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[], "collections": [], "relations": {}, "dateAdded": "2013-12-05T21:11:05Z", "dateModified": "2013-12-05T21:11:05Z" } }, { "key": "MVWPTICW", "version": 10, "library": { "type": "group", "id": 230876, "name": "IT546 Willden", "links": { "alternate": { "href": "https://www.zotero.org/groups/it546_willden", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/230876/items/MVWPTICW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/it546_willden/items/MVWPTICW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1676763, "username": "Mwillden", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mwillden", "type": "text/html" } } }, "creatorSummary": "Patricia Randolph Leigh", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "MVWPTICW", "version": 10, "itemType": "book", "title": "International exploration of technology equity and the digital divide critical, historical and social 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To investigate this phenomenon, this study focuses on education in South Africa. South Africa is a country and educational system characterized by communities of both extreme poverty and wealth, and using cross-nationally comparative quantitative evidence, one can draw a clear distinction and estimate of the impact of student poverty on teaching and learning for both an international and a South African sample. The cross-national comparison contrasts education in South Africa with approximately 40 other countries by using internationally comparative data from the 2003 Trends in International Mathematics and Science Study eighth-grade science assessments and background questionnaires. Using this data, the author tests the hypothesis that student poverty impact is a stable, strong predictor of science teacher pedagogy and student performance in South Africa compared to educational systems around the world and at every level of national development. 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backgrounds, enter and succeed in postsecondary education. These initiatives typically involve remedial education (because a significant number of students are academically underprepared) and vocational or occupational education (called Career and Technical Education in the United States) because many students elect an occupational pathway. On the remedial front, policy makers are calling for reform of remedial education, for it has proven to present various barriers to degree completion. On the CTE front, policy makers want more academic work integrated into career courses believed to better prepare students for the demands of the new economy. But both remediation and CTE emerge from and carry with them assumptions about knowledge and learning that limit their effectiveness, and these assumptions are reinforced by institutional structures and status dynamics and by the forces of social class. This article (based on a talk given at the American Educational Research Association) examines these assumptions with the goal of moving beyond them. 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