This article draws on data from a larger longitudinal qualitative case study which is tracking the progress of students over the course of their undergraduate degrees at a South African university. For this paper, we used background questionnaires and semi-structured interviews with 62 first-year students from working-class, township schools who…

This study investigates the application of new educational technologies in geography classes. The research involved 126 students from vocational secondary schools in Serbia taking geography as a compulsory subject. We developed and applied a questionnaire for this research. The results indicate that out of several ICTs available, the majority of…

Incorporating recent history into the educational curricula of countries that have experienced human rights violations combines the complexities of teaching history, teaching recent history, and human rights education. Recent history makes a historical analysis of social reality and a historiographical analysis of the immediate. It is located…

In this article we draw on data from a two-cycle action research project, in which ways of teaching reconciliation in post-apartheid secondary school classrooms are explored. We undertake a detailed analysis of a selection of artefacts produced by South African students representing their understandings of reconciliation. Initially students' work…

Investment in secondary schooling in sub-Saharan Africa has been neglected over the last two decades. Emphasis on universalising primary schooling has shaped national policy and flows of international assistance to favour rapid expansion at the first level of schooling. Though there are many good reasons for this emphasis, this has resulted in…

Suggestions for a unit on the Holocaust for deaf students at the secondary level include begin with the big picture; emphasize people not numbers; explore literary accounts; use survivor testimony; and conclude with the positive. Suggested readings and sample chronologies are also provided. (DB)

Discusses the core components of the School-to-Work Opportunities Act of 1994 and the key elements of successful school-to-work partnerships for students with deafness. Elements include supportive and committed leadership, committed staff, support from local and state governments, help from facilitators, and financial support from diverse sources.…

Traces changes in policy and legislation that have led to the provision of transition services for students who are deaf and hard of hearing. Describes provisions in the 1992 Amendments to the Rehabilitation Act, the Individuals with Disabilities Education Act, and the School-to-Work Opportunities Act. (CR)

Describes a transition program at the Colorado School for the Deaf and Blind that helps 18- to 21-year olds bridge the gap between high school and adult life. Through multi-agency collaboration, students can take advantage of a community college educational program and learn independent living skills. (CR)

Describes the services of the Career Education and Vocational Department at the California School for the Deaf, including providing career counseling and transition activities for students, encouraging parents and teachers to become involved in transition planning, and training students to take ownership of their own Individualized Transition…

Discusses the results of interviews with 23 teenagers with deafness, which examined their preference for residential or mainstreamed schools. Findings indicate the students supported a mixed placement pattern because it gave them a well-rounded education and knowledge of both deaf and hearing environments, and satisfied their developmental needs.…

Describes an urban high school's homeroom classroom calendar that is maintained by students who are deaf and hard of hearing. The calendar is used to record students' schedules, including individualized education program meetings, assemblies, doctor appointments, and other events. It assists students in taking responsibility for their own…

A teacher at the Model Secondary School for the Deaf (District of Columbia) briefly describes the process of interpreting poetry and drama into American Sign Language (ASL) with his students. The process involves analysis and discussion, followed by mapping the subtext and adapting it to ASL. The process improves not only acting skills but also…

Describes establishment and activities of a support group for hard of hearing secondary students, who may not define themselves as either deaf or hearing. Examples of discussion topics include definitions, dealing with insensitivity, student advocacy, assistive devices, the Americans with Disabilities Act, and self-exploration. (DB)

This introduction to the World Wide Web describes its uses by performing arts students and teachers at the Model Secondary School for the Deaf (District of Columbia). Some specific Web sites for arts students and teachers are recommended. (DB)