Study added after the systematic review

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Reasons for exclusion

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¡Miranos! (Look at Us! We Are Healthy!): Home-Based and Parent Peer-Led Childhood Obesity Prevention.

Sosa, Erica T. and Parra-Medina, Deborah and He, Meizi and Trummer, Virginia and Yin, Zenong

Health promotion practice

Not Recorded

Parent interventions for childhood obesity prevention have traditionally experienced low participation rates or used passive methods such as newsletters. In contrast, the ¡Miranos! intervention home-based activities included parent-led face-to-face meetings delivered after school, take-home bags with educational materials, and scavenger hunt games to deliver health information to Head Start families regarding nutrition, physical activity, and healthy growth promotion for their preschooler. This study employed a quasi-experimental design with three intervention centers (two that received only center-based activities and one that received center- and home-based activities) and one comparison center. Data were collected on participating Head Start children and their parents/guardians and included parent attendance, parent health message recall through intercept interviews, parent knowledge through pre- and posttests, and family supportive behaviors and child health behaviors through a parent questionnaire. Parents/guardians that received both center- and home-based activities significantly increased knowledge scores (t = 2.50, degrees of freedom = 123, p < .05) and family supportive behaviors from baseline to follow-up (t = 2.12, degrees of freedom = 122, p < .05). This study demonstrates the effects home-based interventions can have when coupled with center-based activities and implemented in the center at the end of the school day.

wrong outcome

Not Applicable

¿Por quuna bio tica global? Vig simo aniversario del Programa de Bio tica de la UNESCO

Not recorded

Solinis, German

Not Recorded

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A bridge to normal : a qualitative study of Indonesian women s attendance in a phase two cardiac rehabilitation programme

Sutantri, Sutantri and Cuthill, Fiona and Holloway, Aisha

European Journal of Cardiovascular Nursing

https://doi.org/10.1177/1474515119864208

Background:Cardiac rehabilitation is effective in reducing mortality and morbidity, in improving life expectancy and quality of life for people with cardiovascular disease. Despite these recognised benefits, women s attendance rates in cardiac rehabilitation programmes remain suboptimal.Aims:This paper details the study that explored factors that influence women s attendance of a phase two cardiac rehabilitation programme in IndonesiaMethods:An exploratory qualitative research design was used in the study. Semi-structured interviews were used as the main method of data collection. Data were collected from June to September 2016. Twenty-three women aged between 30 and 66 years were interviewed. Transcribed interview data were analysed using a qualitative framework analysis.Results:Three major themes were inferred from the analysis: (a) a bridge to normal; (b) connecting with others; and (c) contextual factors. The first theme is illustrated by two subthemes: making my heart work again and performing social roles . The second theme was illustrated by the following subthemes: exchanging knowledge and experience and developing a give-and-take relationship . The third theme was illustrated by three subthemes: recommendations from the staff , family support and availability of health insurance .Conclusion:Women s attendance in cardiac rehabilitation in Indonesia is mainly influenced by their expectations and desire to be able to resume their previous social roles in the family and society. The findings of this study can assist healthcare professionals to understand better the needs of women and the fit between women s needs and existing cardiac rehabilitation programmes. Such understanding could provide direction for more effective approaches to the cardiac rehabilitation programmes that are currently offered in Indonesia.

other population

A child, a tree : Challenges in building collaborative relations in a community research project in a Kenyan context

Ahlberg, Beth Maina and Maina, Faith and Kubai, Anne and Khamasi, Wanjiku and Ekman, Marianne and Lundqvist-Persson, Cristina

https://doi.org/10.1177/1476750315607607

This paper highlights the potential for basing participatory action research on priorities identified by communities. The case builds on a research project by the Social Science Medicine Africa Network (Soma-net) focusing on AIDS prevention among school youth in Kajiado in Kenya during 2003 “2006. It became clear from that study just how complex it is to promote open communication on issues of sexuality considered critical for sexual health promotion. Towards the end of that study a spin-off in the form of a concept a child, a tree  or tree planting evolved and the research thereafter continued as a partnership between the school community and the researchers. The focus then was on understanding how health promotion could be integrated into other aspects of community life. The concept and tree planting when implemented created a sense of ownership among the pupils largely because they were placed at the centre of the development activities. The story illuminates the nature of change developing in the course of the project, but also the challenges and complexity of creating and maintaining collaborative relations in the face of cultural and gender power dynamics and interventions imposed from outside the community.

wrong subject

And now for the good news ¦  the impact of negative and positive messages in self-management education for people with Type 2 diabetes: A qualitative study in an ethnically diverse population

Eborall, Helen C. and Virdee, Satnam K. and Patel, Naina and Redwood, Sabi and Greenfield, Sheila M. and Stone, Margaret A.

https://doi.org/10.1177/1742395315577965

ObjectivesTo explore the impact of Diabetes Education and Self Management for Ongoing and Newly Diagnosed (DESMOND) Foundation education, particularly from interviewees' narratives regarding recall of good and bad news messages and behaviour changes.MethodsIn-depth, semi-structured interviews were conducted with a purposive sample (n=19) of people who had attended education sessions as part of a randomised controlled trial in two UK sites with ethnically diverse populations. Data collection and analysis were informed by the constant comparative approach and facilitated through charting.ResultsFindings were similar in people from different ethnic backgrounds. Exploration of levels of recall of the sessions suggested that this was variable and sometimes very limited, but that interviewees had all assimilated some relevant learning. Key themes emerged relating to the way in which interviewees recalled and had been influenced by positive (good news) and negative (bad news) messages within the education sessions, including biomedical explanations. Both types of message appeared to have an important role in terms of motivation to change behaviour, but a notable observation was that none of the interviewees recalled receiving bad news messages when diagnosed.DiscussionOur findings have highlighted the importance of providing and combining both negative and positive messages within education designed to promote self-management behaviour change.

Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth. Campbell Systematic Reviews, 8. doi:10/4073/csr.2011.8.

Wilson, S. J., Tanner-Smith, E. E., Lipsey, M. W., Steinka-Fry, K., & Morrison, J. (2011).

Not Recorded

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duplicate

Getting your Life Back on Track after Stroke : A Phase II Multi-Centered, Single-Blind, Randomized, Controlled Trial of the Stroke Self-Management Program Vs. the Stanford Chronic Condition Self-Management Program or Standard Care in Stroke Survivors

Battersby, M. and Hoffmann, S. and Cadilhac, D. and Osborne, R. and Lalor, E. and Lindley, R.

International Journal of Stroke

https://doi.org/10.1111/j.1747-4949.2009.00261.x

BackgroundSelf-management is seen as a primary mechanism to support the optimization of care for people with chronic diseases such as symptomatic vascular disease. There are no established and evidence-based stroke-specific chronic disease self-management programs. Our aim is to evaluate whether a stroke-specific program is safe and feasible as part of a Phase II randomized-controlled clinical trial.MethodsStroke survivors are recruited from a variety of sources including: hospital stroke services, local paper advertisements. Stroke South Australia newsletter (volunteer peer support organization), Divisions of General Practice, and community service providers across Adelaide, South Australia. Subjects are invited to participate in a multi-center, single-blind, randomized, controlled trial. Eligible participants are randomized to either;standard care,standard care plus a six week generic chronic condition self-management group education program, or,standard care plus an eight week stroke specific self-management education group program.Interventions are conducted after discharge from hospital. Participants are assessed at baseline, immediate post intervention and six months.Study OutcomesThe primary outcome measures determine study feasibility and safety, measuring, recruitment, participation, compliance and adverse events. Secondary outcomes include:positive and active engagement in life measured by the Health Education Impact Questionnaire,improvements in quality of life measured by the Assessment of Quality of Life instrument,improvements in mood measured by the Irritability, Depression and Anxiety Scale,health resource utilization measured by a participant held diary and safety.ConclusionThe results of this study will determine whether a definitive Phase III efficacy trial is justified.

Sabbagh, Clara

https://ideas.repec.org/a/eee/injoed/v68y2019icp88-95.html

As a political mechanism in Israeli education, statism (Mamlachtiut) has operated to enhance the nation-state s goals and ensure equality of opportunities. I demonstrate that global neoliberal trends have eroded the Israeli statist (Mamlachti) education system, giving rise to a new, partially privatized quasi-market  educational platform. Within this dynamic, Israeli Education Ministry officials can be seen as actors determined to promote the privatization of the public education sphere, in contravention of the statist conceptions. While the intervention of the state in the Israeli public education sector is still ubiquitous, its role has been reframed and revised. Specifically, since the 1990s, and in particularly during the past decade, the state has encouraged and sponsored neo-conservative activities in public schools that have fostered religionization across the state-secular, religious and Haredi education sectors. This process threatens to undermine the fundamental precepts of Israeli democracy.

Good Teaching  and Good Teachers  for Whom? Critically Troubling Standardized and Corporatized Notions of Quality in Teacher Education

Souto-Manning, Mariana

https://doi.org/10.1177/016146811912101003

BackgroundHistorically and contemporarily, dominant conceptualizations of quality teaching are and have been rooted in notions of the cultural deficiency and inferiority of intersectionally minoritized populations. Such conceptualizations of quality teaching have kept and continue to keep racial, cultural, and linguistic injustices in place. They are imposed on intersectionally minoritized populations ”those who, even when numerically the majority, continue to be positioned as inferior to or lesser than the dominant population.FocusIn this article, through the critical analysis of counter-narratives of early childhood teachers of color, I seek to trouble commonplace discourses of good teaching  and good teachers.  I take a close look at how such discourses are instantiated and propagated by the educative Teacher Performance Assessment (edTPA), a high-stakes assessment that purports to measure teacher quality and is tied to certification. I focus on early childhood teachers of color because although the percentage of young children of color is increasing, there is a reverse trend in the early childhood teaching force. This may be partly due to mounting certification requirements recently established for early childhood teachers. Thus, early childhood teachers of color are a critical group from whom the field can learn.Research DesignSeeking to conversationally elicit personal narratives regarding edTPA from early childhood teachers of color, I interviewed 10 early childhood teachers of color who had graduated with master's degrees leading to early childhood education initial teacher certification since the 2014 implementation of edTPA as a requirement for licensure in New York State. Specifically, I sought to understand how edTPA as a phenomenon came to life in their lived experiences. I engaged critical narrative analysis to analyze their counter-narratives.Conclusions and RecommendationsBy listening closely to women of color seeking teacher licensure and learning from the critical analysis of their counter-narratives, I expose how institutional discourses of teacher quality serve to racialize the teaching profession, keeping White hegemonic discourses in place in the name of quality. Specifically, the counter-narratives of the 10 early childhood teachers of color who participated in this study unveiled how they perceived edTPA as (a) serving as an obstacle to access higher pay; (b) leading to mental health issues and stress; and (c) being antithetical to good teaching. Implications point toward the need for research that helps us move to a definition of good teaching grounded in justice as nonnegotiable if we are to (re)define teacher preparation in transformative and racially inclusive ways.

Home or away? The higher education choices of expatriate children in the United Arab Emirates

Wilkins, Stephen

Journal of Research in International Education

https://doi.org/10.1177/1475240913479519

The purpose of the research upon which this article is based was to identify the factors that influence the higher education choices of expatriate children. The study involved a self-completed written questionnaire and structured face-to-face interviews with nineteen students at four international schools in the United Arab Emirates (UAE). The study found that the higher education choices of these expatriate children were most influenced by their need or desire to return to the place regarded as home; to study in the country where they intend to settle permanently; to live with, or be close to, siblings or extended members of their family; to minimize tuition, accommodation and general living costs; and to study in the location where they would feel most comfortable. For students leaving the UAE, rankings and institutional reputation were key determinants of choice of higher education institution. Students remaining in the UAE were far more likely to rely on word of mouth from family or friends. It is concluded that living an internationally mobile lifestyle has significant impacts on the choices made by expatriate children.

wrong subject

I didn t say, Macbeth, it was my Google Doc! : A secondary English case study of redefining learning in the 21st Century

Marlatt, Rick

https://doi.org/10.1177/2042753018817544

Not Recorded

wrong study design

I feel like I can t do a lot : Affectivity, reflection and action in Transformative genocide education

Not recorded

Sadique, Kim and Tangen, James

Journal of Adult and Continuing Education

https://doi.org/10.1177/14779714211061590

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to action . However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential action so that visitors can mobilise their deeper understanding and experience long-term personal change .

I have learnt to love the child and give opportunities to play with peers : A feasibility study of the training programme to support parents of young children with visual impairment in Malawi

Lynch, Paul and Gladstone, Melissa and McLinden, Michael and Douglas, Graeme and Jolley, Emma and Schmidt, Elena and Chimoyo, Josephine

Journal of Early Childhood Research

https://doi.org/10.1177/1476718X18761219

This is a first mixed-methods study, which created, adapted and tested the feasibility of a training programme targeted at parents, community professionals, specialist teachers and volunteers to provide advice on developmental stimulation for children with visual impairment in their homes in rural and urban settings of Malawi. The study followed guidance from the Medical Research Council Framework for Developing and Evaluating Complex Interventions and drew on a bioecological model to help understand the feasibility of a new intervention in Malawi for 30 children with visual impairment and their carers in three districts of Southern Malawi. We trained 14 community workers and specialist teachers, then piloted the programme, which we linked to Care for Child Development (a World Health Organization/United Nations Children s training package), over 6 months. In total, 10 observations were carried out to measure fidelity of the intervention at the child s home. Acceptability was accessed through 20 post-intervention interviews and a focus group discussion with carers. Findings show that the new programme enabled workers and parents to be more positive towards their children with disabilities, improving relationships and responsiveness in their interactions. Drawing on the findings of the feasibility study, outcomes identified for a trial include measures of communication, child development, family care environment, participation and inclusion. This study has significance in providing a methodology that can be drawn upon to develop similar training programmes for use with children with a wider range of disabilities. The article has particular relevance to institutions and organisations working in early childhood development in that it provides a model to aid the development of tailored training programmes for children with visual impairment. It puts forward a table of 10 key messages on how best to prepare young children with visual impairment for life at school and for life after school.

wrong outcome,wrong study design

I Know I Have to Work Twice as Hard and Hope that Makes Me Good Enough : Exploring the Stress and Strain of Black Doctoral Students in Engineering and Computing

