The Construction of School Knowledge: A Case Study

1987 ◽  
Vol 169 (2) ◽  
pp. 34-54 ◽  
Author(s):  
Jan Nespor
Keyword(s):  
Community College ◽  
Cognitive Psychology ◽  
Conceptual Framework ◽  
Reading Instruction ◽  
Cultural Production ◽  
Remedial Reading ◽  
Reading Program ◽  
Written Language ◽  
School Knowledge

This paper examines the ways in which a form of knowledge, specifically the knowledge of how to read, is structured and enacted in educational settings. Drawing on recent research in cognitive psychology, the paper explores how reading instruction might shape students' capacities to deal with written language in nonschool settings. The question of how the structuring of school knowledge influences cultural production and reproduction is examined, using the conceptual framework of Pierre Bourdieu as a theoretical foil. The substantive focus of the study is the remedial reading program of a public community college.

Inclass or Pullout: Effects of Setting on the Remedial Reading Program

1991 ◽  
Vol 23 (4) ◽  
pp. 445-464 ◽  
Author(s):  
Rita M. Bean ◽  
William W. Cooley ◽  
R. Tony Eichelberger ◽  
Meryl K. Lazar ◽  
Naomi Zigmond
Keyword(s):  
Reading Instruction ◽  
School System ◽  
Remedial Reading ◽  
Reading Program ◽  
Reading Behaviors ◽  
Teaching Activities ◽  
Instructional Behaviors ◽  
Group Situation ◽  
Pullout Programs ◽  
Classroom Time

The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.

University extracurricular reading program case study

2020 ◽  
Vol 42 (3) ◽  
pp. 313-337
Author(s):  
Hye-suk Son
Keyword(s):  
Reading Program

It's Not Just a Job Anymore: The Influence of Cultural Change on Student Services Staff in a Community College

NASPA Journal ◽  
2006 ◽  
Vol 43 (2) ◽  
Author(s):  
Mary G. Locke ◽  
Lucy M. Guglielmino
Keyword(s):  
Community College ◽  
Customer Service ◽  
Cultural Change ◽  
Student Services ◽  
Change Process ◽  
Educational Leaders ◽  
Planned Change ◽  
Change Initiative ◽  
Nuanced Understanding

Today’s colleges and universities operate in a complex environment characterized by rapid and unrelenting change, and nowhere do the challenges inherent in change more directly impact students than in the delivery of student services. The need to integrate new models of service delivery, data-driven approaches to enrollment management, greater accountability for student success, stronger emphasis on customer service, and provision of “anytime, anyplace” services through technology are readily evident. Yet, many institutions are finding that their internal cultures are unreceptive, even hostile, toward adopting needed changes. This qualitative case study focusing on a 4- year purposeful change initiative at a community college was conducted to provide higher educational leaders with a more comprehensive and nuanced understanding of the influence of cultural change on student services staff. The results of this study indicated that student services staff constituted a distinct subculture that perceived, experienced, responded to, and influenced planned change differently from other subcultural groups. Specifically, student services staff more demonstrably supported the purpose of the change initiative; identified empowerment, inclusion and involvement in college decision-making, and improved lines of communication as the most important impacts of the change process; and expressed strong confidence regarding the sustainability of the changes that had occurred. Student services staff also indicated that they found greater meaning and developed stronger commitment to their work as a result of the change process. As a result of these findings, implications and strategies that may be helpful in designing and implementing a successful planned change initiative involving student services personnel are presented.

Economic structure, power and institutions: A conceptual framework for analysing the historical transformation of US industrial strategy

2021 ◽  
pp. 102452942110154
Author(s):  
Mattia Tassinari
Keyword(s):  
Structural Change ◽  
Conceptual Framework ◽  
Economic Structure ◽  
Institutional Arrangements ◽  
Illustrative Case ◽  
Alexander Hamilton ◽  
The Government ◽  
Distribution Of Power ◽  
Illustrative Case Study

An industrial strategy emerges from possibilities for structural change, that depend on material constraints and opportunities afforded by economic structure, the distribution of power in society and the institutional arrangements organized at the political level. Building on a structural political economy perspective, this article develops a structure–power–institutions conceptual framework to describe how economic structure, the distribution of power, and institutions interact through a ‘circular process,’ which is useful for analysing the historical transformation of industrial strategy. In this framework, an industrial strategy refers to the institutional arrangements through which the government manages emerging conflicts or agreements between different powers and influences structural change. As an illustrative case study, the structure–power–institutions framework is applied to analyse the historical transformation of US industrial strategy from the era of Alexander Hamilton to that of Donald Trump.

scholarly journals Moral economy, solidarity and labour process struggle in Irish public transport

2019 ◽  
pp. 0143831X1989123
Author(s):  
Emma Hughes ◽  
Tony Dobbins ◽  
Doris Merkl-Davies
Keyword(s):  
Conceptual Framework ◽  
Trade Union ◽  
Public Transport ◽  
Qualitative Data ◽  
Moral Economy ◽  
Process Theory ◽  
Transport Sector ◽  
Competitive Tendering ◽  
Labour Process

This article empirically applies Knut Laaser’s integrated conceptual framework, combining Sayer’s moral economy (ME) theory with labour process theory (LPT), to examine how two rival Irish unions engaged with an uneven moral economy and consciously sought to build collective worker solidarity during a dispute over competitive tendering and marketization. Using qualitative data from a case study of BusCo in Ireland’s public transport sector, the article enriches sociological understanding of trade union solidarity, and how it is engendered, contested and experienced.

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