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Background: Student-run health initiatives in the community setting have been utilized to provide practical experience for undergraduate students to develop professional competencies, gain exposure to diverse populations, and to engage in activities of social accountability. There is much literature on student-run health initiatives; however, there is no consensus on a definition of this concept or a comprehensive synthesis of the literature that describes student-run health initiatives offered by students in pre-licensure healthcare education programs. Purpose: To provide a concept analysis of, and propose a definition for, student-run health initiatives that provide community-based services for students during pre-licensure health discipline education. Methods: A systematic literature search and review process was used to identify and synthesize peer-reviewed articles from 7 academic databases covering a range of pre-licensure health disciplines and education. Walker and Avant's framework for concept analysis was used to guide exploration of attributes, antecedents and consequences of student-run initiatives, and to inform development of a definition for this concept. Results: The review yielded 222 articles for data extraction and represented 17 distinct pre-licensure health disciplines, 18 health-related disciplines, and a range of other baccalaureate and graduate programs. Our analysis revealed 16 definitions, 5 attributes, 6 antecedents, and consequences identified for student-run health initiatives. Attributes were Provision of Service, Service is Free, Target Clientele, Volunteerism, and Student Governance. Antecedents included Purpose/Rationale, Affiliation with Academic Unit, Location and Partnerships, Funding and Resources, Professional Oversight, and Preparation for Student Role. Consequences were improved access to services and outcomes for clients; competency development, personal gains and interprofessional learning for students; and positive outcomes for broader systems, such as decrease of service utilization and cost/benefit. Conclusions: There was no clear conceptual definition for student-run health initiatives, but many defining characteristics and well-described exemplars in the literature. Given the variations in purpose and scope of these initiatives, particularly to distinguish degree of students' roles in operations and the involvement of academic institutions, we propose 3 distinct conceptual definitions: student-run, student-led, and student-infused health initiatives. [ABSTRACT FROM AUTHOR]

Criticizes the use of pernicious and academic formalisms in education. Problem with judging an individual's achievement based on formalism; Factors determining the curriculum; Effects of technology on personal competence; Limitation of using standardized testing to evaluate a student's achievement.

This paper begins with an overview of the history of student portfolios in the college curriculum, it then lists the course objectives and summarizes the written assignments. Next, the paper takes a close look at how the key components of the portfolio process enhance the assignments of the course and how each assignment fits into the portfolio schema, it also describes the evaluation process. Finally, the paper offers evidence of the effectiveness of the portfolio project. The movement toward student portfolios in the classroom is inextricably linked to assessment and accountability. Progressive educators in primary and secondary schools began to view testing via standard multiple choice tests-mandated from external review boards-as problematic. A distinguishing feature of portfolio construction-whether it occurs at the elementary, secondary, or university level-is its focus on process. Portfolio courses encourage and rely on process in two ways. First, process involves a dynamic relationship between teachers and students, and perhaps even more importantly, between students and the work they produce. In portfolio courses students take increased responsibility for learning throughout the semester.

To appreciate the analytic issues posed by ethnographic data, students must he taught to set those issues against the sociological approach within which the analysis is embedded, for sociology is a pluralistic discipline characterized by many different approaches and the meaning and importance of analytic techniques differ across approaches. Some of the approach-based differences in the analysis of ethnographic data arc briefly described. [ABSTRACT FROM AUTHOR]

This article presents a critical note on intra-regional variations in educational provision. In a recent issue of the journal a model has been advanced to explain the impact that local education authority policy and provision have upon educational attainment. Attainment is measured by the proportion of students who go on to pursue higher education of various forms. Writers D.S. Byrne and W. Williamson have distinguished between what they call 'elitist' attainment--those who pursue either low grade further education or college of education courses. This is a peculiar use of the terms elitist and non-elitist. As the authors admit, 'A non-elitist definitions would be concerned with the total output of the educational system--with all children rather than merely the academic minority. Yet, their measures of attainment embrace only the top twenty percent of the age group. It wouldnot be stretching credibility too far to label all entrants into higher education as the elite of the system. The basic thesis of the authors is that high social class composition will not only have abundant resources available for spending on education, but will also pursue elitist policies i.e, 'will tend to concentrate available resources on their "sponsored elite," and will send a larger proportion of their children to university and high grade further education.

The article presents the authors' view on the comments made by David Lee Stevenson and David P. Baker about their article. Stevenson and Baker's response to the analysis, the authors' acknowledge was inspired by their insightful framing and operationalizing of an important policy question. In their paper, the author's argued that to treat a country or educational system as a unit of analysis in a study of curriculum control potentially confounds the different arenas of governance and curriculum delivery. Some countries offer one math course for all students at the grade eight level; others offer several, typically very different, courses at this level. The grade eight data set contained in total 9 countries or more precisely, educational systems, 3 overall governance structures and up to 18 different courses with varying target populations, educational meanings, content coverages and student populations. Stevenson and Baker seek overall patterns across this set of data points that support their hypothesis. However, in their response, they argue that in fact the data they reported supports their hypothesis, contrary to their assertions.