McGee, Ebony O. and Griffith, Derek M. and Stacey L. Houston, II

https://doi.org/10.1177/016146811912100407

Background/ContextIt is well documented that Black doctoral students in engineering and computing fields experience more stress and strain during doctoral training than their White and Asian peers. However, few studies have examined how Black engineering and computing doctoral students and postdoctoral researchers experience these challenges and stressors or focused on the psychological effects, behavioral responses, or health costs for these students.We interviewed 48 Black PhD students and postdoctoral researchers in engineering and computing departments to find out how they describe, make sense of, and cope with stressors and strains in their training programs. Study participants (29 men and 19 women) ranged from first-year doctoral students to recent PhDs. Students attended various institutions and institution types, primarily in eastern and central time zones. Nine participants attended historically Black colleges and universities, and though we anticipated that their experiences would be vastly different, their experiences closely resembled those of students in other institutions.Research DesignEach person participated in either an individual interview or focus group. Data were collected via video- and audio-recording. All focus groups took place at either a national engineering-/computing-related conference or at the students home institutions. Twenty-three participants were interviewed, while the remainder participated in focus groups of three to five students (maximum of ten). Interviews and focus groups were semistructured, using open-ended questions but allowing some flexibility to develop new ideas and order topics differently.Data Collection and AnalysisThis study employed transcendental phenomenology, using three steps to investigate and make meaning of participants experiences: examining the phenomenon with intentionality, eidetic reduction, and constitution of meaning. Transcendental reduction allowed for examining the experience of Black doctoral students in engineering and computing in general and separating what the research perspectives supplied from what our intuitions offered, guided by our theoretical frameworks of role strain and racial battle fatigue. Transcendental phenomenology also gave the authors a context to examine and disclose our own experiences and feelings.FindingsConsistent with prior research on role strain and John Henryism (i.e., trying to overcome a chronic stressor by working harder), we found that seeking success in training, employment, work, or career was more important to these Black graduate students and postdocs than safeguarding their mental or physical health. Meeting the demands of a PhD program or postdoctoral fellowship were critical priorities congruent with their phase of life. Their focus and sacrifice may have helped them complete their degrees, but our findings suggest that these strategies exacted psychological, emotional, and physical costs.The study deepened our understanding of significant interrelated dynamics for this population in four key ways. We found that (a) the stresses and strains made students question their qualifications; (b) racialized experiences were often the source of stress, strain, and academic performance anxiety; (c) discordance between the racial make-up of their academic environments and their racialized engineering and computing identities appeared to exacerbate impostor phenomenon; and (d) the students proactive coping mechanisms took an emotional toll. Participants discussed the nature and sources of their feelings of self-doubt.The implications extend beyond the dwindling numbers of Black students earning STEM doctorates; this racial climate also affects the academic workforce and the professional landscape. Although Black researchers who leave academia after completing doctoral training can influence scientific innovation through other positions, it is alarming and problematic that potentially qualified future professors are dissuaded from pursuing academic careers because of their training experiences. Their absence from faculty can hinder critical innovation, breakthroughs, and the training of succeeding generations of scholars who might have learned from and collaborated with them.Conclusions and RecommendationsThe added stress, strain, and toll on Black students well-being is an underappreciated reason for their relinquishing of academic careers. Our findings illustrate the students resilience and strength. Continued research on added stressors (e.g., impostor syndrome, racialized stress) and strengths could add much-needed consideration of cultural, structural, and interpersonal racism and the ways that Black students earning doctoral degrees in STEM fields manage to succeed despite cultural and institutional barriers. Future research should explore how to modify the microculture of STEM programs and departments to allow Black students to feel that these are healthy, safe, and fair spaces in which they can make contributions. Otherwise, an invaluable diversity of perspectives may disappear altogether from academic environments. In addition, diversifying the faculty and students in doctoral engineering and computing programs could help to reduce impostor syndrome, isolation, and other damaging psychological stress. Forthcoming research, programs, and policies should consider what Black students in STEM endure, because simply surviving racially toxic environments should not be the end goal.

other population

I Might Be Overqualified : Personal Perspectives and National Survey Findings on Prior Learning Assessment and Recognition in Canada

Livingstone, D. W. and Myers, Douglas

Journal of Adult and Continuing Education

https://doi.org/10.7227/JACE.13.1.4

Interest in prior learning recognition among Canadian adults is estimated on the basis of a large-scale national survey and illustrated by an account of the development of a prior learning assessment centre and the individual experiences of participants. Both the common principles and the distinctive activities that characterise the prior learning assessment and recognition (PLAR) field are considered. The survey finds widespread interest in PLAR, especially in the employed labour force, and large unmet demand for both adult education courses and PLAR. There are significant demographic differences: younger adults are much more interested in PLAR regardless of their formal educational attainment, as are non-whites and recent immigrants. Those most involved in informal learning activities have the greatest interest in PLAR, most notably young high school dropouts. Policy implications of these findings and experiences for wider application of PLAR are considered. The direct learner voices quoted in the text can be seen and heard in DVD clips at www.wallnetwork.ca and www.placentre.ns.ca.

If we can do it, anyone can! : Evaluating a virtual Paper Chase  collaborative writing model for rapid research dissemination

Not recorded

Dahl, Alicia A. and Bowling, Jessamyn and Krinner, Lisa M. and Brown, Candace S. and George Shaw, Jr and Lewis, Janaka B. and Moore-Harrison, Trudy and Clinton, Sandra M. and Gartlan, Scott R.

https://doi.org/10.1177/14697874221099011

The Paper Chase model is a synchronous collaborative approach to manuscript development. Through a structured and team-based design, authors participate in a marathon  of writing, editing, revising, and submitting their publications within a specified period. This active-learning approach is considered a high-impact practice by engaging students in research dissemination through a collaborative project. This study sought to evaluate the feasibility and acceptability of a virtual Paper Chase exercise. We conducted the Paper Chase with six teams led by multidisciplinary faculty (with 24 undergraduate students and four graduate students). All participants were given pre-and post-surveys, with both open- and closed-ended questions. Results indicated that the process increased cooperative and problem-solving components of group work attitudes, increased participants confidence in writing skills, increased understanding of research processes and that participants appreciated putting their skills immediately into practice. Participants identified strengths as well as opportunities for improvement in online modules and facilitation. The process was effective in that half of the manuscripts were submitted to peer-reviewed outlets within 90 days of the event. The positive evidence for learning in the virtual Paper Chase model supports future applications and may strengthen the involvement of students in research dissemination. Additional research may expand upon the findings by assessing group work dynamics, quality of final products, and conducting the process in a hybrid model.

irrelevant,other population

Integration was a Solution, but Integration does not Address Quality Education : A Conversation about School Desegregation with Dr. Michael A. Middleton

Diem, Sarah and Brooks, Jeffrey S.

https://doi.org/10.1177/016146811311501108

Dr. Michael A. Middleton is Deputy Chancellor of the University of Missouri “Columbia. He is an expert in civil rights and employment discrimination and served as lead counsel for plaintiffs in the St. Louis metropolitan school desegregation litigation. Dr. Middleton previously served as director of the St. Louis District Office of the U.S. Equal Employment Opportunity Commission (EEOC). He was also an associate general counsel at the EEOC in Washington, DC for three years. During this time, he managed the commission's national litigation program and supervised 250 attorneys at 22 district offices in federal court litigation activities. He has held several other high-level government positions, including deputy assistant secretary of education at the U.S. Department of Education; director of the Office of Systemic Programs at the EEOC; and assistant deputy director of the Office for Civil Rights at the Department of Health, Education, and Welfare. As deputy chief counsel and director of the Government Employment Project for the Lawyers Committee for Civil Rights Under Law in the early 1970s, Middleton handled civil rights litigation focusing on voting rights and government employment throughout the South. He began his career as a trial attorney for the U.S. Department of Justice Civil Rights Division, where he actively litigated several major employment discrimination cases in the federal courts across the country.On February 15, 2013, we sat down with Dr. Middleton to discuss the history, current status, and future of school desegregation.

HIC,other population

ISeeYou : A woman-centred care education and research project in Dutch bachelor midwifery education

Fontein-Kuipers, Yvonne and Romeijn, Enja and Zwijnenberg, Arwen and Eekhof, Willemijn and Staa, AnneLoes van

Health Education Journal

https://doi.org/10.1177/0017896918784618

Objective:To examine how student midwives in higher education learn to become competent and confident woman-centred practitioners.Design:Participant observation study using a buddy approach.Setting:Bachelor of Midwifery students in one higher education institution in the NetherlandsMethods:First-year student midwives followed one woman throughout the continuum of childbirth. The students attended a minimum of five of the woman s antenatal care encounters and a minimum of one postnatal care encounter. In addition, students explored the woman s professional care network. Student midwives used participant observation, structured interview techniques and reflective practice to focus on (1) the woman and to gain insight into her wishes and experiences of care throughout the continuum of pregnancy, birth and postpartum period; (2) the impact of the caregiver on the woman; and (3) the woman s experience of the partnership. Lectures, peer-debriefing, competency assessments, research activities and a logbook supported students learning.Results:Learning was achieved through the student s relational continuity and active engagement with the individual woman. Students gained insight into the experiences of individual pregnant and postpartum women, the individual practice of healthcare practitioners and the interaction between the woman and the healthcare practitioner. Students development of critical thinking and reflective practice was enhanced to begin to form a vision of woman-centred care.Conclusion:The project was successful in equipping Bachelor of Midwifery students with competencies to support them in their learning of providing woman-centred care and offered them unique and in-depth experiences supporting and augmenting their personal, professional and academic development.

It made me feel like it was okay to be wrong : Student experiences with ungrading

Not recorded

Gorichanaz, Tim

https://doi.org/10.1177/14697874221093640

This paper presents an interpretative phenomenological analysis study of students experiences with ungrading in the form of reflection-based self-evaluation in a college course. In the landscape of student evaluation, ungrading strategies respond to the limitations of traditional grading systems, particularly with respect to cultivating in-demand skills and capacities, such as adaptability, creative thinking, and self-management. Through in-depth interviews with eight students, this study reports on four experiential themes that characterize the switch to ungrading: de-gamification, or unsettling the gamified  nature of evaluation in the traditional grading system; time to think and reflect, creating space for review and the deepening of learning; rich communication, or continual feedback between teacher and student; and learning community, in which students felt like they were part of a team effort rather than siloed individuals. Considerations for further research, as well as implementation of ungrading in other courses, are discussed.

other population

It s learned on the job and it depends who you re with. An observational qualitative study of how internal jugular cannulation is taught and learned

Shelton, Clifford L. and Mort, Maggie M. and Smith, Andrew F.

Journal of the Intensive Care Society

https://doi.org/10.1177/1751143717728631

Internal jugular cannulation may lead to serious complications. Ultrasound guidance is advocated; however, procedural complications remain a concern. Inconsistent education may be in part responsible for this. This study examined how internal jugular cannulation is taught and learned. An ethnographic approach was used in two acute hospitals. Methods comprised interviews, observations and focus groups. An inductive thematic analysis was undertaken. Three themes were identified: apprenticeship, trust and reciprocity. In apprenticeship, a new form of apprenticeship learning, necessitated by the structure of training is described. In trust the strategies by which trainers assess trainees competence in order to allow them to gain experience is explored. In reciprocity the beneficial influence of trainees is illustrated. This study demonstrates how high-stakes procedures are learned. It provides insights into under-investigated topics such as the use of permitted mistakes to stimulate reflection and the role played by trainees in promoting good practice.

wrong study design

Let's Dance! Theorising Alternative Mathematical Practices in Early Childhood Teacher Education

Palmer, Anna

Contemporary Issues in Early Childhood

https://doi.org/10.2304/ciec.2010.11.2.130

In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the aim of challenging the taken-for-granted mathematical teaching discourse and to produce more creative, in-depth and gender-sensitive mathematical learning situations for student teachers and their subsequent students in early childhood teacher education practices. To exemplify such work, from a data collection of 75 student reports, this article investigates and analyses documentation collected from a maths project undertaken by an early childhood education student teacher. The poststructural and material feminist analysis performed shows that the material-discursive intra-actions taking place are conceivable to have both expected and unexpected gendered impacts on children's ongoing subjectivity constructions. It also shows that it is difficult but possible to change taken-for-granted mathematical teaching practice as well as student teachers' understandings of maths teaching.

wrong subject

Literacy is the ability to read and write English : defining and developing literacy in basic schools in Ghana

Opoku-Amankwa, Kwasi and Brew-Hammond, Aba

International Journal of Bilingual Education and Bilingualism

https://doi.org/10.1080/13670051003692857

How do teachers define literacy, and how do their perceptions influence their approach to the teaching and learning of literacy? These and other questions relating to literacy generally formed the focus of this ethnographic case study in two urban public primary schools in Ghana. The paper also considers teachers' views on mother tongue literacy. Teachers tend to perceive literacy as the ability to read and write English or an international language like French, etc. and scarcely consider mother tongue literacy as relevant. Teachers' perceptions tend to be reflected in their pedagogical approach, which generally involves error correction and grammar-based language teaching, as well as in their assessment of literacy. Although teachers and society at large tend to have unfavourable attitudes to mother tongue/bilingual education, in the real classroom situation teachers tend to code switch between English and the local language on the grounds that pupils' understanding of English is inadequate.

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Living on the Edge : A Case of School Reform Working for Disadvantaged Adolescents

Smyth, John and Mcinerney, Peter

https://doi.org/10.1177/016146810710900501

The issue of why so many young adolescents around the world are disengaging from school and making the choice to drop out is one of the most intractable, vexed, perplexing, and controversial issues confronting educators. Tackling it requires courage and a radical rethinking of school reform around issues of power, ownership of learning, and the relevance of schooling and curriculum for young lives. This means a heightened institutional capacity to listen.  This article describes an instance of a disadvantaged urban Australian government school that realized it had little alternative but to try new approaches; old ways  were not working. The article describes an ensemble of school reform practices, philosophies, and strategies that give young adolescents genuine ownership of their learning. This school stands out as a beacon that school reform is possible, even for young adolescents from the most difficult of circumstances. However, such approaches look markedly different from where mainstream educational reform is taking us at the moment.

Managing Managerialism: The Impact of Educational Auditing on an Academic specialist School

European Educational Research Journal

https://doi.org/10.2304/eerj.2012.11.2.274

This article seeks to nuance arguments about the impact of broad policy technologies of auditing processes upon teachers' practices by providing empirical evidence of the effects of such processes, in context. Specifically, the article draws upon a cross section of teachers' accounts of schooling practices in a specialist, academically oriented secondary school and languages college in the British Midlands to reveal the complex ways audit practices influence teachers' work, professional development and student learning under current policy conditions. The article reveals that teachers endeavoured to actively manage audit processes by strategically focusing upon student needs, and critiquing and problematising the more superficial aspects of performance management, systemic inspections and a narrow focus upon academic results. However, even as these tactics were employed, there was also evidence of a simultaneous focus upon simply managing to cope, particularly when audit processes added considerable pressure upon teachers to improve students' test scores, and when they encouraged conditions antithetical to more educative concerns. This sometimes had dramatic effects upon student and teacher learning and teacher identity. Capturing this empirical complexity, in the context of specific schooling settings, provides evidence to nuance the more general literature on educational auditing, including in European and other transnational settings, and existing understandings of such practices at local sites more generally.

