Jayne R. Beilke

The Constraints of Poverty on High Achievement.

Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly all schools have at least some students living in poverty. In this paper, the authors review the literature on poverty, including its relationship with ethnicity and locale; search for commonalities that illuminate the relationship between poverty and high achievement; identify problems in data gathering that mitigate against the identification of high-ability poor children; and underscore the need to provide individual support and the development of resilience to low-income, high-ability students. Recommendations for improving the identification, services, and success of high-ability learners who are affected by poverty are included.

Clubcasting: Educational Uses of Podcasting in Multicultural Settings

Purpose – This article aims to provide a case study example of the uses of podcasting in a multicultural educational setting.Design/methodology/approach – Pre‐service undergraduate teaching majors collaborated with graduate students enrolled in an educational technology course and clients of a community agency service minority, low‐income youth to produce a “radio” show podcast.Findings – The project demonstrated the potential and limitations of using a podcast to improve the literacy skills of inner city youth and technical proficiency of pre‐service teaching majors.Research limitations/implications – The study was limited to its one‐semester implementation phase.Practical implications – This is an example of the use of technology among low‐income minority youth and its ability to close the digital divide as well as the social divide between inner city youth of color and white pre‐service teachers and technology majors.Originality/value – Because of the digital divide, podcasting has not been introduced ...

A Door Must Be Opened: Perceptions of Students with Disabilities in Higher Education

AbstractSupport services and legislation have contributed to the steady increase of students with disabilities in higher education. The question is whether obstacles that impeded success have been removed, or are students with disabilities still a marginalised group, deprived of the benefits of higher education? In this study we interviewed college students about their perceptions of faculty–student relationships and other factors that might affect their postsecondary experience. Themes identified in the transcripts of the interviews corresponded with literature. In addition, the importance of telling their stories and the concept of voice were apparent, corroborating the 1997 research findings of Beilke and Yssel. In contrast with those findings, however, participants in our study reported a positive environment, and a willingness on the part of faculty to provide accommodations.

A teacher's use of digital video with urban middle school students: Expanding definitions of representational literacy

Abstract The role of educational technology as media is rapidly expanding. When placed directly into the hands of students, digital video, in particular, has the potential to transform schooling. In this case study, members of the Naptown Prodigy, an after school club, produced music videos and iMovies of streetball performances. The clubs advisor, an urban middle school English teacher, participated in the PT3 Vanguard program, a university—public school staff development collaboration. The teachers access to technology through the Vanguard program enabled her students to use digital video as both a construction and expression medium. This project provides a unique and promising example of the ways in which teachers can use digital video to foster representational literacy among inner‐city youth.

CoRE: A conceptual model for incorporating conflict resolution into teacher education

Abstract School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation.

Book Review of Permission to Remain Among Us: Education for Blacks in Oberlin, Ohio, 1880-1914

reform. We know better of what to be aware” (218). These perceptions are echoed by other critical educational historians such as Joel Spring (2004), who also believes that one must think critically about education. Spring also suggests that to think critically about education means to think seriously about the potential effect of the content of education on society. At the beginning of the twenty-first century, families, educators, and community leaders benefit from studying and questioning the practices that guide the schooling experiences of children. Through an exploration of historical case studies that examine educational reform in the mid-nineteenth century in Massachusetts, The Irony of EarlySchoolReformbyMichaelB.Katzprovidesaclearanalysis for the rationaleof engaging in this type critical inquiry and subsequent social reform.

Book Review of Making Play Work: The Promise of After-School Programs for Low-Income Children.

Midwest. Permission to Remain Among Us has much to offer historians, sociologists, and higher education professionals. The case of Oberlin is a reminder that racially integrated education has always been subject to tolerances (that is, the degree to which one may deviate from a standard), even at institutions now perceived to be early “models” of integration. At Oberlin, those tolerances were both derived from and driven by localism, institutional factors, and historical events. At both Oberlin and Berea, the admission and rejection of Black students was dependent on religious, political, and economic parameters. Waite’s deftly nuanced history of education for Blacks at Oberlin during the Progressive Era effectively synthesizes institutional history and case study, inviting comparison and reinterpreting primary sources within a lively narrative.