Subscribe today to the most trusted name in education.  Learn more.
Current Issue Current Issue Subscriptions About TCRecord Advanced Search   

 
Volume 115, Number 1 (2013)

 
by James Wilkins, Marilyn Alibutod & Anindita Nugroho
In the United States, foreign-born workers of Hispanic origin have been central to the construction industry for decades. Many of these workers have experienced only limited education in either English or Spanish and most are bilingual to some degree. As employers are beginning to recognise the benefits of providing access to the OSHA 10- and 30-hour Construction Safety Training Course, the industry has begun to experience a downward trend in preventable accidents, illnesses and fatalities. Despite this decline, a detailed review of recently published research indicates that foreign-born workers of Hispanic origin remain nearly 70% more likely to be involved in a work-related incident than their American-born counterparts. In order to develop and provide effective workplace learning programmes it is necessary to assess the impact which these workers’ literacy and confidence in a second language has on their professional capabilities. This problem is examined by utilizing a simple post-test only randomised experimental design to measure knowledge retention among this demographic immediately following the completion of OSHA 10-hour Construction Safety Training Courses when the languages of instruction were English-only, Spanish-only and both English and Spanish. The data revealed that workers who fall into this category retained more knowledge from the training course when it was taught using a translanguaging approach. This data will be of value to designers of workplace education programmes, who will be better placed to incorporate a bilingual element into their instructional methodologies.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Jennifer Jellison Holme
This article examines high schools’ responses to exit testing policies through in-depth case studies of five low-performing high-poverty high schools across five school districts in Texas.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Linda J. Sax, Tiffani A. Riggers & M. Kevin Eagan
Using a national sample, this study uses multilevel modeling to understand how self-reported levels of academic engagement differ between women who attend single-sex and coeducational high schools.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Keffrelyn D. Brown & Lisa S. Goldstein
This article highlights the contradictions that preservice teachers encounter when attempting to reconcile their own perspectives about academic achievement that emphasize growth and progress with those found in larger policy and school contexts that focus on success and mastery of common learning standards. The authors offer that using the more precise terms academic progress and academic success will clarify these contradictory perspectives on academic achievement and illuminate the complexities that teachers encounter when preparing to teach in a post–No Child Left Behind context.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Mark E. Engberg & Gregory C. Wolniak
This article examines the effects of individual- and institutional-level factors across secondary and postsecondary contexts on students’ likelihood of majoring in the science, technology, engineering, and mathematics (STEM) fields in college.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Kevin J. Dougherty, Rebecca S. Natow, Rachel Hare Bork, Sosanya M. Jones & Blanca E. Vega
Examination of the political origins of state performance funding for higher education in six states (Florida, Illinois, Missouri, South Carolina, Tennessee, and Washington) and the lack of its development in another two states (California and Nevada).
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by William R. Penuel, Kenneth A. Frank, Min Sun, Chong Min Kim & Corinne Singleton
This article examines how the effects of institutions on teaching practices can be mediated by social networks within schools. The study focuses on teachers’ responses to policies developed from the National Reading Panel’s recommendations for teaching reading.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Linda Harklau
Although Latinas’ relatively low rate of college-going has sometimes been explained by the influence of traditional gender roles, this article argues that sometimes it might instead represent emergent feminism and a means of contesting and remaking those roles. Based on a 5-year case study of one academically gifted Mexican American immigrant youth who decided to go to work instead of college, the article considers implications for Latina college recruitment.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract


by Robert Halpern
In this article, the author explores the implications of the trend toward linking early childhood education more closely to schooling. He uses the example of “prek-3rd” to point out both positive and problematic aspects of this trend.
 Archival Access Icon Sign-up for accessAbstract Icon Abstract



Catch the latest video from AfterEd, the new video channel from the EdLab at Teachers College.
Global education news of the week in brief.; NCLB; international education; software; This episode explores ten interesting and little known facts about Social Studies.; social studies; humor; media; research; schools; Three seniors at Heritage High School talk about education and what the next President should do about it.; Debates; Heritage High School; NCLB; NYC schools; education; election; girls; interview; politics; presidential election; schools; speak out; students; testing; EdWorthy Theater starring MIT Physics Professor Professor Walter Lewin.; MIT; physics; We feature new content about the future of education. Put us on your website ­ whether you're a student, teacher, or educational institution, we aim to create great content that will entertain and enlighten your audience. http://link.brightcove.com/services/link/bcpid1078591423http://www.brightcove.com/channel.jsp?channel=1079000717

Site License Agreement    
 Get statistics in Counter format