Many voices, one song : a model for an oral health programme as a first step in establishing a health promoting school

Macnab, Andrew and Kasangaki, Arabat

Health Promotion International

https://doi.org/10.1093/heapro/dar039

Four health promoting (HP) schools were established in rural communities in Uganda by a joint Ugandan/Canadian university team. The model was based on a successful Canadian health promotion initiative designed to address poor oral health in Aboriginal children in rural and remote communities. Careful situation analysis, orientation of partner schools and collaborative development of educational materials and evaluation methodology preceded implementation. The intervention had three elements: inclusion of health topics by teachers in regular classroom activities; health education delivered by the university team to reinforce key educational concepts; and daily in-school tooth brushing to develop healthy practices. All children entering Grade 1 at four schools were recruited for 4 years; evaluation included year 1 pre-intervention and annual end-of-year data collection of quantitative and qualitative measures. Principal findings at 4 years included: an increase from baseline in the original cohort (n = 600) in those brushing at least once daily (p &lt; 0.05) and before bed (p &lt; 0.05); improved oral health (less bad breath , pain and absences for emergency dental treatment); more comprehensive health knowledge. Other positive observations were change in the schools health culture; children sharing new health knowledge and advocating for health practices learned; and evolution of health promotion activity to address other community-identified issues following success with the initial oral health component. University faculty and students learned from participation in programme delivery and community-based educational opportunities. School-based health promotion using this oral health model was readily accepted, implemented, sustained and evaluated; all communities took ownership, and all schools continue their programmes. Addressing oral health through HP schools is novel in Africa, and several lessons learned are of potential value for similar health promotion initiatives in sub-Saharan Africa.

Reason not noted

Mommy that's the exit. : Empowering homeless mothers to support their children's daily literacy experiences

Santo, Aurelia Di and Timmons, Kristy and Pelletier, Janette

Journal of Early Childhood Literacy

https://doi.org/10.1177/1468798415577872

The present study examined how a six-week family literacy programme contributed to supporting the efforts 12 mothers living in a residential shelter were making to foster their preschool children's literacy development. We compared pre- and post-programme interviews to explore whether the mothers applied the literacy strategies discussed in the programme during their daily interactions with their children. Guided by our theoretical perspective, funds of knowledge, data, were analysed through the lens of a Family Strengths Model and thus focused on how learning opportunities were embedded within the families' daily experiences. Findings are presented under two main themes: (1) the mothers' use of the environment as a tool for literacy teaching and (2) use of programme materials and activity ideas in the home environment. Overall, findings indicate that the mothers applied strategies they learned in the programme to their daily interactions with their children, which indicate that the families participating in this study increased their involvement in their children's literacy learning. Our experiences with this transient population illustrate the importance of educators partnering with families, respecting what they are doing to support their children's literacy learning, and building on these efforts by providing them with resources and ideas that support literacy learning. Consideration should be given to the types of resources provided to families living in non-permanent housing in order to maintain their access to literacy activities.

More Religion in Education and More Education in Religion : Liberal Progressivism and the Educational Common Faith,  1917-1940

Setran, David

https://doi.org/10.1177/016146811211400103

Background/ContextEducational historians have given a great deal of attention to the early-twentieth-century growth, development, and implementation of liberal progressive educational theories and techniques. However, with the exception of a few scholars, they have devoted far less attention to the religious dimensions of liberal progressive educational thought. This gap has tended to blind scholars to the reality that liberal Protestantism was an important source and ally of the progressive education movement. This article seeks to combat this neglect by looking at the potent interpenetration of liberal progressive religion and liberal progressive education between 1917 and 1940, specifically focusing on this relationship at Teachers College and Union Theological Seminary. Teachers College progressive educators such as John Dewey, John Childs, William Kilpatrick, and Goodwin Watson were deeply influenced by and sympathetic toward the social gospel and its roots in Protestant modernism. At the same time, a group of academic religious educators, many across the street at Union Theological Seminary, found progressive education the ideal companion for their religious perspectives. Dissolving dualisms between the sacred and the secular, public and religious progressive educators created a shared common faith  that allowed them to collaborate on a number of practical educational efforts in schools and religious organizations.Purpose/Objective/Research Question/Focus of StudyThis article seeks both to demonstrate the strong cooperative relationships between liberal progressive religious and public educators at Teachers College and Union Theological Seminary between 1917 and 1940 and to explain the theoretical and organizational basis for these relationships. The article, therefore, looks specifically at the institutional growth of this alliance, the theoretical underpinnings of these connections, and two of the collaborative efforts emerging from this coalition.Research DesignThis article attempts to make its argument through historical analysis, the data secured chiefly through archival research, and the analysis of primary historical documents.Conclusions/RecommendationsIn the end, I contend that progressives in public and religious education were able to cooperate so fully because they all possessed a common faith.  With a unified philosophical platform devoid of dualisms, liberal progressives with religious interests forged a joint perspective on education designed to elevate the descriptive and procedural components of the democratic life. The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relationships, thus restoring the place of religion as an important source and ally of progressive education.

other population

More than Equivalent to a Year of College : Hubert Harrison and Informal Education in Harlem's New Negro Movement

Nocera, Amato

https://doi.org/10.1177/016146812012200306

Background/ContextSpurred on by the mass migration of African Americans from the South and blacks from the Caribbean, Harlem by the 1920s was defined by its association with New Negro culture and was widely known as the mecca  of black life. The New Negro movement, as the period was called by contemporaries, has become a focus of scholars interested in black radical politics. Still, there has yet to be a focused study of the underlying educational experiences that helped create the New Negro movement and the mass political awakening that accompanied it.Focus of StudyThis paper takes as its focus Hubert Harrison, an Afro-Caribbean immigrant who arrived in New York City at the dawn of the New Negro movement and became a leading public intellectual and educator of the movement. In particular, it focuses on Harrison's participation and influence in several dimensions of the network of informal education that emerged as a part of Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press. After a brief overview of Harrison and his political development, I examine each educational practice, discussing both Harrison's contribution and the wider culture of radical education he helped to create. I argue that at the foundation of the New Negro movement ”and the burgeoning political consciousness among inhabitants of the uptown neighborhood in New York ”was a system of education unlike anything that could be found inside a classroom. It was dynamic, democratic, and for many black residents moving into Harlem, inspirational.Research DesignThis paper uses archival materials from Hubert Harrison's papers at Columbia University. Those include newspaper clippings, diary entries, and pamphlets for talks and courses, among other material. It also draws upon newspapers and reports from the period as well as secondary literature on the topic.Conclusions/RecommendationsWhile education scholars have often grappled with the limits of school as a mechanism for changing society, the history of Harrison and informal education in Harlem reveals the importance of political education outside the classroom in creating and sustaining social movements. For Harrison and the Harlemites of the 1920s, street oratory, educational forums, and a radical black press served as essential mechanisms for broadening what historian Robin D. G. Kelley has called the black radical imagination.  Yet the educative experience of blacks arriving in Harlem is not so different from the experience of others who have participated in social movements in the 20th and 21st centuries. The challenge for scholars is not to identify and study political movements that can be linked to various forms of schooling, but to identify the educative dimensions of social uprising that take place beyond the walls of the classroom.

HIC,Not an experiment

Nothing about us, without us : Conducting participatory action research among and with persons with disabilities in humanitarian settings

Tanabe, Mihoko and Pearce, Emma and Krause, Sandra K.

https://doi.org/10.1177/1476750316685878

Standard approaches to data collection can present challenges to persons with disabilities participating in research processes. The Women's Refugee Commission applied a participatory model to examine the intersections of sexual and reproductive health and disability in Kenya, Nepal, and Uganda. Respecting the Convention on the Rights of Persons with Disabilities and a rights-based framework to research, the study engaged a variety of stakeholders ”including organizations of persons with disabilities ”from its inception and design, through to implementation and recommendation formulation. In Nepal especially, persons with disabilities played a central role in gathering the information from refugee women, men, and adolescents with physical, intellectual, sensory, and psychosocial impairments. Reasonable accommodations for the data collectors included the provision of personal assistants, vehicles for movement, sign language interpretation, Braille documents, and tactile ink-based diagrams; use of a talking pen;  and creation of a supporter  role in the facilitation process. Daily debriefings provided opportunities for collective improvement and reflection. The study offers considerations for other researchers to extend their research ”on the part of the study participants and in the research process itself ”to operationalize a rights-based, inclusive, and empowering approach to qualitative research.

other population

Old, borrowed, and renewed : A review of early childhood education policy in post-Reform Indonesia

Octarra, Harla Sara and Hendriati, Agustina

Policy Futures in Education

https://doi.org/10.1177/1478210317736207

Not Recorded

wrong study design

Our Greatest Songs Are Still Unsung : Educating Citizens About Schooling in a Multicultural Society

Goldin, Simona and Flynn, Erin Elizabeth and Egan, Cori Mehan

https://doi.org/10.1177/2158244017739070

This study examines how a practice-based unit informs undergraduates understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to see  the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

other population

Religious schools, civic education, and public policy: A framework for evaluation and decision

MacMullen, Ian

Theory and Research in Education

https://doi.org/10.1177/1477878518769397

Some people claim that religious schools are poorly suited to prepare children for citizenship in a multi-religious society that is (or aspires to be) a liberal democracy. In what sense(s), by what mechanism(s), and to what extent might this be so? And what could be the implications for public policy? I propose an analytical and evaluative framework for addressing these questions. There are several potentially independent dimensions on which a school may have a religious character, and each of these dimensions is a continuous variable. Schools that are strongly religious on all of these dimensions are indeed very poor instruments of civic education in a multi-religious society. But what about schools whose religious character is far weaker on each dimension? If these schools are inferior to their secular counterparts for civic educational purposes, that inferiority may be very slight. Given the great diversity among religious schools, and if “ as I argue “ the civic goals of education are not the only important values that ought to guide public education policy, there are powerful reasons to discriminate among (proposed) religious schools when making policy decisions about regulation and funding. Those who oppose such a discriminating approach must demonstrate that the benefits of difference blindness in this domain outweigh its substantial costs.

wrong study design

Shaking up neoliberal policy in schools: Looking for democratic alternatives in Jacinta s satchel

Robinson, Janean and Down, Barry and Smyth, John

Global Studies of Childhood

https://doi.org/10.1177/2043610618814841

Our research is driven by a strong belief that the stories of young people gathered through ethnographic interviews can generate awareness not only of the complexities, uncertainties and possibilities of young people s lives but also the ways in which their identities and life chances are shaped by broader structural, institutional and historical forces beyond their control. In this article, we introduce Jacinta, a young person who describes the events and conditions which serve to hinder and/or support her journey in school and beyond. We have used Jacinta s story from a larger research project, to speak back to the impact the broader neoliberalising agenda is having on young lives with a view to reimagining democratic alternatives in education.

wrong study design

Show me what it s supposed to look like : Exploring mindfulness-based support for early career teachers in an era of neoliberal reform

Damico, Nicole and Bennett, Caitlyn McKinzie and Fulchini, Angelica

Policy Futures in Education

https://doi.org/10.1177/1478210318765322

Not Recorded

other population

Smart technologies in early years literacy education: A meta-narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom

Lynch, Julianne and Redpath, Terri

Journal of Early Childhood Literacy

https://doi.org/10.1177/1468798412453150

With the revolution that has taken place in the functionality and uptake of portable networked smart technologies, educators are looking to see what potential applications such technologies might have for school education. This article reports on a study on the use of portable personal computing devices in the early years of schooling. Specifically, it focuses on emerging patterns of use of Apple iPads in an Australian Preparatory (first year of compulsory schooling) classroom during the first year of implementation of these devices. We draw on student and teacher interviews and classroom observation data to provide a research meta-narrative of the intentions, practices and reflections of a first year out teacher, and to discuss points of tension found in the contested space of early years literacy education, which are highlighted when potentially transformative technologies meet institutionalized literacy education practices. Our findings suggest that the broader policy and curriculum context of early years literacy education, and institutionalized practices found in this space, is potentially at odds with teacher-held intentions to transform learning through technology use, particularly with respect to tensions between print-based traditions and new digital literacies, and those between standards-based classroom curricula and more emancipatory agendas.

Social investment as political economy of education: Recent changes in early childhood education in New Zealand

Stuart, Margaret

Global Studies of Childhood

https://doi.org/10.1177/2043610618763177

The newly coined policy of social investment is an economic argument for targeting state investment to the most needy. I use Foucault s notion of biopolitics in a discursive analysis of recent New Zealand policy documents pertaining to a discrete group of vulnerable children . I further argue that the Foucauldian metaphor of state institutions as war-like gives knowledge/power to investment as efficient government.

Something fruitful for all of us : Social annotation as a signature pedagogy for literature education

Clapp, Jeffrey and DeCoursey, Matthew and Lee, Sze Wah Sarah and Li, Kris

https://doi.org/10.1177/1474022220915128

New social annotation practices have the potential to become a signature pedagogy  for educators in literary studies, because social annotation encapsulates both the expected learning outcomes and the underlying value commitments of literature education. We give an account of a project conducted by colleagues at the Education University of Hong Kong, during which colleagues explored social annotation technologies in literary studies courses. After implementing social annotation in our courses, instructors held roundtable discussions, collected surveys and conducted focus group interviews. Basing our interpretation of these data on Louise Rosenblatt s transactional theory of reading and writing, we propose that social annotation can help students engage with literary texts more effectively by showing them how to move toward an aesthetic mode of reading. Students participating in social annotation, moreover, understood its application to literary studies in ways that directly reproduced Rosenblatt s account of literary interpretation.

