reasons for withdrawal given by majority ethnic and minority ethnic trainees were by and large the same. The article concludes by suggesting a number of strategies for ITT institutions and placement schools to improve the retention of trainees. It emphasises the need for better support from ITT institutions, more structured mentoring during school placements, continuous and effective communication between the ITT institutions and placement schools, flexibility in course structure, improved funding, availability of affordable childcare, and the tackling of discrimination. It also stresses that withdrawal is not necessarily final, and these trainees should be encouraged to return to teaching as many enjoyed the course and would make good teachers

The Bar is Slightly Higher: the Perception of Racism in Teacher Education.

The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in-depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other, to those who are disinclined to dwell on barriers to success as forms of racism and are more predisposed to regarding them as failures of the system

The last generation? Perspectives of inshore fish harvesters from Change Islands, Newfoundland

Our investigation examines the perspectives of fish harvesters on key challenges facing the inshore fishery in Newfoundland and Labrador. The findings, based primarily on in-depth interviews with harvesters in the town of Change Islands, show that fishers are deeply concerned about ineffective regulations, low prices for their catch, and rationalization policies. They explain how existing regulations restrict traditional cooperative fishing practices and impose rules that are not suited for local environmental conditions. Low prices for fish landed, they argue, are caused in part by lack of competition among buyers and a bonus system that favours larger enterprises. These conditions, combined with policies aimed at reducing the fishing fleet and barriers to youth involvement, threaten the long-term survival of coastal communities. Overall, current policies keep inshore harvesters on the sidelines of an increasingly industrialized fishery. Local fish harvesters have valuable local, place-based knowledge that can be used to develop more effective fishery management policies and marketing strategies, and in this article we share their recommendations on how to build more sustainable fisheries. However, traditional fishing communities - along with the potential social, cultural, economic, and environmental benefits of smaller-scale, community-based fishing - need to become more visible fo

Chinese adolescents in Britain and Hong Kong: identity and aspirations

This book is based on several years work in Hong Kong and Britain, both before and after the absorption of the Special Administrative Region of Hong Kong into the People’s Republic of China in 1997. The initial chapters review the history of Chinese people in Britain; specific aspects of Chinese culture and personality; Chinese educational systems; and the recent history of migration from Hong Kong to Britain. The central part of the book compares three samples of adolescents (about 350 in each of the three cultures): Chinese adolescents in Hong Kong; Chinese adolescents in Britain, with sub-divisions of those who have grown up in Britain and those recently arrived; and Chinese adolescents in Hong Kong. All of the 1,050 respondents completed measures of self-concept, identity, educational aspirations and views about the family, society and the future. The final part of the book contains extended qualitative accounts from personal interview with a sub-sample of Chinese adolescents in Britain and concludes with proposals for educational and policy changes which can accommodate the aspirations of Chinese adolescents in the British educational system.ContentsThe context and background of the study; The Chinese community in Britain; Self esteem and cultural identity; The design of the study and sample characteristics; Identity and migration experience in Chinese adolescents; Language and identity; Demographic factors in cultural identity; Cultural identity in cross-cultural perspective; The experience of school and educational aspirations; Qualitative study of Chinese families in Britain; Conclusions and policy recommendations