Diversity and inclusivity at university: a survey of the experiences of lesbian,gay, bisexual and trans (LGBT) students in the UK

The extent to which UK universities are ‘gay friendly’ has received some attention in the press. Whilst there are a number of published studies exploring campus climate for lesbian, gay, bisexual and trans (LGBT) students and/or staff, these are primarily localised studies undertaken in State Universities and Baccalaureate Colleges in the US. The present study is a nationwide UK study of campus climate, based on survey data collected from a sample of 291 LGBT students from 42 universities across the UK. The findings show that despite the increased implementation of an equality agenda (e.g. equal access; widening participation) in UK Higher Education, homophobia on campus is still a significant problem and therefore universities are not perceived nor experienced by LGBT students as ‘safe spaces’ in which to be open about sexual orientation/gender identity. The implications of the findings for university policy and practice in relation to LGBT (and indeed all) students is also explored.     

Literacy Instruction,SES, and Word‐Reading Achievement in English‐Language Learners and Children with English as a First Language: A Longitudinal Study

Socioeconomic gradients and growth‐mixture model trajectories of word‐reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy‐intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and word reading was significant in two of the three subgradients identified in English‐language learners (ELL), and in the only gradient identified in children with English as first language (L1). With more instruction, SES effects progressively disappeared and ELL and L1 gradients became identical. The trajectories showed that ELL and L1 children of middle‐SES level improved similarly as they progressed through Grade 5. However, at the lowest and highest end of the SES spectrum, the ELL children improved more than the L1 even though in kindergarten they were the most at risk for reading failure. The results suggest that the literacy‐intensive program may have reduced the negative influence of SES on word‐reading development.     

A person‐in‐context approach to student engagement in science: Examining learning activities and choice

Science education reform efforts in the Unites States call for a dramatic shift in the way students are expected to engage with scientific concepts, core ideas, and practices in the classroom. This new vision of science learning demands a more complex conceptual understanding of student engagement and research models that capture both the multidimensionality and contextual specificity of student engagement in science. In a unique application of person‐oriented analysis of experience sampling data, we employ cluster analysis to identify six distinct momentary engagement profiles representing different combinations of the behavioral, cognitive, and affective dimensions of student engagement in high school science classrooms. Students spend a majority of their classroom time in one of several engagement profiles characterized by high engagement on one dimension, but low levels on the others. Students exhibited low engagement across all three dimensions of engagement in about 22% of our observations. Full engagement, or high levels across all three dimensions, is the least frequent profile, occurring in only 11% of the observations. Students’ momentary engagement profiles are related in meaningful ways to both the learning activity in which students are engaged and the types of choices they are afforded. Laboratory activities provided especially polarized engagement experiences, producing full engagement, universally low engagement, and pleasurable engagement in which students are affectively engaged but are not engaged cognitively or behaviorally. Student choice is generally associated with more optimal engagement profiles and the specific type of choice matters in important ways. Choices about how to frame the learning activity have the most positive effects relative to other types of choices, such as choosing whom to work with or how much time to take. Results are discussed in terms of implications for practice and the utility of the methodological approach for evaluating the complexities of student engagement in science classrooms. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 88: 19–43, 2018     

Mapping discourses on mosque education in the Netherlands: a content analysis of the Dutch press, 2010–2016

ABSTRACT

This article provides an overview of the discourses on Dutch mosque education. Based on a review of the scholarly debates on mosque education in West, we conducted a qualitative content analysis of newspaper articles containing references to mosque education between 2010 and 2016 (N?=?45). The data are sampled from the five largest Dutch newspapers. Most of the themes emerging from the literature are also reflected in the discourses on mosque education in the press. In line with other media analysis on representation of Muslims, the portrayal of mosque education in the Dutch press is also mainly negative. The key issues in the press portrayals included use of corporal punishment, inadequate training of imams, reinforcement of conservative gender norms, intensification of social segregation, links with religious extremism and local opposition to mosques. Fewer references concern the positive influence of mosque education on cognitive skills and identity development of the Muslim children.     