The Impact of my Work would be Greater here than there : Implications of the International Mobility of Colombian Academics

Bedenlier, Svenja

Research in Comparative and International Education

https://doi.org/10.1177/1745499918784681

Internationalization of higher education affects academic faculty in various ways. However, the internationalization experience of faculty in Latin America, a region concerned with internationalization only quite recently, has not yet been sufficiently researched. This research gap is addressed with this qualitative interview study. Five Colombian academics relate their experiences of internationalization, with a key focus on their own international mobility and the effects this has had on their professional lives and their institutional environment. Qualitative content analysis resulted in the identification of the four wider themes of mobility as personal professional enrichment, the ability to make an impact within Colombian higher education and, on the institutional level, to engage with the concept of internationalization at home and revisiting the role of academics in advancing internationalization. These themes are discussed against the background of literature on faculty mobility and the specific situation of emerging countries.

other population

The Tail Wagging the Dog : High-Stakes Testing as a Mediating Context in Secondary Literacy-Related

Learned, Julie E. and Dacus, Laura C. and Morgan, Mary Jo and Schiller, Kathryn S. and Gorgun, Guher

https://doi.org/10.1177/016146812012201115

Background/ContextHigh-stakes testing (HST) weaves through the fabric of school life, stretching beyond the test day. Results have consequences for a school's reputation and autonomy, as well as teachers evaluations and students graduation and morale. Prior research demonstrates the constraining and inequitable effects assessments can have on students learning.Purpose/Objective/Research Question/Focus of StudyRecently, scholars have called for more research on students and teachers perspectives on HST. Responding to this call, we conducted a yearlong study in a high school designated as persistently struggling  by the state. We examined adolescents and educators perceptions, reactions, and resistance to HST. We traced participants interactions with and about testing over the course of a school year as they prepared for, discussed, and eventually participated in test day.Research DesignWe conducted a yearlong qualitative study in which participants were 15 focal 11th graders and 9 teachers. We conducted 425 hours of observations and 52 interviews, as well as collected assessment data and classroom artifacts. For this article, we used quantitative survey data as a secondary source and analyzed the responses of 425 11th graders.Conclusions/RecommendationsAnalysis showed that HST served as a dominant context for literacy-related teaching across disciplines. Participants negotiated tension between their beliefs about education and their efforts to boost test scores. Teachers reported that assessments and their accompanying prescriptive curriculum hindered literacy and content area teaching and learning. Students, although they had diverse opinions about HST's usefulness, reported it created emotional distress, which compromised test performance. Testing contributed to a high-pressure environment in which literacy and content instruction were made reductive. Participants perspectives, and ways in which they resisted, provide insights into HST effects, as well as suggest promising, alternative routes toward equitable assessment that supports meaningful learning.

other population

They are visually impaired, not blind ¦ teach them! : Grade R in-service teachers knowledge of teaching pre-reading skills to visually impaired learners

Kao, Matiekase A. and Mzimela, Patience J.

South African Journal of Childhood Education

https://sajce.co.za/index.php/sajce/article/view/651

Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners. Aim: This article explores a small sample of in-service teachers knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments. Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled. Methods: This study is underpinned by Koehler and Mishra s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semistructured interviews and classroom observations. Document analysis was also used to corroborate findings. Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a stand-alone skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners. Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.

other population

This Clinic Is Number One : A Qualitative Study of Factors That Contribute Toward Successful  Care at a South African Pediatric HIV/AIDS Clinic

Watermeyer, Jennifer

https://doi.org/10.1177/0163278712445472

HIV/AIDS has significantly affected health care practices. The need for high adherence and regular clinic visits places pressure on health care providers and patients. Poor quality of care has been described in many contexts, but some clinics have achieved excellent treatment results. Using a success case approach, this study aimed to understand factors which contribute to successful care at a South African pediatric HIV/AIDS clinic with documented high patient adherence and follow-up rates. Data included over 50 hours of ethnographic observations and interviews with a total of 35 clinic staff and caregivers. Thematic analysis highlighted strong congruence between caregiver and staff perceptions. Factors which seemed to contribute to successful care included organizational routines, staff “patient relationships, communication, teamwork, leadership, job commitment, caregivers negative experiences at other clinics, and faith in the life-saving  care at this clinic. Results suggest the need for all factors to be present in order to promote quality of care. Recommendations for other clinic settings are discussed.

Tracing Europeanisation: School leavers and graduates information systems as an example

Hord ³sy, Rita

Research in Comparative and International Education

https://doi.org/10.1177/1745499916632978

This paper analyses the extent to which the process of Europeanisation can be observed within a specific policy area: that of school leaving and graduation. The paper investigates what is known about school leavers and graduates at the national and the European levels on the one hand, and how the data collections portray Europe and European policy agendas on the other. Documentary data are used along with expert interviews conducted in three national contexts about school leavers and graduates information systems (SLGIS). This paper suggests that the policy area of school leaving and graduation, and thus that of SLGIS, show some rather blurred connections to the process of Europeanisation. The paper argues that the internationalisation agenda, especially at the higher education level, could be the driving force for better comparability amongst national data on school leaving and graduation if this is deemed an important policy area.

Taylor, Alison and Taylor-Neu, Robyn and Butterwick, Shauna

https://doi.org/10.1177/1474904118785542

At the European Conference on Educational Research (ECER) in 2016, a panel presented the findings from a survey initiated by the European Educational Research Association Council to examine educational researchers experiences with the research ethics review process at their universities. Some researchers appeared to be looking to North America for models to govern and regulate university research ethics. In response, our inquiry began from the question: what can European researchers learn from the way ethical review structures and processes have developed in Canada? But as we approached this question, we encountered a more immediate question: to what extent is it possible to address a diversity of research “ethical concerns via a single, bureaucratic policy? Then, how do standardized ethics regimes fail to account for non-standard research ”and thereby fail researchers, participants, and communities?; and what is the alternative? In this paper, we explore the history of the development of an ethics regime for Canadian universities, and changes over time. Based on this review, as well as our personal experiences with community-based research, we argue that efforts to regulate the diversity of social sciences research via a uniform policy almost inevitably miss the mark: one ends up trying to square the circle .

Eakin, Joan M. and Gladstone, Brenda

https://doi.org/10.1177/1609406920949333

Much qualitative research produces little new knowledge. We argue that this is largely due to deficits of analysis. Researchers too seldom venture beyond cataloguing data into pre-existing concepts and scouting for themes,  and fail to exploit the distinctive powers of insight of qualitative methodology. The paper introduces a value-adding  approach to qualitative analysis that aims to extend and enrich researchers analytic interpretive practices and enhance the worth of the knowledge generated. We outline key features of this form of analysis, including how it is constituted by principles of interpretation, contextualization, criticality, and the creative presence  of the researcher. Using concrete examples from our own research, we describe some analytic devices  that can free up and stretch a researcher s analytic capacities, including putting reflexivity to work, treating everything as data, reading data for what is invisible, anomalous and gestalt,  engaging in generative  coding, deploying heuristics for theorizing, and recognizing writing as a key analytic activity. We argue that at its core, value-adding analysis is a scientific craft rather than a scientific formula, a creative assemblage of reality rather than a procedural determination of it. The researcher is the primary generative and synthesizing mechanism for transforming empirically observed data into the key products of qualitative research ”concepts, accounts and explanations. The ultimate value of value-adding analysis resides in its ability to generate new knowledge, including not just the discovery  of things heretofore unknown but also the re-conceptualization of what is already known, and, importantly, the reframing and reconstitution of the research problem.

wrong outcome

We teach plastic lessons to please them : The influence of supervision on the practice of English language student teachers in Kenya

Ong'ondo, Charles Ochieng' and Borg, Simon

Language Teaching Research

https://doi.org/10.1177/1362168811412881

This article analyses the process of supervision by teacher educators and its influence on English language student teachers during a practicum in Kenya. The student teachers were enrolled in a four-year Bachelor of Education course for teaching English at secondary school level. Drawing on the perspectives of teacher educators, co-operating teachers and student teachers, this analysis suggests that supervision was brief and un-coordinated and that the feedback student teachers received was mainly evaluative, directive and focused on general, rather than subject-specific pedagogy. Student teachers concerns during the practicum were related largely to pleasing their supervisors and obtaining a pass mark, and this limited the extent to which student teachers developed the pedagogical reasoning that is considered to be the main goal of teaching practice by both the Kenya government and current literature in the field of language teacher education (LTE). This study has implications for the conduct of teaching practice on pre-service language teacher education courses in Kenya and more generally.

wrong outcome

Weg Da ”Wir Wollen Lernen!  Education Reform in Hamburg, Germany in Neoliberal Times

https://doi.org/10.1177/016146811311500801

Background/ContextThis paper is in dialogue with critical policy scholarship that has developed a certain consensus about what neoliberalism is and what its impact has been on recent education policy. A substantial part of the paper comprises a synthesis of recent German scholarship on neoliberal education policies in that country.Purpose/Objective/Research Question/Focus of StudyDrawing on critical analysis of neoliberal education policy, this paper examines a recent education reform measure in Hamburg, Germany. A key component of the intended reform measure was defeated by a ballot initiative spearheaded by a coalition of Hamburg residents widely understood to represent the city's wealthy elite. Making sense of the controversy over this reform measure is the central goal of this paper. To do so, I identify five features of neoliberal education policy in Germany and use them as a framework within which to read the specific reform measure in Hamburg and the resistance to it.Research DesignThis paper reports an interpretive policy analysis and draws on document sources from four interpretive communities: (a) Hamburg's education ministry; (b) two pro-reform coalitions; (c) one anti-reform coalition; and (c) news media sources. A total of 389 documents were collected for this study, to which I applied a grounded theory approach for data analysis.Conclusions/RecommendationsBy reading this controversy against previous scholarship on neoliberal education policy, I argue that this specific case of education reform in Hamburg does not follow the pattern such analysis would predict. By stressing this divergence, I neither intend to challenge the consensus on neoliberalism within critical policy scholarship, nor to position this reform policy as a panacea to neoliberal ills. Rather, I argue that the anomalous nature of this specific reform effort in Hamburg provides two unique analytical opportunities: (a) to understand more deeply the constraints imposed by neoliberalism on schooling, especially in a context of policy making that bucks the neoliberal trend; and (b) to identify more clearly what educational policy strategies are required to move beyond neoliberal imperatives for schooling and society.

HIC,Not an experiment

Working-Class' Education: Notions of Widening Participation in the Nineteenth and Twenty-First Centuries

Robinson, Denise and Walker, Martyn

Journal of Adult and Continuing Education

https://doi.org/10.7227/JACE.19.2.2

This paper argues that working-class widening participation in education is not necessarily new. While it can be argued that it was established in the late twentieth century as a concept and government strategy, aspects of its origins can be traced back to movements such as the mechanics' institute movement, first established by the 1850s. Such developments provide some evidence of working-class individuals accessing general, vocational, elementary, and even higher education which would otherwise have been denied to them. However, what this paper argues is that, whilst there were some comparable features between the two centuries, others reveal a policy environment and discourse in the twenty-first century that serves to maintain the position of working-class individuals, rather than supporting social mobility. Adult, informal and vocational courses at various levels can provide alternative routes to that of higher education.It also provides an example of how awareness of historical developments can be illuminating of today's policy discourse.

Not an experiment

You Can Only Get a Degree! Theoretically Situating the Alterations to the Back to Education Allowance Welfare to Education Programme of 2003/04

Power, Martin J.

Policy Futures in Education

https://doi.org/10.2304/pfie.2010.8.5.499

This article critically examines the Back to Education Allowance (BTEA) as a mechanism of social inclusion for Irish welfare recipients through participation in third-level education. The article is based on empirical data from focus group and in-depth qualitative interviews with third-level students on the BTEA, and key informants. The article adopts a strong structural position, situating the source of social exclusion in the structured inequality of the labour market and the state, which disadvantages particular groups in society. In an era of unprecedented growth in Ireland, the first signs of a fiscal crisis saw cuts made to welfare programmes in 2003/2004. The article examines the resultant changes made to the BTEA, utilising Mutch's adaptation of Bourdieu's field theory to form a theoretical understanding of how and why these restrictive changes to the BTEA occurred.

You have to be mindful of whose story it is : The challenges of undertaking life story work with people with dementia and their family carers

McKeown, Jane and Ryan, Tony and Ingleton, Christine and Clarke, Amanda

https://doi.org/10.1177/1471301213495864

IntroductionLife story work is increasingly being used with people with dementia; this work offers a critical appraisal of some challenges that may be faced in practice.Design and methodsAn in-depth case study analysis was undertaken to understand the experiences of people with dementia, family carers and care staff in using life story work in an NHS Mental Health and Social Care Trust. Data collection included semi-structured interviews, observation, conversations and field notes.FindingsPrivate memories were sometimes recalled by the person with dementia that were not for inclusion in any written product; enabling the person with dementia to tell their own life story could be a challenge; quality of the life story books was variable and; at times, life story work may be overused with the person with dementia.ConclusionServices should not be deterred from undertaking life story work with people with dementia, but there is a need to adopt a planned approach to its implementation that includes facilitation, education and supervision.

wrong subject

You went to Europe and returned different : Transformative learning experiences of international students in Portugal

Nada, Cosmin I. and Montgomery, Catherine and Ara ºjo, Helena C.

European Educational Research Journal

https://doi.org/10.1177/1474904118765334

Despite the increase of research on international students, the complexity of their learning experiences is yet to be fully understood. This study seeks to provide an expanded vision of their learning by considering students experiences beyond formal educational spaces, focusing especially on their out-of-classroom experiences. To achieve this, the narratives of 12 international students in Portugal were analysed in light of the theory of transformative learning. The results indicate that all students experienced particular forms of learning as an outcome of their international experience and were engaged in transformative learning processes. Moreover, the theory of transformative learning proved to be an appropriate analytical tool for understanding the learning narratives of international higher education students. Through the analysis of the transformative effects of engaging with a foreign cultural context, this paper makes a contribution to the ongoing debate on transformative learning and the experience of international students in the European context.

HIC,Not an experiment

Lim, Vivian and Hall-Wieckert, Maren and Rubel, Laurie

North American Chapter of the International Group for the Psychology of Mathematics Education

Not Recorded

This paper describes the role of sense of place in students' analysis of spatial data toward understanding the distribution of financial services in their city. High school students participated in a 10-session module about their city's two-tiered financial system of banks and alternative financial institutions. The paper analyzes two class sessions organized around the use of ratios, or intensive variables, to understand the distribution: an embodied distribution activity atop a large floor map and individual exploration of scalable, data-rich digital maps. Analysis investigates the role of students' sense of place as they grappled with these ratios. Students drew on their senses of place to interpret data and generate their own sets to associate in ratios. measures and data visualizations contained in the digital maps were less accessible to students in this iteration of the module. [For the complete proceedings, see ED583608.]

"Air Anatomy" - Teaching Complex Spatial Anatomy Using Simple Hand Gestures.