This paper presents empirical evidence regarding the capacity of teacher education programs to influence the values and beliefs of those who enroll in them and offers insight into the conditions that may be conducive to such effects. Our study shows that although teacher education faculty and enrollees across the pm grams studied subscribe to ideals of social justice and fairness in regard to teaching diverse learners, it is less clear how thin,' translate these ideals into their views concerning curriculum design and implementation, assessment of student progress. and classroom and school organization. Our findings indicate that lay culture norms among enrollees are strongly ingrained and that most teacher education, as it is currently structured, is a weak intervention to alter particular views regarding the teaching and management of diverse learners. [ABSTRACT FROM AUTHOR]

The article presents information on social evaluation of educational curriculum. It demonstrates some of the inherent limitations of the usual ways education evaluation is conducted. Most evaluations of school curricula depend on measures of the achievement scores of pupils to determine the success of a specific curricular offering. Recent research on the social, ideological, and economic role of our educational apparatus has pointed to three activities that schools engage in. First, schools assist in the recreation of an unequally responsive economy by helping to create the conditions necessary for capital accumulation. Second, schools are important agencies of legitimation. That is, they distribute social ideologies and help create the conditions for their acceptance. Finally, the educational apparatus as a whole constitutes an important set of agencies for production. No social institution, no set of ideological forms and practices, is ever totally monolithic. And students, for instance, will not necessarily always accept what the school teaches.

The article presents information on a competency test program conducted in North Carolina. One of the major goals of the Minimum Competency Testing (MCT) programs is the enhancement of students' academic skills. School curricula will be strongly influenced by the content of competency tests. Competency Tests will provide a basis for the diagnosis and remediation of academic deficiencies. Setting standards for children means setting standards for the educational system. These instructional programs are likely to increase students' academic skills. Competency Test Scores were provided by the State Department of Public Instruction. To assess the impact of students' participation in the Competency Testing program, data were gathered on sample members for three semesters: fall 1978 and spring 1979 and fall 1979. Moreover, it has been made clear that any state implementing an MCT program has a legal obligation-and, by implication, a moral obligation as well-to assist pupils in attaining the specified level of competence.

This paper illustrates one way in which a small research team can use microcomputers to learn sociological methods as part of a large introductory sociology course. Data from the research team can be used to teach a number of basic sociological principles to the larger class. In addition to beginning the process of integrating microcomputers into the classroom, this approach provides a strong empirical base for the instruction of sociology, provides students with skills as well as facts and ideas, and increases the relevance of introductory sociology by developing student-generated examples of sociological concepts. While the example in the paper is drawn from the experience of a mass class, the same principles can be applied using a sociology methods class as the research team. [ABSTRACT FROM AUTHOR]

This article focuses on the adoption of the curriculum to the needs, capabilities, and talents of individual students. It is noted that individualization of instruction is a continuing concern for teachers and other curriculum workers. The steady outpouring of literature dealing with the general problems of differentiating educational experience tends, however, to be primarily descriptive or suggestive and contains comparatively few reports of research and experimentation. More numerous are the studies of the characteristics of and program modifications for children whose deviations are such that they are classified as exceptional children.

This article discusses the research addressing the growth, development, learning and maturation as factors in curriculum and teaching. The basic idea that underlies all the others in modern education is to be found in John Dewey's recurrent emphasis on the experience if the child as of central concern. Regard for his all round development has shifted the emphasis from forcing him to acquire knowledge, to making provision for an inner living motivation. A man in general and the pupil in particular must be viewed not as a free soul, a capricious creature but as a dynamic lawful system interacting with the energy systems of the environment.

This article focuses on the development of curriculum in social studies in the U.S. The significance of a study of students opinion to both the reorganization of the curriculum and teaching procedures. There has been several interesting analysis of the historical development of the social sciences. Several studies of student opinion give interesting leads in considering the curriculum. The author concluded that there was not so much evidence of bias as poor scholarship in social science texts. The need of adapting a curriculum to the social situation and background has been stressed in many writings.

This article reviews a number of studies, both published and unpublished, which pertain to (a) the measurement of outcomes connected with social studies instruction, (b) the development of social studies tests, (c) construction or reconstruction of the social studies curriculum, (d) methods in teaching, (e) materials for teaching social studies, and (f) the ability and the training of social studies teachers. The author concluded that the review of the studies in teaching social studies is not encouraging because most of the studies are so uncritically conceived and carried out that their results are not impressive. The author also indicated the importance of the training of students and teachers of social studies.

The article discusses the use of computers in the instructional process. The existence of the modern high speed digital computer suggests a new approach to the solution of some enduring instructional problems. The study attempts to use the computer as a device for achieving an intelligent individualization of instruction based on student's actual performance in the course. Computer is also applied as a device for providing immediate knowledge of the correctness, partial correctness or incorrectness of responses to each student.

This article presents a study on the commercial education in the secondary schools. With increased enrollments have come accretions of problems concerning courses, curriculums, equipment and the like as well as problems of the psychology of learning. Beatty analyzed magazines and guides to periodicals to determine the economic topics most frequently mentioned and gave detailed findings under the groupings of production, exchange, economic conditions, public finance, consumption and distribution. Burns analyzed the business transactions reported in the personal activities of adults in a large city to determine which ones are of major importance for instructional purposes. Kinney made an elaborate analysis of the arithmetic and for authors of textbooks in that subject. McCarty analyzed the technical errors made by high-school students in English, for the purpose of determining the items upon which additional should be placed.

This study sought to gather perspectives on "who" and "what" should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report. [ABSTRACT FROM AUTHOR]

Presents a response to a review on the article "Literature Education in Ten Countries." Following of cultural pluralism by curricular pluralism; Desire of some planners to have students be good humanists by studying literary history and memorizing texts; Tendency of American students to learn a content-oriented and interpretive pattern of expressing their responses to what they read.