Mentoring programs answer the call for social justice for many students who are in success-inhibiting environments. This study employed a case study design to investigate the perceived benefits from a group mentoring program. Data was collected from pre- and post-assessments focus groups, and artifacts. Four participant benefits were revealed:…

This paper highlights factors that influence young people aged 13-15 years when purchasing food or drink within or beyond the school catering service. The paper draws from a qualitative study of secondary schools in Scotland, which varied in terms of relative socio-economic deprivation and density of food and drink businesses within a 10-min walk.…

This article examines the effects of political, socio-economic and educational change on a South African teacher's identity trajectory. Our research was conducted at a primary school in a historically disadvantaged community in the Western Cape Province, South Africa. We applied a cultural-historical activity theoretical (CHAT) lens to explore the…

Important recent objectives of indigenous education policy in Australia have been aimed at redressing indigenous economic and social disadvantage through increasing student retention, progression and completion rates in both compulsory and post-compulsory education. The two sectors of the tertiary education system, vocational education and…

This paper argues that the success of schools in disadvantaged township communities is shaped by an interplay of four dimensions: strategy, regulation, pedagogy and compensation. The paper presents these dimensions of successful leadership in secondary schools by drawing on a research study focusing on cases of three Soweto township secondary…

Black males are scarce on White campuses. Still, they experience hypervisibility and are targets of hypersurveillance. This study used focus groups and semi-structured interviews to examine the experiences of 36 Black male students attending seven "elite" historically White Research I institutions. Two themes emerged: (a) anti-Black male…

Teachers in rural Native American Pueblo schools in New Mexico lack professional development opportunities due to the long distances between the Pueblos and academic institutions. Previously, most schools received "hit and run" professional development sessions conducted once or twice a year that did not address the real issues faced by…

This qualitative study explored the perceptions and experiences of high school students from a diverse, low-income urban community in Toronto, Canada. Findings revealed a strong sense of community, reinforced by the interlocking racial and class oppression and stigmatization participants experienced within the broader society, including school.…

This study explored the challenges facing 1st-year alternatively certified teachers of mathematics and science in urban middle schools. Four teachers, participants in a National Science Foundation (NSF)-funded Robert Noyce Scholarship Program, were followed from preservice training through their 1st year of teaching, having taken part in…

The article analyses the main benefits of a Portuguese programme, launched in 1996, which was designed to support schools in segregated districts (TEIPs). The first part of the article presents a theoretical framework, before moving on to the main features of the TEIP programme in contemporary Portuguese society and education. An explanation of…

Understanding the potential or need for ICT support in education within developing countries, requires an in-depth needs assessment to comprehend, elaborate and set the desired priorities of rural schools. A Needs Assessment was conducted as part of an on-going comprehensive evaluation process of an ICT for development project, the Siyakhula…

During 2 decades of debate about teacher preparation education practitioners and policymakers have called for a more skilled professional teaching force (Darling-Hammond, 2010). Of particular concern has been poverty's impact on education--specifically in struggling urban schools--prompting legislation such as the No Child Left Behind Act (NCLB),…

African teachers in general and South Africans in particular face tremendous challenges, several of which are curriculum related. These challenges manifest themselves at various levels and in various areas, that is, from national level to within the classroom. There are various role players who may make a contribution towards overcoming these…