Yohannan, Doris George and Oommen, Aswathy Maria and Amogh, Bhaskaran Jayaprasad and Raju, Nithin Kadakampallil and Suresh, Rakesh Omana and Nair, Santhanu Jagannath

Anatomical sciences education

Not Recorded

Spatial understanding of complex anatomical concepts is often a challenge for learners, as well as for educators. It is even more challenging for students with low mental spatial abilities. There are many options to teach spatial relationships, ranging from simple models to high-end three-dimensional (3D) virtual reality tools. Using a randomized controlled trial design, this study explored the use of a unique combination of deictic and iconic hand gestures to enhance spatial anatomical understanding, coining the term "Air Anatomy". The control group (n  =  45) was given a lecture on the anatomy of extraocular muscles, while the intervention group (n  =  49) received the same lecture including "Air Anatomy" hand gestures. When compared to the control group, the post-test scores for the intervention group were significantly higher for basic recall (P  <  0.001; Mann-Whitney U test) and for the application of knowledge (P  =  0.015; Mann-Whitney U test). Students with low to moderate spatial ability (as assessed by a mental rotation test) were found to benefit most by this technique. Students in the intervention group also reported a lower extrinsic cognitive load and higher germane load, when compared to the control group. An instructional skills questionnaire survey indicated the effectiveness of this technique in improving overall classroom experience. Feedback of the students in the intervention group was also favorable for instruction using "Air Anatomy". The study suggests that "Air Anatomy" is a useful, "no-cost", accessible method that aids spatial understanding of anatomical concepts.

"All Work and No Play" Reconsidered: The Use of Games to Promote Motivation and Engagement in Instruction

Gareau, Stephen and Guo, Ruth

International Journal for the Scholarship of Teaching and Learning

Not Recorded

This study examined the role of games in graduate-level instructional technology courses, where the curriculum includes complex theory and hands-on, practical skills. A qualitative approach was used in the study, relying on classroom observations of student behavior (recorded by digital photographs), informal student verbal comments, formal written feedback, and analysis of student game projects, as sources of data. Participants had the opportunity to serve in one or both roles of 'educational game player' and 'educational game designer'. Issues involved in adapting existing games to classroom use are also discussed. Study findings reveal that games can be very useful in the classroom, helping to stimulate student active participation in the learning process.

other population

Payne, Phillip G.

Journal of Environmental Education

Not Recorded

Northern theories like "new materialism" and "posthumanism" are, increasingly, influential in the global productions of knowledge in environmental education (EE). In this latest discursive phase of textualising EE, the conceptual mash of "new/post" idea(lism)s is easily identified, but not critically examined, as is undertaken here via three interrelated critical case studies of key idea(l)s in the new/post. Criticism of the current normative, theoretical, methodological, and empirical mess of environmental education research (EER) must be understood within three historical and structural problems, namely; (i) the formative stages of modern EE in the 1970s, (ii) the escalating importance of theory in the 1990s transition from modern thought to postmodern thinking, (iii) the neo-liberalization of academic identity formations and post-intellectual relations in the audit culture of the corporate university of the 2000s. The first two closely related case studies of the new/post highlight the ahistorical and atheoretical mash of performatively-driven theorizing in EE. Each demonstrates how earlier "founding" policy of EE, its implied pedagogical praxis, and commensurable methodological development in EER have been forgotten. The first critique focusses historically on the allegedly new idea of "agential relations" and its confused discursive claims about "action". Forgotten is the vital matter of "ecology" and its relational "things". The second rescues the ecofeminist notion of "embodied materialism". Ecofeminist praxis has been de"activated" by the new/post "abstra"ction of feminist poststructural knowledge claims on "material-discursive practices". Together, these interrelated critiques retrieve a much needed historical-critical-material frame from which new/post textualism can be conceptually reconstructed and empirically qualified in ways that re"activate" the ecopolitical rationale for founding EE. If, indeed, theory is needed in ecopedagogical praxis, an alternative case exists for "bringing theory back in" via, for example, ecophenomenology, ecological anthropology, and ecohumanism. Ecopedagogical practices and their research might then (re)"turn" to a realist ontology via, for example, the "materialisms" of the "new" of "speculative realism" coupled with the "old" (sic) of "critical realism" in, strangely, "post post" claims on knowledge production. At issue in de- ing, re-materializing, repoliticizing, and decentering the hubristic authority of theory in new/post EER are numerous axiological commitments, epistemological issues, and methodological dilemmas concerning the onto ~ ethics ~ politics of (mis)representation in the global North. Underpinning the two case critiques is a third "criticism" of the postmodern "means" (mediums/modes) "of" knowledge production (forms) as they "intersectionally" perform a digitally platformed and instrumental colonization of the global North and South discourse of EER. "Other"wise, in the post-intellectual climate change of a universalizing new\post technics of "agentialism,", we misrecognize who we are textually "becoming" and, in being so post-inscribed and newly-mediated, are dist"racted" from what "really" practically matters in the field, and why it "materially" exists.

irrelevant,other population

"As You Sow, So Shall You Reap": Understanding the Social-Emotional Development of a Select Group of Filipino Grandchildren Reared by Grandparent Educators

De Guzman, Allan B. and Obmerga, Marwin E. and Roncesvalles, Ma Celia T. and Villareal, Barbra N. and Lim, Ester C.

Educational Gerontology

Not Recorded

In light of new family structures and patterns that continue to emerge in contemporary society, grandparents are delegated with a more active role in child-rearing, particularly during the crucial stages of their grandchildren's development. In industrialized countries, empirical studies have indicated the link between grandparents' educational attainment vis-  -vis their caregiving roles and the social-emotional development of grandchildren. Such findings call for further investigation especially from the perspective of a developing country with a collectivist culture such as the Philippines. Here, the vital role of grandparents is highly recognized and appreciated. This study argues that the grandparent who is a professional educator significantly contributes to the positive social-emotional development of grandchildren, hence this phenomenological inquiry. A semi-structured interview was employed as the main data gathering tool. Field texts were subjected to vertical and horizontal analyses to the essence of the phenomenon and were validated through member checking procedures and critical friend technique. The study revealed a portrait of the influence of grandparenting on the development of the social-emotional aspect of a select group of Filipino grandchildren. The Pendulum of Social-Emotional Development typifies the dynamic nature of Filipino grandparenting that exerts a vibrant influence and synergistic force of "endearing, endowing and enduring." Said forces situate the grandchildren in a context where the following gifts are experienced: "attribution and accommodation, retention and repercussion, and configuration and concession."

communityengagement,pre-primaryeducation

"Because at school, you can become somebody" - The perceived health and economic returns on secondary schooling in rural Burkina Faso.

Werner, Luisa K. and Jabbarian, Jan and Kagon ©, Moubassira and McMahon, Shannon and Lemp, Julia and Souares, Aur ©lia and Fink, G ¼nther and De Neve, Jan-Walter

Not Recorded

BACKGROUND: The perceived returns on schooling are critical in schooling decision-making but are not well understood. This study examines the perceived returns on secondary schooling in Burkina Faso, where secondary school completion is among the lowest globally (<10%). METHODS: We conducted a two-staged qualitative study using semi-structured interviews (N = 49). In the first stage, we sampled students, dropouts, parents and teachers from a random sample of five schools (n = 39). In the second stage, we interviewed key informants knowledgeable of the school context using snowball sampling (n = 10). Systematic analysis was based on a grounded theory approach with a reading of transcripts, followed by coding of the narratives in NVivo 12. RESULTS: Respondents nearly universally perceived health benefits to schooling. In particular, key health benefits included improved sexual and reproductive health outcomes, hygiene knowledge and practices, as well as better interactions with the formal health system. Common economic returns on schooling included improved employment opportunities and the provision of support to family members, in addition to generally attaining success and recognition. Indirect and long-term health returns, however, were infrequently mentioned by respondents. CONCLUSIONS: While respondents reported nearly universally short-term health benefits to schooling, responses with regard to economic as well as indirect and long-term health benefits were more ambiguous. Future intervention studies on the perceived returns on formal education are needed to inform policy and reach education and health targets in the region.

Not an experiment

"Because You're Exploring This Huge Abstract Jungle ¦": One Student's Evolving Conceptions of Axiomatic Structure in Mathematics

Can, Cihan and Clark, Kathleen Michelle

International Electronic Journal of Mathematics Education

Not Recorded

For several decades, literature on the history and pedagogy of mathematics has described how history of mathematics is beneficial for the teaching and learning of mathematics. We investigated the influence of a history and philosophy of mathematics (HPhM) course on students' progress through the lens of various competencies in mathematics (e.g., mathematical thinking and communicating) as a result of studying mathematical ideas from the perspective of their historical and philosophical development. We present outcomes for one student, whom we call Michael, resulting from his learning experiences in an HPhM course at university. We use the framework from the "Competencies and Mathematical Learning" project (the Danish KOM project) to analyze the evolution of Michael's competencies related to axiomatic structure in mathematics. We outline three aspects of axiomatic structure to situate our analysis: Truth, Logic, and Structure. Although our analysis revealed that Michael's views and knowledge of axiomatic structure demonstrate need for his further development, we assert what he experienced during the HPhM course regarding his mathematical thinking and communication about axiomatic structure is promising support for his future mathematical studies. Finally, we argue that a HPhM course has potential to support students' progress in advanced mathematics at university.

wrong subject

"Being Black Is Like Being a Soldier in Iraq": Metaphorical Expressions of Blackness in an Urban Community

Woodson, Ashley N.

International Journal of Qualitative Studies in Education (QSE)

Not Recorded

Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students' metaphorical expressions, and what these expressions might tell us about students' racial identities and lived experiences. This study explores the metaphorical language that nine black youth used to describe what it means to be black in their social and political context. Data collected through the metaphor elicitation prompt, "Being black is like ¦," is presented to probe participants' understandings of race, racial identity, and urban society. Conclusions indicate that or indirect conversations about race may provide teachers and other hearers of students' metaphors a greater understanding of and empathy toward students' needs, experiences, and identities.

Not an experiment

"Bildung" and Educational Action Research: Resources for Hope in Neoliberal Times

Hardy, Ian and Salo, Petri and R ¶nnerman, Karin

Educational Action Research

Not Recorded

This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers' learning with the Nordic tradition of educational action research and "Bildung"  as alternative resources to guide teachers' and principals' collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more "Bildung-"informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents "resources for hope" to promote collective learning based on democratic  values, not in an idealized or manner, but in a way which is simultaneously cognizant of empirical realities.

"Building Better Bridges to Life after High School: Experimental Evidence on Contemporary Career Academies"

Hemelt, Steven and Lenard, Matthew and Paeplow, Colleen

Society for Research on Educational Effectiveness

Not Recorded

Inequality in academic, financial, and social outcomes for children in the United States has grown over the past decade. Interest by policymakers in strengthening social and economic mobility has focused on points of transition in students' life trajectories. A key transition point is the shift from secondary school to postsecondary pursuits, including college and work. Though much recent discussion has centered on college-going and improving the "match" between a student and an institution, many students never confront college choices because they fail to complete high school. This paper focuses on one part of the dual-goal of modern career academies: the capacity to improve students' transitions from high school to some form of postsecondary training. The authors examine the causal effects of participation in a contemporary career academy on measures of high school performance, course-taking, engagement, and graduation, as well as on postsecondary enrollment and choice. To do so, the authors use administrative data from the Wake County Public School System (WCPSS), the largest district in the state of North Carolina, and exploit the fact that enrollees in one particular career academy, the Academy of Information Technology (AOIT) within Apex High School, were admitted by lottery. The authors employ data on a total of four cohorts of applicants whose on-time high school graduation time-points range from 2012-2013 to 2015-2016. In 2013, AOIT was recognized by the National Academy Foundation (NAF) as an "academy of excellence." Thus, while focused on one academy, the study of this career academy will serve as a severe test: that is, if the authors find little effects of participation in a modern career academy with well-developed program components and solid implementation on outcomes of interest, the authors should be skeptical that less well-developed programs would lead to meaningful effects. [SREE documents are structured s of SREE conference symposium, panel, and paper or poster submissions.]

"Cancer-Related Fatigue: A Systematic and Meta-Analytic Review of Nonpharmacological Therapies for Cancer Patients:" Correction to Kangas, Bovbjerg, and Montgomery (2008)

Kangas, Maria and Bovbjerg, Dana H. and Montgomery, Guy H.

Psychological Bulletin

Not Recorded

Reports an error in "Cancer-related fatigue: A systematic and meta-analytic review of non-pharmacological therapies for cancer patients" by Maria Kangas, Dana H. Bovbjerg and Guy H. Montgomery (Psychological Bulletin, 2008[Sep], Vol 134[5], 700-741). The URL to the Supplemental Materials for the article is listed incorrectly in two places in the text. The incorrect listings appear on p. 704 (in the last two lines of the third paragraph) and on p. 705 (in the third and fourth lines of the first paragraph in the second column). The correct URL for the Supplemental Materials is http://dx.doi.org/10.1037/a0012825.supp, which is provided on the first page of the article beneath the . (The following of the original article appeared in record 2008-11487-005.) Cancer-related fatigue (CRF) is a significant clinical problem for more than 10 million adults diagnosed with cancer each year worldwide. No "gold standard" treatment presently exists for CRF. To provide a guide for future research to improve the treatment of CRF, the authors conducted the most comprehensive combined systematic and meta-analytic review of the literature to date on non-pharmacological (psychosocial and exercise) interventions to ameliorate CRF and associated symptoms (vigor/vitality) in adults with cancer, based on 119 randomized controlled trials (RCTs) and non-RCT studies. Meta-analyses conducted on 57 RCTs indicated that exercise and psychological interventions provided reductions in CRF, with no significant differences between these 2 major types of interventions considered as a whole. Specifically, multimodal exercise and walking programs, restorative approaches, supportive-expressive, and cognitive-behavioral psychosocial interventions show promising potential for ameliorating CRF. The results also suggest that vigor and vitality are distinct phenomena from CRF with regard to responsiveness to intervention. With improved methodological approaches, further research in this area may soon provide clinicians with effective strategies for reducing CRF and enhancing the lives of millions of cancer patients and survivors.