An evaluation of the use of Lexia Reading software with children in Year 3, Northern Ireland (6‐ to 7‐year olds)

This paper evaluates the impact of Lexia Reading software on the progress of children experiencing reading difficulties in four Northern Ireland Schools. The program is designed to raise reading standards through a phonics‐based approach to learning to read. A key feature of the software is the use of an ‘assessment without testing’ tool, to accurately place children on the program and to adapt the program to meet the individual needs of each child.     

Self‐concept and science achievement: Investigating a reciprocal relation model across the gender classification in a crosscultural context

Science achievement and self‐concept are articulated in this study to examine a model of reciprocal relationship during a crosscultural transition. Trend data have been gathered to assess changes of the perceived English importance before and after Hong Kong's sovereignty handover from Britain to China. The data analyses were conducted four times across dimensions of gender and timing over which the political transition took place. Besides small gender differences in the statistical results, weak but significant reciprocal relationships have been found between science achievement and self‐concept. In line with a policy of switching the medium of instruction from English to Chinese in most secondary schools, interpretation of different path coefficients obliges incorporation of cross‐cultural understanding in science education. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 45: 711–725, 2008     

RESEARCH SECTION: Provision in further education colleges for 14‐ to 16‐year‐olds with social,emotional and behavioural difficulties

Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns ‘college culture’, which is seen as being ‘adult orientated’ and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of ‘managed transfer’ raises real issues in colleges, especially when some members of college staff do not yet appreciate the ‘appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)’, regarding them as ‘disaffected’ and ‘switched off’ from education. The authors of this article note the need for ‘skilled and committed adults’ to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned.     

The writing on the wall: Classroom context,curriculum implementation,and student learning in integrated,community‐based science projects

In this study we examined curriculum integration in new ways by exploring the link between classroom context, the implementation of community‐based, integrated science projects, and the subsequent student learning. The literature is inconsistent regarding the benefits of an integrated approach to curriculum. The research design was a multiple case study conducted in two classrooms in different schools. We employed a “worldly interpretive framework” that recognizes and embraces the importance of context in framing curriculum practices and outcomes. We found that similar projects in the two classrooms produced distinctly different (and equally valid) outcomes—focused either on bounded discipline‐specific knowledge or, alternatively, on issues and problems that transcended disciplinary boundaries. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 857–880, 2008     

Surgical Clinical Correlates in Anatomy: Design and implementation of a first‐year medical school program

Medical students state the need for a clinically oriented anatomy class so to maximize their learning experience. We hypothesize that the first‐year medical students, who take the Surgical Clinical Correlates in Anatomy program, will perform better than their peers in their anatomy course, their surgical clerkships and ultimately choose surgical residencies. We designed and recently implemented this program for first‐year medical students. It consisted of General Surgical Knowledge, Orthopedic Surgery, Plastic Surgery, Urology, Cardiothoracic Surgery, General Surgery, Vascular Surgery, and Ear, Nose, and Throat (ENT) sessions. Each session had defined learning objectives and interactive cadaveric operations performed by faculty members and students. The program was elective and had 25 participants randomly chosen. An evaluative questionnaire was completed before and after the program. Comparative analysis of the questionnaires, first‐year anatomy examination results, clinical surgical rotation scores, and residency match results will be completed. The positive opinions of surgeons increased for all medical students from the pre‐evaluation to the post‐evaluation, and there was a greater increase in positive opinions for our participants. Our participants also had the highest average overall for all combined anatomy examinations. A need exists among medical students to develop a clinically correlated anatomy program that will maximize their learning experience, improve their performance and allow them to make moreinformed career choices. The recent implementation of this Surgical Clinical Correlates in Anatomy program fulfills this need. Anat Sci Educ 2: 265?272, 2009. © 2009 American Association of Anatomists.     

comparison of three growth modeling techniques in the multilevel analysis of longitudinal academic achievement scores: Latent growth modeling, hierarchical linear modeling, and longitudinal profile analysis via multidimensional scaling

This study introduces three growth modeling techniques: latent growth modeling (LGM), hierarchical linear modeling (HLM), and longitudinal profile analysis via multidimensional scaling (LPAMS). It compares the multilevel growth parameter estimates and potential predictor effects obtained using LGM, HLM, and LPAMS. The purpose of this multilevel growth analysis is to alert applied researchers to selected analytical issues that are required for consideration in decisions to apply one of these three approaches to longitudinal academic achievement studies. The results indicated that there were no significant distinctions on either mean growth parameter estimates or on the effects of potential predictors to growth factors at both the student and school levels. However, the study also produced equivocal findings on the statistical testing of variance and covariance growth parameter estimates. Other practical issues pertaining to the three growth modeling methods are also discussed.     

