Angela Jacklin

Reconceptualising student support: from ‘support’ to ‘supportive’

This article explores concepts of student support in higher education. It draws on findings from a research project that considered what students understood by ‘support’ and what for them was, or had been, more or less helpful. The project drew on the perspectives of five cohorts of undergraduate and postgraduate students, based in three departments of one higher education institution in the UK. The views of all students within these cohorts were explored (i.e. not just those who had accessed support as defined by the institution). Within the changing contexts of higher education, and in response to perceived changing student needs, support structures within institutions have continued to grow and develop. Although there are no easy answers to the provision of support, the reconceptualisation proposed in this article suggests a shift from ‘support’ as a mainly reactive response to perceived student problems, to ‘supportive’ (and proactive) cultures and contexts.

When lack of data is data: do we really know who our looked‐after children are?

There are now higher than ever numbers of children in public care in the developed world and increasing concerns across Europe to examine the differences in policies and practices and their impact on children’s lives. The small‐scale research reported in this paper was commissioned by an agency in the UK concerned with addressing the challenge of raising the attainment of ‘looked‐after children’, a term used in the UK to refer to children who are in public care. The word ‘agency’ is used throughout to preserve anonymity and confidentiality for the commissioning body, as well as for the social services departments (who deal with social work and social care services for children and families), local education authorities, schools and students involved. The aim of the research was to identify a specified cohort of 15–16‐year‐old (Year 11) looked‐after children and to describe as closely as possible the composition of the group and the key features of their cases as regards educational experience and attainment. Data analysed consisted of lists of looked‐after children provided by the relevant local authority/authorities, as well as a sample of school files for 59 of these students. The most important finding to emerge was a lack of data. This resulted in agencies being unable to clearly identify the children for whom they were responsible. The findings highlight the challenge that faces professionals in the field, in identifying and tracking the needs of this particular group of pupils.

Training teachers for a small island system: short-term and long-term outcomes

Ten years ago the Seychelles Polytechnic initiated a joint teacher-training scheme with Sussex University and in five years trained 100 new Seychellois teachers for the secondary school system. This scheme a numerical balance in favour of Seychellois teachers for the first time. The influx of Seychellois teachers produced a number of immediate advantages: there was a saving in the salary budget, the new teachers were able to supplement their lessons conducted in English with explanations in Kreol, and they also used a wider variety of teaching methods. They were more committed to teaching and were much preferred by the secondary school students. This paper presents findings from evaluations of the scheme. It describes the situation produced by the returnees, and follows this up with an analysis of the major developments since the scheme came to an end and since the four-year government bonding period of teachers ended. The final section of the paper discusses in more general terms the sustainability of education development projects and the implications for the progressive improvement of schemes.

Gender Integration in the Infant Classroom: a case study

This article is about gender association in the primary classroom and organisational strategies which may influence gender integration. It reports the findings of a small-scale research project which explored the effects of a classroom innovation. Implemented by a class teacher, the innovation was designed to promote gender equality. The effects of strategies to increase gender integration in the infant classroom are discussed in relation to cross-gender friendships as well as gender differentiation between subjects. The article argues that the way a teacher organises groups in the classroom can be an influential factor in the degree of gender integration which occurs.

The transfer process between special and mainstream schools : the pupils' experience

This paper explores the perspectives of a group of 15 pupils, all of whom have had experience of both special and mainstream schooling: seven had transferred from special to mainstream, and eight from mainstream to a special school. The paper focuses on the importance of friends and friendship groups, the pupils’ awareness of the different cultures of schools and the importance of these two issues in the period of adjustment following transfer. It is argued that an understanding of the pupil perspective in this is crucial not only to transfer between special and mainstream schools, but also when considering factors affecting the inclusion of pupils who have disabilities or who experience difficulties in learning. A model, the ‘Pathways Model’, is presented and used in the exploration of pupil experience of transfer.