"Children, Youth and Environments" (CYE) Announces a Special Issue on Greening Early Childhood Education

Bailie, Patti and Rosenow, Nancy

International Journal of Early Childhood Environmental Education

Not Recorded

The collection of papers contained in this special issue was elicited by a worldwide call for papers to explore settings that provided nature experiences for young children, with attention given to the effects that these initiatives have on the holistic development and environmental awareness of the children, as well as impacts on the teachers and staff involved. More than two dozen s were received, of which eleven articles were chosen. These included seven research articles, three reports from the field, and one personal voice essay. These papers reflected diverse methods of connecting children with nature and the articles fell into several categories including a literature review on the benefits of children's engagement with nature; natural outdoor play spaces; nature preschools and forest kindergartens; and the connection between nature and children's holistic development. In addition, five books reviews, one movie review, and a mention of other publications of note completed the issue.

other publication type

"Clustering" Documents Automatically to Support Scoping Reviews of Research: A Case Study

Stansfield, Claire and Thomas, James and Kavanagh, Josephine

Research Synthesis Methods

Not Recorded

Background: Scoping reviews of research help determine the feasibility and the resource requirements of conducting a systematic review, and the potential to generate a description of the literature quickly is attractive. Aims: To test the utility and applicability of an automated clustering tool to describe and group research studies to improve the efficiency of scoping reviews. Methods: A retrospective study of two completed scoping reviews was conducted. This compared the groups and descriptive categories obtained by automatically clustering titles and s with those that had originally been derived using traditional researcher-driven techniques. Results: The clustering tool rapidly categorised research into themes, which were useful in some instances, but not in others. This provided a dynamic means to view each dataset. Interpretation was challenging where there were potentially multiple meanings of terms. Where relevant clusters were unambiguous, there was a high precision of relevant studies, although recall varied widely. Conclusions: Policy-relevant scoping reviews are often undertaken rapidly, and this could potentially be enhanced by automation depending on the nature of the dataset and information sought. However, it is not a replacement for researcher-developed classification. The possibilities of further applications and potential for use in other types of review are discussed.

other publication type

McNeil, Nicole M. and Fyfe, Emily R.

Learning and Instruction

Not Recorded

Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three conditions: "generic," in which the concept was instantiated using symbols, "concrete" in which it was instantiated using meaningful images, or "fading," in which it was instantiated using meaningful images that were "faded" into symbols. After learning, undergraduates completed a transfer test immediately, one week later, and three weeks later. Undergraduates in the fading condition exhibited the best transfer performance. Additionally, undergraduates in the generic condition exhibited somewhat better transfer than those in the concrete condition, but this advantage was not robust. Results suggest that concrete instantiations should be included in the educator's toolbox. (Contains 1 table and 4 figures.)

other population

"Confidence Intervals for Gamma-family Measures of Ordinal Association": Correction

Not Recorded

Psychological Methods

Not Recorded

Reports an error in "Confidence intervals for gamma-family measures of ordinal association" by Carol M. Woods (Psychological Methods, 2007[Jun], Vol 12[2], 185-204). The note corrects simulation results presented in the article concerning the performance of confidence intervals (CIs) for Spearman's r-sub(s). An error in the author's C++ code affected all simulation results for Spearman's r-sub(s) (but none of the results for gamma-family indices). (The following of the original article appeared in record 2007-07830-005.) This research focused on confidence intervals (CIs) for 10 measures of monotonic association between ordinal variables. Standard errors (SEs) were also reviewed because more than 1 formula was available per index. For 5 indices, an element of the formula used to compute an SE is given that is apparently new. CIs computed with different SEs were compared in simulations with small samples (N = 25, 50, 75, or 100) for variables with 4 or 5 categories. With N [greater than] 25, many CIs performed well. Performance was best for consistent CIs due to N. Cliff and colleagues (N. Cliff, 1996; N. Cliff & V. Charlin, 1991; J. D. Long & N. Cliff, 1997). CIs for Spearman's rank correlation were also examined: Parameter coverage was erratic and sometimes egregiously underestimated.

Revill, Kathleen Pirog and Tanenhaus, Michael K. and Aslin, Richard N.

Journal of Experimental Psychology: Learning, Memory, and Cognition

Not Recorded

Reports an error in "Context and spoken word recognition in a novel lexicon" by Kathleen Pirog Revill, Michael K. Tanenhaus and Richard N. Aslin ("Journal of Experimental Psychology: Learning, Memory, and Cognition," 2008[Sep], Vol 34[5], 1207-1223). Figure 9 was inadvertently duplicated as Figure 10. Figure 9 in the original article was correct. The correct Figure 10 is provided. (The following of the original article appeared in record EJ809716.) Three eye movement studies with novel lexicons investigated the role of semantic context in spoken word recognition, contrasting 3 models: restrictive access, access-selection, and continuous integration. Actions directed at novel shapes caused changes in motion (e.g., looming, spinning) or state (e.g., color, texture). Across the experiments, novel names for the actions and the shapes varied in frequency, cohort density, and whether the cohorts referred to actions (Experiment 1) or shapes with action-congruent or action-incongruent affordances (Experiments 2 and 3). Experiment 1 demonstrated effects of frequency and cohort competition from both displayed and non-displayed competitors. In Experiment 2, a biasing context induced an increase in anticipatory eye movements to congruent referents and reduced the probability of looks to incongruent cohorts, without the delay predicted by access-selection models. In Experiment 3, context did not reduce competition from non-displayed incompatible neighbors as predicted by restrictive access models. The authors conclude that the results are most consistent with continuous integration models.

wrong study design

"Convenience Editing" in Action: Comparing English Teachers' and Medical Professionals' Revisions of a Medical Abstract

Willey, Ian and Tanimoto, Kimie

English for Specific Purposes

Not Recorded

Native English-speaking (NES) English teachers at universities in English as a foreign language (EFL) contexts are sometimes asked to edit English manuscripts written by non-native English-speaking (NNES) colleagues in scientific fields. However, professional peers may differ from English teachers in their approach towards editing scientific manuscripts (Benfield & Howard, 2000). This study examined (1) editing strategies used by NES English teachers at Japanese universities with different amounts of medical editing experience, compared to those used by NES healthcare professionals in editing an written by a Japanese medical researcher; (2) points where participants felt the need to consult with the 's author; (3) revisions affecting definite articles; and (4) editors' attitudes towards editing. Results reveal that disciplinary knowledge and medical editing experience did not significantly impact editing strategies, but did impact the number of points where consultation was considered necessary, as well as revisions affecting definite articles. English teachers' ambivalence towards editing was also revealed. We argue that greater collaboration between English teachers and researchers in scientific fields is needed, and that consultation and clarity should become themes in courses designed for graduate and undergraduate EFL students. (Contains 4 tables.)

wrong subject

"Entry to Hospitality Careers for Women" and Beyond: Immigrant Training and Feminist Pedagogies and Practices

Shan, Hongxia and Peikazadi, Nasim and Rahemtulla, Zahida and Wilbur, Amea and Sawkins, Tanis and Goossen, Rachel

Studies in the Education of Adults

Not Recorded

Employment training services are provided for immigrants to integrate them into the Canadian labour market. Evaluated on short-term labour market outcomes, these programs typically focus on enhancing individuals' employability, while risking naturalizing and reproducing the dominant social and cultural order. "Entry to Hospitality Careers for Women" is a government-funded program based on a partnership between a community organization and a community college specialised in vocational training. Uniquely, this program aims to expand immigrant and refugee women's employment skills as well as their social and cultural spaces. A community-based partnership research project was conducted to explore how the program worked towards these goals. It finds that the program contributed to the personal development of the women, expanded their social space and enhanced their social and economic opportunities to varying degrees. It also points to a set of women-centered pedagogical and programming practices that were conductive to women's learning through the program. Firstly, as a partnership, the program leveraged the resources and expertise accrued in both the community organization and the community college. Secondly, while navigating institutional mandate, the program was oriented towards the needs of the women. Finally, the women-centered and care-based pedagogy was found to be of immediate influence on the program participants. Theoretically, this paper adds to feminist pedagogy by grounding it in the actual work of immigrant service workers, which defies any attempt to fix it within the binary frame of social reproduction and transformation.

"Everybody brush!": protocol for a parallel-group randomized controlled trial of a family-focused primary prevention program with distribution of oral hygiene products and education to increase frequency of toothbrushing.

Cunha-Cruz, Joana and Milgrom, Peter and Shirtcliff, R. Michael and Huebner, Colleen E. and Ludwig, Sharity and Allen, Gary and Scott, JoAnna

JMIR research protocols

Not Recorded

BACKGROUND: Twice daily toothbrushing with fluoridated toothpaste is the most widely advocated preventive strategy for dental caries (tooth decay) and is recommended by professional dental associations. Not all parents, children, or adolescents follow this recommendation. This protocol describes the methods for the implementation and evaluation of a quality improvement health promotion program. OBJECTIVE: The objective of the study is to show a theory-informed, evidence-based program to improve twice daily toothbrushing and oral health-related quality of life that may reduce dental caries, dental treatment need, and costs. METHODS: The design is a parallel-group, pragmatic randomized controlled trial. Families of Medicaid-insured children and adolescents within a large dental care organization in central Oregon will participate in the trial (n=21,743). Families will be assigned to one of three groups: a test intervention, an active control, or a passive control condition. The intervention aims to address barriers and support for twice-daily toothbrushing. Families in the test condition will receive toothpaste and toothbrushes by mail for all family members every three months. In addition, they will receive education and social support to encourage toothbrushing via postcards, recorded telephone messages, and an optional participant-initiated telephone helpline. Families in the active control condition will receive the kit of supplies by mail, but no additional instructional information or telephone support. Families assigned to the passive control will be on a waiting list. The primary outcomes are restorative dental care received and, only for children younger than 36 months old at baseline, the frequency of twice-daily toothbrushing. Data will be collected through dental claims records and, for children younger than 36 months old at baseline, parent interviews and clinical exams. RESULTS: Enrollment of participants and baseline interviews have been completed. Final results are expected in early summer, 2017. CONCLUSIONS: If proven effective, this simple intervention can be sustained by the dental care organization and replicated by other organizations and government. TRIAL REGISTRATION: ClinicalTrials.gov NCT02327507; http://clinicaltrials.gov/ct2/show/NCT02327507 (Archived by WebCite at http://www.webcitation.org/6YCIxJSor).

wrong subject

"Everything Now Falls on Me": Parent Perspectives on Services Lost and Challenges during Virtual Learning for Youth with Disabilities

Munsell, Elizabeth G. S. and Schwartz, Ariel E. and Schmidt, Elizabeth K. and Chen, Jennifer

Journal of the American Academy of Special Education Professionals

Not Recorded

Not Recorded

Reason not noted

GEEAPCOVID

"Falling into Disuse": The Rise and Fall of Froebelian Mathematical Folding within British Kindergartens

Friedman, Michael

Paedagogica Historica: International Journal of the History of Education

Not Recorded

This article aims to present the transformations as well as the decline of the Froebelian occupation of paper folding that took place in Great Britain between 1851 and the 1920s. Froebel's original intention was to transmit implicit mathematical knowledge to be learnt by means of folding several shapes. In contrast to his account of paper folding, which presented it as a way of understanding several mathematical concepts, the manner in which this occupation was re-conceptualised in Great Britain tells a different story. After surveying the changes in the British conception of Froebelian ideas in the second half of the nineteenth century through the various published manuals, I then explore the period between 1892 -- the opening of the Froebel Educational Institute -- and 1924. Looking at the examination syllabi of the National Froebel Union, the examination papers, and their various appendices, as well as studying the approaches of the British mathematical community to folding at the end of the nineteenth century, the article will try to illuminate -- via the inspection of the decline of mathematical education via folding in kindergartens -- how formal work became discredited and eventually, in part, disappeared.

"FIFA 11 for Health" for Europe in the Faroe Islands: Effects on health markers and physical fitness in 10- to 12-year-old schoolchildren.

Skoradal, M.-B. and Purkh ºs, E. and Steinholm, H. and Olsen, M. H. and rntoft, C. and Larsen, M. N. and Dvorak, J. and Mohr, M. and Krustrup, P.

Scandinavian journal of medicine & science in sports

Not Recorded

We evaluated effects of the school-based intervention "FIFA 11 for Health" for Europe on health and fitness profile in 10- to 12-year-old Faroese schoolchildren. 392 fifth-grade children were randomized into a control group (CG: n  =  100, 11.1   ±  0.3  years, 149.0   ±  6.7  cm, 42.4   ±  10.2  kg) and an intervention group (IG: n  =  292, 11.1   ±  0.3  years, 150.6   ±  6.9  cm, 44.2   ±  9.4  kg). IG underwent an 11-week intervention in which 2 weekly sessions of 45  minutes were included in the school curriculum focusing on health aspects, football skills, and 3v3 small-sided games. CG continued with their regular activities. Body composition, blood pressure, and resting heart rate, as well as Yo-Yo intermittent recovery children's test (YYIR1C) performance, horizontal jumping ability and postural balance were assessed pre and post intervention. Systolic blood pressure decreased more (-2.8   ±  9.9 vs 2.9   ±  8.4  mm  Hg, P  <  .05) in IG than in CG. Lean body mass (1.0   ±  1.7 vs 0.7   ±  1.6  kg), postural balance (0.3   ±  3.9 vs -1.2   ±  5.9  seconds) and horizontal jump performance (5 ± 9 vs -5 ± 10 cm) increased more (P  <  .05) in IG than in CG. YYIR1C performance improved in CG (17%, 625   ±  423 to 730   ±  565  m) and IG (18%, 689   ±  412 vs 813   ±  391  m), but without between-group differences. A within-group decrease from 23.1   ±  8.4 to 22.5   ±  8.3% (P  <  .05) was observed in body fat percentage in IG only. In conclusion, the "FIFA 11 for Health" for Europe program had beneficial effects on SBP, body composition, jump performance and postural balance in 10- to 12-year-old Faroese schoolchildren, supporting the notion that school-based football interventions can facilitate health of children in a small-scale society and serve as an early step in the prevention of non-communicable diseases.

"GiochiAMO": a school-based smoking and alcohol prevention program for children - a pilot randomized field trial. Part 2.

La Torre, G. and Sinopoli, A. and Sestili, C. and D'Egidio, V. and Di Bella, O. and Cocchiara, R. A. and Sciarra, I. and Saulle, R. and Backhaus, I. and Mannocci, A.

