Developing the ability to read and critically assess science-themed media reports is of great importance, given the media’s pervasive and powerful influence on people’s beliefs and behaviours. This study examines a technique designed to develop high school students’ critical reading abilities. Findings suggest a progression from blind belief toward the ability to draw conclusions based on scientific information.
In this comparative case study, Enright explores whether the very act of labeling students contributes to continued differences in educational opportunity for students labeled “mainstream” and “non-mainstream.”