Teacher research in Dutch professional development schools: perceptions of the actual and preferred situation in terms of the context,process and outcomes of research

This study aims to provide deeper insight into participants’ (e.g. school principals, teachers and student teachers) perceptions of the actual and preferred situation in terms of the context, process and outcomes of practice-based research through teachers-as-researchers at Dutch professional development schools. We interviewed eight school principals, 10 teachers, and six student teachers from four professional development schools in the Netherlands. A trend displayed across all types of participants was their focus on the context dimension of research. Moreover, respondents often focussed in rather general terms on the process of conducting teacher research within the school and the content of this research. A major difference exists between perceptions of the actual and preferred situation related to the effects of teacher research on pupils’ outcomes: despite the central focus of research on pupil learning and learning results, according to participants effects on pupil level were not (yet) reached at this moment. These results suggest that in Dutch professional development schools increased attention is needed both by researchers and practitioners on the process and outcome dimensions of doing teacher research.     

‘It's in the water here’: the development of a community‐focused literacy strategy

This paper considers the pioneering development of a community‐focused literacy initiative that began in Derbyshire, a county in the middle of England. Read On‐Write Away! (ROWA!) is viewed from the standpoint of its former director. The article describes the strategy in the context of national policy and other government initiatives in England, and gives a historical account of the project's inception and development.     

Economic evaluation research in the context of Child Welfare policy: a structured literature review and recommendations

Objectives

With over 1 million children served by the US Child Welfare system at a cost of $20 billion annually, this study examines the economic evaluation literature on interventions to improve outcomes for children at risk for and currently involved with the system, identifies areas where additional research is needed, and discusses the use of decision-analytic modeling to advance Child Welfare policy and practice.

Methods

The review included 19 repositories of peer-reviewed and non-peer-reviewed “gray” literatures, including items in English published before November, 2009. Original research articles were included if they evaluated interventions based on costs and outcomes. Review articles were included to assess the relevance of these techniques over time and to highlight the increasing discussion of methods needed to undertake such research. Items were categorized by their focus on: interventions for the US Child Welfare system; primary prevention of entry into the system; and use of models to make long-term projections of costs and outcomes.

Results

Searches identified 2,640 articles, with 49 ultimately included (19 reviews and 30 original research articles). Between 1988 and 2009, reviews consistently advocated economic evaluation and increasingly provided methodological guidance. 21 of the original research articles focused on Child Welfare, while 9 focused on child mental health. Of the 21 Child Welfare articles, 81% (17) focused on the US system. 47% (8/17) focused exclusively on primary prevention, though 83% of the US system, peer-reviewed articles focused exclusively on prevention (5/6). 9 of the 17 articles included empirical follow-up (mean sample size: 264 individuals; mean follow-up: 3.8 years). 10 of the 17 articles used modeling to project longer-term outcomes, but 80% of the articles using modeling were not peer-reviewed. Although 60% of modeling studies included interventions for children in the system, all peer-reviewed modeling articles focused on prevention.

Conclusions

Methodological guidance for economic evaluations in Child Welfare is increasingly available. Such analyses are feasible given the availability of nationally representative data on children involved with Child Welfare and evidence-based interventions.

Practice implications

Policy analyses considering the long-term costs and effects of interventions to improve Child Welfare outcomes are scarce, feasible, and urgently needed.     

Reflections on the value of autistic participation in a tri‐national teacher‐training project through discourses of acceptance,othering and power

The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.     

Teachers’ sanction in the classroom: Effect of age,experience, gender and academic context

The moral judgement of sanction in teaching and disciplinary practices was studied in a group of 222 teachers to determine the factors that affect sanction in the classroom. Factors studied included pupils' intent, consequences, recidivism, pupils' academic level, and family stability in two contexts: discipline and schoolwork. Results showed the significant effects of these factors for each context. Age of teachers, gender and teaching level (primary or secondary school) were also investigated in the judgement of sanction. Results showed a significant main effect of age, and specific differences in the moral algebra of teachers according to gender and teaching level.