Annali di igiene : medicina preventiva e di comunita

Not Recorded

BACKGROUND: Young people who begin to smoke at an early age are at a higher risk of becoming occasional or regular smokers and establishing a premature dependence. It is fundamental to act as soon as possible, from very early childhood, to prevent harmful behaviors for health such as smoking and drinking alcohol. Young people must be encouraged to adopt healthy lifestyles. OBJECTIVES: The aim of the study is two-fold. First, increasing the knowledge about the negative health effects of cigarette smoking and alcohol consumption among children aged 9-10 years; and second, to introduce and reinforce life skills in order to learn how to tackle social influences that encourage children to smoke and to drink alcohol. METHODS: A pilot randomized field trial was conducted in May-June 2017. Four primary school classes in Rome were randomized to either the intervention or the control group. Both groups participated in an oral presentation about the risks and consequences of smoking and alcohol consumption, and the concept of life skills. The intervention group participated in two gaming sessions, each lasting 1.5 hours. Children were involved in six games aiming to deliver and reinforce knowledge about the target themes of the study. A 21 multi-response questions questionnaire was handed out to both groups at the beginning and at the end of the study. Eleven questions were about smoking; five questions about alcohol; five questions about life skills. Each question item included one correct answer. For each domain, a score was computed (total; smoking; alcohol; life skills). RESULTS: 67 children participated in the study (34 in the intervention and 33 in the control group). Univariate analyses showed significant differences among the intervention group before and after the intervention for total score (p<0.001), smoke score (p<0.001), and life skills score (p=0.003). No significant differences among the intervention group before and after the intervention were reported for alcohol score (p=0.076). Regarding the control group univariate analysis showed significant differences in total score (p=0,001) and life skills score (p=0.005). Multivariate analysis revealed that enrollment in the intervention was the only variable that had a significant positive influence on smoking knowledge score (beta=1.070, p=0.05). CONCLUSION: This pilot study shows that the intervention was effective among the intervention group for all the scores: total score, smoke score and life skills score, but ineffective for alcohol. Overall, the combination of a presentation and games was effective in increasing life skills knowledge.

"Got Bio?" A Short Course Introducing Students to the Applications of Biochemistry

Chamberlain, Reid and Rogers, Amy L.

Journal of Chemical Education

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Have you ever thought about which pigments are found in tattoos and how laser treatment eliminates the pigmentation? In pursuit of losing weight, have you considered why artificial sweeteners are advertised as low calorie? During a four-week South Carolina Governor's School course, "Got Bio?", high school students were introduced to the biochemistry behind some of the latest trends related to tattooing, dieting, and drug treatment. The course was taught by conventional lectures that were reinforced by innovative hands-on activities and laboratory experiments that required critical thinking. Topics were the chemistry of color, fuel metabolism, and basic drug design. "Got Bio?" introduced students to the field of biochemistry to help them understand and appreciate that the world around them is not but concrete. (Contains 1 table, 3 figures and 1 note.)

Not an experiment

Parsons, Christopher J. and Salaita, Meisa K. and Hughes, Catherine H. and Lynn, David G. and Fristoe, Adam and Fristoe, Ariel and Grover, Martha A.

Journal of Chemical Education

Not Recorded

"Group Intelligence" is an active learning, inquiry-based activity that introduces prebiotic chemistry, emergent complexity, and diversity's importance to adaptability across scales. Students explore the molecular emergence of order and function through theatrical exercises and games. Through 20 min of audio instruction and a discussion of roughly the same length, "Group Intelligence" teaches students about emergent function kinesthetically by guiding them through a series of increasingly complex and cooperative exercises analogous to molecular behaviors and interactions. The program was assessed in six classrooms at two schools; students completed surveys either before or after participating in the "Group Intelligence" activity. Those who completed the survey afterward correctly answered questions about diversity in living systems, molecular characteristics, and molecular assembly 13-26% more frequently than those who completed the survey before the activity. Through novel presentation and active engagement, "Group Intelligence" communicates content in NGS standards, making ideas in modern science accessible.

wrong subject

"Here There Is Order, Full Stop!"--Radical Reflexivity and Teachers' Migrations from the Orders of Education toward the (Dis)Orders of (Self-)Relations

Keck, Charles S.

Teacher Development

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This article derives from a case study involving in-depth interviews of 20 Mexican and Spanish teachers. Testimonies are analysed from teachers engaged in a training programme for "radical reflexivity" known as Seekers After Truth (SAT). This training is informed by theory and practices from the psychotherapeutic and spiritual traditions. Evidence discussed in this article focuses on participating teachers' positionings within the orders of education, understood as the means through which they organize and orchestrate teaching and learning. The article presents shifts occurring in their teaching practice and frames a discussion of these within Giddens' analysis of modernity's simultaneous drive toward " systems" and "pure" relations. It is argued that the SAT's training in "radical reflexivity", which focuses exclusively on the "personal" rather than the "professional", effectively catalyses migrations in teacher identity, agency and relations. These migrations challenge and compensate for the institutional and individual ions that are often experienced as problematic both for teaching and for learning.

"Hey, I've Been There!" Using the Familiar to Teach World Geography in Kindergarten

Kenyon, Elizabeth and Coffey, Carlee and Kroeger, Janice

Social Studies and the Young Learner

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People often think that ideas about mapping and culture are too difficult and for kindergarten students, let alone English Language Learners (ELLs). This article however describes how a preservice teacher taught a three day unit in geography to her students based upon places they or their family members had visited. Many of the students were English Language Learners (ELLs), and learned important aspects of the social studies curriculum, as well as lessons about one another. This preservice teacher learned that when you connect the curriculum to students' culture and family, they are capable of learning and sharing a great deal of knowledge. This method of inquiry is driven by the necessary aim of learning about students and families in order to teach them. In classrooms without recent immigrant families present, a family history project could serve as a bridge from the local to the global through ancestors. Another option would be to use popular media. As noted later in the article, all the students in this class were familiar with films like Disney's feature cartoon, "Mulan."

too small sample

"How One 'Learns' to Discourse": Writing and Abstraction in the Work of James Moffett and James Britton

Burgess, Tony and Ellis, Viv and Roberts, Sarah

Changing English: Studies in Culture and Education

Not Recorded

James Moffett's "Teaching the Universe of Discourse" set out an agenda for the study of development in writing, which influenced James Britton's work in the UK. Subsequently, however, the work of both these thinkers was largely set aside in the approach to writing taken by national strategies in England. In this article, we trace the history of these developments, and seek to rescue Moffett's and Britton's work from being characterised as no more than a "failed progressivism". We argue for return to a focus on thinking and ion, as fundamental considerations for a writing pedagogy.

wrong study design

Tubbs, Nigel

Educational Philosophy and Theory

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There is a new myth of the heterogeneous that is reducing the concept of humanity to a sinful enlightenment. In this article I investigate the contribution that a renewed understanding of liberal arts education might offer for the idea of a humanist education and for the concept of humanity; and this at a time when not only the concept of humanity per se, and of a humanist education in particular are suspected of Western imperialism and rational logocentrism, but also, in England at least, when the tuition fees of humanities students have trebled. I argue that within a concept of modern metaphysics first principles are re-formed to have their universality in instability and struggle. This instability and struggle is the modern culture of rational education, and speaks of a non- comprehension of two of modernity's most contested terms: freedom and humanity.

"I Am Nature": Understanding the Possibilities of Currere in Curriculum Studies and Aesthetics

Slattery, Patrick

Journal of Curriculum and Pedagogy

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This article explores a perspective on nature and aesthetics as "currere," which is the foundational concept of curriculum theory. Beginning with the statement "I am nature" by Jackson Pollock and moving through works by of Kiefer, Hofmann, and Magritte, this article explores contemporary art theory and connects the notion of synthetical moments in curriculum theory to an integrated understanding of aesthetics. Michel Foucault's dialogues with Rene Magritte on philosophy and art inform understandings of the unconscious to form a vision of nature and self in the aesthetic process. This article reviews significant historical aspects of "currere," from Schubert, Pinar, and Grumet in curriculum theory, and relates the development of curriculum theory to Jackson Pollock's expressionism.

wrong outcome

"I don't want financial support but verbal support." How do caregivers manage children's access to and retention in HIV care in urban Zimbabwe?

Busza, Joanna and Dauya, Ethel and Bandason, Tsitsi and Mujuru, Hilda and Ferrand, Rashida A.

Journal of the International AIDS Society

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INTRODUCTION: Children living with HIV experience particular challenges in accessing HIV care. Children usually rely on adult caregivers for access to care, including timely diagnosis, initiation of treatment and sustained engagement with HIV services. The aim of this study was to inform the design of a community-based intervention to support caregivers of HIV-positive children to increase children's retention in care as part of a programme introducing decentralized HIV care in primary health facilities. METHODS: Using an existing conceptual framework, we conducted formative research to identify key local contextual factors affecting children's linkages to HIV care in Harare, Zimbabwe. We conducted semi-structured interviews with 15 primary caregivers of HIV-positive children aged 6-15 years enrolled at a hospital clinic for at least six months, followed by interviews with nine key informants from five community-based organizations providing adherence support or related services. RESULTS: We identified a range of facilitators and barriers that caregivers experience. Distance to the hospital, cost of transportation, fear of disclosing HIV status to the child or others, unstable family structure and institutional factors such as drug stock-outs, healthcare worker absenteeism and unsympathetic school environments proved the most salient limiting factors. Facilitators included openness within the family, availability of practical assistance and psychosocial support from community members. CONCLUSIONS: The proposed decentralization of HIV care will mitigate concerns about distance and transport costs but is likely to be insufficient to ensure children's sustained retention. Following this study, we developed a package of structured home visits by voluntary lay workers to proactively address other determinants such as disclosure within families, access to available services and support through caregivers' social networks. A randomized controlled trial is underway to assess impact on children's retention in care over two years.

wrong outcome

"I Have Just Understood It from the Story ¦": Using Vignettes in Educational Research to Investigate Cultural Tolerance

Al Sadi, Fatma H. and Basit, Tehmina N.

Research Papers in Education

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The vignettes approach has emerged as a popular tool in quantitative and qualitative research. It has proven to be particularly effective in measuring sensitive topics. This paper focuses on the construction and validation process of questionnaire-based vignettes, which were used as an instrument to examine Omani secondary school girls' cultural tolerance pre- and post-implementation of a school-based intervention. A total of 241 girls completed the vignettes-based questionnaires, of whom 116 were in the experimental group and 125 in the control group. This was followed by a semi-structured interview. The interview was conducted before and after the intervention with 16 participants, of whom eight were from the experimental group and eight from the control group. The study shows that vignettes are useful in generating a sophisticated understanding of concepts. Vignettes offer the possibility of investigating tolerance in a context-related situation, eliminating possible misinterpretation of the questionnaire statements. Future research should be directed towards examining the effectiveness of different types of vignettes and the efficacy of vignettes as a research and teaching and learning tool.

wrong study design

"I Mean, the Queen's Fierce and the King's Not": Gendered Embodiment in Children's Drawings

Wright, Susan

International Journal of Early Childhood

Not Recorded

Gender differences in children's artwork have been the subject of study for over 100  years. The focus of early research was quite narrow, honing in on issues such as children's gendered subject preferences, or their ability to render spatial relationships or include detail in their artwork. This has led to some stereotypical conclusions about gender with regard to particular aspects of visual representation. This paper speaks back to some of these stereotypes by discussing fundamental principles of meaning-making through drawing, and how the content of children's artworks should be viewed in relation to their form, and the processes children used as the artworks evolved. Using social-constructivism as a theoretical framework, the methodology involved interlocutor-child dialogic improvisations, on a one-to-one basis, as each child engaged in graphic and body-based action while talking about aspects of the artwork and the processes of its creation through a free-form type of narrative. Semiotics is used as an analytical framework to describe three girls' drawings (aged 5-8  years) who were selectively sampled from a larger study that involved over 100 children in drawing "what the future might be like". These girls' graphic-narrative-embodied artefacts are discussed in relation to three key themes: spatial relations and meaning; allegory and fantasy; and metaphor, reasoning and connotation. The findings are discussed in relation social-cultural factors that might influences boys' and girls' gendered identities and, in turn, the content, form and processes of their artistic creations.

wrong outcome

"I want to perform and succeed more than those who are HIV-seronegative" Lived experiences of youth who acquired HIV perinetally and attend Zewditu Memorial Hospital ART clinic, Addis Ababa, Ethiopia.

Solomon, Nahom and Molla, Mitike and Ketema, Bezawit

Not Recorded

BACKGROUND: In Ethiopian Human Immunodeficiency Virus (HIV) prevention program one of the focusing areas is prevention of mother-to-child transmission and decreasing morbidity and mortality among those who already acquired it. However, the needs and the sexual behavior of children who acquired HIV perinatally was not given due attention. Therefore, we conducted this study with the aim of exploring the lived experiences of youth who acquired HIV perinatally to contribute to HIV prevention and control program. METHODS: We conducted a qualitative study using a phenomenological approach from March to May 2018 among 16 purposively selected youth who were infected with HIV vertically and receive ART services at Zewditu Memorial Hospital, Addis Ababa, Ethiopia. They were recruited based on their willingness after obtaining written informed consent and assent. Data were audio taped, transcribed verbatim in Amharic and later translated to English, and coded using Open Code version 4.02 software. Findings were summarized under four themes by applying interpretative phenomenological analysis. FINDINGS: Seven males and nine females, aged 16 to 22 years have participated in the study. These youth reported as they had support from families and ART clinics, while pill-load, and fear of stigma are some of challenges they have faced, especially majorities don't want to disclose their status because of fear of stigma and discrimination. Half of them have ever had sexual relations usually with a seronegative partner and most of these had their first sex in their17-18 years of age. Unsafe sex was common among them where four girls reported to have had unprotected sex with their seropositive or seronegative sexual partners. Most wish to have purposeful life and love mate of the same serostatus but also fear they may remain alone. CONCLUSION: Youth who had acquired HIV from parents are challenged due to their serostatus and were not sure what type of life they may have in the future. They were also not comfortable in disclosing their serostatus and also engaged in unsafe sexual relation. This calls for an urgent intervention among HIV infected youth and their families; health care providers, and young people in general to halt HIV transmission. Special attention should be given on sexual behavior of all young people (10-24) and in disclosure of HIV status to children and life skills education to cop-up with stigma and discrimination.

wrong subject

"I was pushed over the edge, but I didn't die" - A qualitative case study of Danish school children's food literacy at FOODcamp.

