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This article examines survey results from 142 colleges and universities to identify various "Learning Center" functions in higher education. Surveys completed through telephone interviews and in person at two national conferences indicate that core student success services in higher education include tutoring, workshops, disability services, and programs for at risk students. Results from a subsequent review of participating institution websites identified learning centers' mission statements and services. A final internet search found frequency of learning center names. These findings indicate Learning Centers have evolved into an essential multi-faceted student centered division of higher education, but it is growing though an identity crisis. (Contains 2 tables and 5 online resources.)

This paper describes the impact of an oral retelling of Homer's "Iliad" on pupils' learning in Key Stage 2 classrooms (children aged 9-11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the "Iliad" as an integral part of the literacy curriculum.

This article draws on evidence from a small-scale study carried out in two early years classrooms. The study investigated an approach that appeared to enable very young children to construct and to write an argument. Multi-disciplinary theoretical perspectives are utilized for an explanation of the findings, with the work of Kress (1989) and Andrews (1995, 1997) on the nature of argument itself, Donaldson (1993) and Bereiter and Scardamalia (1993) on the value of writing to structure and develop thinking, being the most prominent. The case studies discussed here show that 5-7 year olds can engage with contentious, real-life issues and if offered structured support, they are able not only to produce written texts in the argument genre but their thinking also develops. A collaboration between professionals from different fields of education which aimed to support children's learning in literacy reaffirms the impressive competence of early years pupils.