Stjernqvist, Nanna Wurr and Ljungmann, Cecilie Karen and Benn, Jette and Klinker, Charlotte Demant

Not Recorded

Food literacy (FL) is a goal for many food camps aimed at improving school children's culinary skills and food knowledge. FL in relation to children has been defined as constituting five competencies: "to do" (practical skills),"to know" (knowledge), "to sense" (sensory experiences), "to care" (care for self and others), and "to want" (to be willing to act). However, understanding the processes and mechanisms that relates to school children's FL remain underexplored. The aim of this study was to identify underlying mechanisms operating at a food camp and elucidate how they relate to FL competencies among school children. A qualitative embedded case study design was used to explore this with a Danish food camp programme 'FOODcamp' targeting school-going children aged 12-14 years, constituting an instrumental case. A theory-driven abductive research strategy was used to facilitate analytical generalization. Five schools and nine classes participating in FOODcamp were recruited for the study. Data comprised 10 focus group discussions conducted with children, nine interviews conducted with teachers, and 10 days of observation at FOODcamp. The analysis resulted in 12 conceptually derived mechanisms operating at a food camp namely 'hands-on with food and kitchen utensils', 'use of all senses', 'help and recognition', 'theoretical reflection', 'from farm to table', 'try new and scary things', 'experimenting', 'genuine participation', 'cook from scratch', 'principles', 'meal group community' and 'food group community'. These mechanisms were in various combinations and in a dynamic interplay with contextual conditions related to school children's five FL competencies. The conceptually derived mechanisms may guide future research and practice by highlighting various processes and contextual conditions, given that they are adapted to the specific possibilities of a given context and age group.

"I Would Want to Give My Child, Like, Everything in the World": How Issues of Motherhood Influence Women Who Have Abortions

Jones, Rachel K. and Frohwirth, Lori F. and Moore, Ann M.

Journal of Family Issues

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The majority of U.S. women who have abortions (61%) have children. This exploratory study analyzes qualitative information from 38 women obtaining abortions to examine how issues of motherhood influenced their decisions to terminate their pregnancies. Women in the sample had abortions because of the material responsibilities of motherhood, such as the care for their existing children, as well as the more expectations of parenting, such as the desire to provide children with a good home. The women believed that children were entitled to a stable and loving family, financial security, and a high level of care and attention. One fourth of the women had considered adoption but regarded it as being emotionally distressing. The findings demonstrate reasons why women have abortions throughout their reproductive life spans and that their decisions to terminate pregnancies are often influenced by the desire to be a good parent. (Contains 1 table.)

"I'll Take Ideology for $200, Alex": Using the Game Show Jeopardy to Facilitate Sociological and Critical Thinking

Pence, Dan

Teaching Sociology

Not Recorded

One of the unique promises of sociology is to illuminate the intersection of the personal and public by encouraging largely individually-oriented students to examine interrelationships between themselves and the social world. This can be an especially challenging task when teaching introductory sociology courses that are populated largely by first-year students who enrolled to satisfy a general education requirement and are probably getting their first and last taste of sociology. This article describes an activity which asks these students to find, describe, and explain underlying themes common to American education and the television game show, "Jeopardy!" One factor that helps make this assignment especially effective is the use of two social institutions which are intimately and vividly familiar to virtually all introductory students: school and "Jeopardy!" Using two widely shared frames of reference helps students not only to see connections between the structures of school and "Jeopardy!" but also to recognize how their personal experiences have been influenced by, and in turn influence, themes common to those broad, society-wide institutions.

"Impossible Is Nothing": Expressing Difficult Knowledge through Digital Storytelling

Johnson, Lauren and Kendrick, Maureen

Journal of Adolescent & Adult Literacy

Not Recorded

The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhanced opportunities for the student to explore and make visible complex and facets of his life and identity, particularly as they relate to difficult past experiences.

wrong subject,Not an experiment

"Improving Early-Grade Literacy in East Africa:Experimental Evidence from Kenya and Uganda"

Lucas, Adrienne

University of Delaware, Department of Economics, Working Papers: 13-03, 2013, 37 pp.

https://www.proquest.com/working-papers/improving-early-grade-literacy-east-africa/docview/1322236595/se-2

Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn program, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2s. We find a smaller effect (0.08s) on a Kenyan literacy test in Swahili. We find no evidence that differential effects are explained by baseline differences in students or classrooms, or by implementation fidelity. We conclude that differences between countries can likely be attributed to differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the primary language of instruction, despite official policy.

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Not Recorded

"In What Way Are Apples and Oranges Alike" A Critique of Flynn's Interpretation of the Flynn Effect

Kaufman, Alan S.

Journal of Psychoeducational Assessment

Not Recorded

Flynn wrote a book devoted to the Flynn effect, featuring his theoretical explanation of why the intelligence of worldwide populations has apparently increased from generation to generation. The essence of his theorizing is that because of the societal impact of scientific technology, people of today are much more guided by , rather than concrete, approaches to problem solving. He bases his theory in large part on gains on specific tasks, most notably Raven's matrices, Wechsler Intelligence Scale for Children (WISC) Performance subtests, and, most important, on WISC Similarities. The gains on these separate tasks over more than half a century (1947-2002) are striking. However, Flynn failed to take into account the sweeping changes in test content, administration procedures, and scoring guidelines when the 1974 WISC-R was developed from the 1949 WISC. These substantial changes challenge the meaningfulness of comparing children's performance in 1947 with their performance in 2002 on Similarities and other WISC subtests--and therefore challenge Flynn's explanation of the effect that bears his name. (Contains 2 tables and 1 note.)

wrong subject

"Is It Valid or Not?": Pre-Service Teachers Judge the Validity of Mathematical Statements and Student Arguments

Zeybek Simsek, Zulfiye

European Journal of Science and Mathematics Education

Not Recorded

There is a wide recognition that reasoning ly, constructing arguments, or critiquing arguments should be an important educational goal in the mathematical experiences of all students in the standards for school mathematics. Seeing these standards as an essential element for developing deep mathematical understanding; however, call for a strong knowledge of proof for teachers. Thus, the purpose of this study is to investigate how pre-service middle school teachers (PSMTs) decide whether a presented mathematical statement is true or false and how they verify student arguments presented for these statements. 50 PSMTs participated in the study. Individual interviews were conducted with 7 PSMTs to further delve into the verification processes of the PSMTs. The results of the study demonstrated that meeting the expectations of the current standards is not an easy feat by documenting that most of the PSMTs struggled with evaluating mathematical tasks and constructing arguments.

"It Was My Understanding That There Would Be No Math": Using Thematic Cases to Teach Undergraduate Research Methods

Oldmixon, Elizabeth A.

Journal of Political Science Education

Not Recorded

Undergraduates frequently approach research methods classes with trepidation and skepticism, owing in part to math-phobia and confusion over how methodology is relevant to their interests. These self-defeating barriers to learning undermine the efficacy of methods classes. This essay discusses a strategy for overcoming these barriers--use of a case study as a thematic framework for the class. In theory, the case study engages students and renders the material less . A research methods class recently taught by the author was organized around political assassinations, with an initial framing focus the assassination of President John F. Kennedy. In an end of semester Qualtrics survey, students reported that they liked this approach and believe that it kept them interested in the material."[S]tats are dry. The Kennedys are not dry." ~A student

wrong subject

"It's a Battle ¦ You Want to Do It, but How Will You Get It Done?": Teachers' and Principals' Perceptions of Implementing Additional Physical activity in School for Academic Performance.

van den Berg, Vera and Salimi, Rosanne and de Groot, Renate H. M. and Jolles, Jelle and Chinapaw, Mai J. M. and Singh, Amika S.

International journal of environmental research and public health

Not Recorded

School is an ideal setting to promote and increase physical activity (PA) in children. However, implementation of school-based PA programmes seems difficult, in particular due to schools' focus on academic performance and a lack of involvement of school staff in program development. The potential cognitive and academic benefits of PA might increase chances of successful implementation. Therefore, the aim of this qualitative study was: (1) to explore the perceptions of teachers and principals with regard to implementation of additional PA aimed at improving cognitive and academic performance, and (2) to identify characteristics of PA programmes that according to them are feasible in daily school practice. Twenty-six face-to-face semi-structured interviews were conducted with primary school teachers (grades 5 and 6) and principals in The Netherlands, and analysed using inductive content analysis. Teachers and principals expressed their willingness to implement additional PA if it benefits learning. Time constraints appeared to be a major barrier, and strongly influenced participants' perceptions of feasible PA programmes. Teachers and principals emphasised that additional PA needs to be short, executed in the classroom, and provided in "ready-to-use" materials, i.e., that require no or little preparation time (e.g., a movie clip). Future research is needed to strengthen the evidence on the effects of PA for academic purposes, and should examine the forms of PA that are both effective as well as feasible in the school setting.

"It's Just for Us!" Perceived Benefits of Participation in a Group Intervention for Siblings of Children With Cancer.

Barrera, Maru and Neville, Alexandra and Purdon, Laura and Hancock, Kelly

Journal of pediatric psychology

Not Recorded

OBJECTIVE: This qualitative substudy aimed to investigate the outcomes of sibling group interventions from the perspective of siblings of children with cancer and their caregivers. METHOD: Siblings were randomized to receive the Siblings Coping Together intervention (SibCT) or attention control (CG). In all, 30 participants, 18 siblings (average age ‰= ‰11.89 ‰years, 9 CG and 9 SibCT) and 12 caregivers (4 CG and 8 SibCT), were interviewed following group participation. SibCT consists of eight 2-hr manualized sessions delivered weekly; in each session, it combines arts and crafts and cognitive-behavioral strategies structured around a specific theme (family or school). The CG is structured only around arts and crafts. Interviews were analyzed using content analysis. RESULTS: Themes common to both groups included the following: having a group just for siblings, improving family relationships, and feeling reassured of parental role. Themes unique to the SibCT group included the following: learning program targets, increasing self-confidence, feeling less different, and connecting caregivers and siblings through homework. Themes unique to the control group included the following: being a good helper and being in the hospital for positive reasons. CONCLUSION: This study uncovered additional intervention effects not captured in quantitative measures. Whereas benefits were noted in both groups and speak to the importance of support for siblings in general, positive personal and relational changes unique to siblings in the SibCT group and their caregivers support the importance of specific interventions focused on problem-solving siblings' issues.

other population

"It's the X and Y Thing:" Cross-Sectional and Longitudinal Changes in Children's Understanding of Genes

Smith, Lesley A. and Williams, Joanne M.

Research in Science Education

Not Recorded

Studies from different theoretical traditions investigating children's inheritance and genetics concepts have adopted a cross-sectional method. This paper is the first to examine both cross-sectional and longitudinal changes in children's basic genetic concepts. It forms part of a larger investigation into the development of intuitive inheritance and genetics concepts in childhood. Four age cohorts (4-5 years, 7-8 years, 10-11 years, 14-15 years) were interviewed individually at two measurement occasions (T1, N = 182; T2, N = 164) separated by a 1-year interval. Cross-sectional analyses revealed an increase in children's knowledge of genetics by 10 years. Between 10 and 14 years, there were fewer changes in the content of children's knowledge, especially at the level of scientific genetic understanding. There was little evidence of longitudinal changes over the 1-year period. Overall, children may hold an understanding of genetics that is tied to knowledge of inheritance within families. This may pose challenges for acquiring more and formal concepts of genes. (Contains 10 tables.)

"Live Sun Smart!" Testing the effectiveness of a sun safety program for middle schoolers.

Steele, Chelsea and Burkhart, Craig and Tolleson-Rinehart, Sue

Pediatric dermatology

Not Recorded

BACKGROUND: Skin cancer is a well-recognized public health issue, and primary prevention is the most effective strategy for reducing skin cancer risk. The current recommendations are that behavioral counseling for sun safety measures is most beneficial and effective for children and adolescents and that targeting this population at primary and middle schools is the ideal intervention strategy to increase sun-protective behaviors and reduce UV exposure, sunburn incidence, and formation of new moles. Numerous studies on the effectiveness of school-based sun safety interventions among elementary and middle school students have shown an increase in sun safety knowledge, attitudes, and behaviors following the intervention. OBJECTIVE: To conduct a pilot feasibility study of "Live Sun Smart!," (LSS) a school-based, multicomponent, interactive sun safety presentation, at changing sun safety knowledge, attitudes, and behaviors among middle school students. METHODS: A non-randomized, single-group pretest-posttest interventional pilot study of the LSS program among children enrolled in grade 6. RESULTS: After exposure to LSS, participants were more likely to give correct answers to knowledge-based sun safety questions and to report negative attitudes toward tanning. Minimal and not significant changes were found in self-reported sun safety behaviors, though students did report an intention to change behaviors following the intervention. Participants were satisfied with the program and believed it increased their sun safety knowledge. CONCLUSION: Live Sun Smart! appears to be an effective school-based, multicomponent sun safety program for improving sun safety knowledge and attitudes toward tanning among middle school students in this initial test of it. The strengths and weaknesses of this pilot study have implications for future research.

other population

"Making a World that Is Worth Living in": Humanities Teaching and the Formation of Practical Reasoning

Walker, Melanie

Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice

Not Recorded

This article considers humanities teaching as a vital space where students might develop their capability as "practical reasoners". The importance of this for self-development, but also for society and democratic life, is considered, while the economic purposes which currently dominate higher education are critiqued. An example is taken from the teaching of history to show how lecturers teach and students learn secular intellectual practices under pedagogical arrangements of communicative reasoning and ontological becoming. (Contains 1 note.)

Not an experiment

"Making Room": A Thematic Analysis Study of the Process of Postpartum Maternal Adjustment.

Curren, Laura C. and Borba, Christina P. C. and Henderson, David C. and Tompson, Martha C.

Maternal and child health journal

Not Recorded

OBJECTIVES: Mothers are especially vulnerable to the onset or recurrence of psychological symptoms during the postpartum period. However, protective psychosocial factors may provide a stress buffering effect and promote a positive adjustment trajectory. Previous research has demonstrated the importance of positive maternal adjustment for maternal mental health and child outcome. However, research is needed that explores (1) the psychosocial components of maternal adjustment, (2) the process of maternal adjustment as subjectively experienced by mothers, and (3) clinical targets that can help postpartum healthcare teams to facilitate positive adjustment during the perinatal period. METHODS: This qualitative study utilized thematic analysis in order to understand the dimensions and properties of themes related to maternal adjustment. Through narrative interviews, this study investigated processes associated with maternal adjustment in a sample of n ‰= ‰23 mothers receiving obstetric care. RESULTS: Thematic analysis uncovered three key developmental processes: (1) "Stretching Identity; Transitioning Roles", (2) "Navigating Stressors; Approaching Self-Efficacy", and (3) "Changing Relationships; Strengthening Support." Negative maternal self-attributions emerged as a key target for supportive intervention. Each process is complex and susceptible to both downward and upward spirals, consistent with the broaden-and-build theory of positive emotion. CONCLUSIONS FOR PRACTICE: Negative maternal attributions of self are discussed as a key target precipitating postpartum adjustment trajectories. Given this, parenting interventions that teach cognitive reappraisal or mindfulness strategies may be especially beneficial for mothers in the perinatal period.

other population