Pre-service teachers' reasons for choosing teaching as a career in Singapore

As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development.     

Full service and extended schools,disadvantage, and social justice

Despite successive waves of school reform, the English education system, like many others, continues to be characterized by marked inequalities of outcome. These seem to be related to factors in students’ family, community and wider societal contexts that schools traditionally have been powerless to tackle. This paper argues, however, that schools can intervene in these contexts by offering a wider range of services and activities to children and adults under the aegis of ‘full service and extended’ approaches. The paper outlines how these approaches have evolved in England and elsewhere, and reviews the evidence for their effectiveness. It concludes that their current limited impacts could be enhanced if the work of schools were aligned with wider social strategies. Such a move, it suggests, raises questions about how school systems are governed and about what kind of society schools are expected to help build.     

Education sector reform: The Ugandan experience

In 1998 the Government of Uganda (GoU) began implementing an ambitious reform programme called the Education Strategic Investment Plan (ESIP) in order to effect Universal Primary Education (UPE). This paper offers a perspective on how the GoU has met the challenge of financing education reform, addressed the need to improve the quality of basic education and increased access and equity while improving efficiency at primary and post-primary levels of education. The development model described in this paper privileges good governance and donor co-operation within a Sector Wide Approach. Important lessons have been learned in Uganda including the need for political commitment to universal primary education within a clear conception of whole sector reform. However, the discourse of SWAPs tends to function primarily in the formal sphere and not at the level of the experience of most teachers, pupils and their families, yet it is at this level that national education policies have to be mediated in practice. More attention needs to be given in education sector reform to the processes as well as the context of change.     

From the market to the classroom: how ed-tech products are procured by school districts interacting with vendors

Educational technology research and development - School districts are adopting educational technology products at an increasing rate over the years. As more and more products become available,...     

Longitudinal Trajectories of Family Functioning Among Recent Immigrant Adolescents and Parents: Links With Adolescent and Parent Cultural Stress,Emotional Well-Being,and Behavioral Health

This study examined longitudinal effects of adolescent and parent cultural stress on adolescent and parent emotional well-being and health behaviors via trajectories of adolescent and parent family functioning. Recent immigrant Latino adolescents (M_age = 14.51) and parents (M_age = 41.09; N = 302) completed measures of these constructs. Latent growth modeling indicated that adolescent and parent family functioning remained stable over time. Early levels of family functioning predicted adolescent and parent outcomes. Baseline adolescent cultural stress predicted lower positive adolescent and parent family functioning. Latent class growth analyses produced a two-class solution for family functioning. Adolescents and parents in the low family functioning class reported low family functioning over time. Adolescents and parents in the high family functioning class experienced increases in family functioning.     

Of myths and monitoring: learner-centred education as a political project in Scotland

ABSTRACT

Prevalent constructions of best practice at the global level include learner-centred education as an emancipatory and holistic approach across the life course. However, competing discourses of standardisation and preparation for the workforce are also at play. As a small state constructing an image and role for itself on a global stage, Scotland draws aspirationally on learner-centredness in its current Curriculum for Excellence governing education in schools, and in the Statement of Ambition for Adult Education, aligning it with apparently indigenous ideas of good practice in education while distancing it from prevalent patterns in neighbouring England. However, in operationalising these, competing agendas and versions of best practice interrupt these policy narratives and prove difficult to resist. Using a combination of document analysis, observations of consultation processes, and interviews with policy actors, this article explores these tensions in policy content and process.     

Inhibitory activities of microalgal extracts against Epstein-Barr virus DNA release from lymphoblastoid cells

This study aimed to assess the inhibitory activities of methanol extracts from the microalgae Ankistrodesmus convolutus, Synechococcus elongatus, and Spirulina platensis against Epstein-Barr virus (EBV) in three Burkitt's lymphoma (BL) cell lines, namely Akata, B95-8, and P3HR-1. The antiviral activity was assessed by quantifying the cell-free EBV DNA using real-time polymerase chain reaction (PCR) technique. The methanol extracts from Ankistrodesmus convolutus and Synechococcus elongatus displayed low cytotoxicity and potent effect in reducing cell-free EBV DNA (EC(50)<0.01 μg/ml) with a high therapeutic index (>28000). After fractionation by column chromatography, the fraction from Synechococcus elongatus (SEF1) reduced the cell-free EBV DNA most effectively (EC(50)=2.9 μg/ml, therapeutic index>69). Upon further fractionation by high performance liquid chromatography (HPLC), the sub-fraction SEF1'a was most active in reducing the cell-free EBV DNA (EC(50)=1.38 μg/ml, therapeutic index>14.5). This study suggests that microalgae could be a potential source of antiviral compounds that can be used against EBV.     

The impact of in-season national team soccer play on injury and player availability in a professional club

This study investigated the impact of in-season national team duty on injury rates and player availability in a professional soccer club. Time-loss injuries and exposure time during club and national team duties were recorded prospectively over 5 seasons (2009–2014). A time-loss injury was sustained by 37.7% of squad members participating in national duty, all injuries occurring in match-play. The incidence (per 1000 h exposure) for national team player match-play injuries did not differ (P = 0.608) to that for all players in club competitions: 48.0 (95% CI 20.9–75.5) vs. 41.9 (95% CI 36.5–47.4), incidence rate ratio = 1.2 (CI: 0.8–2.4). The majority (58%) of national team injuries resulted in a layoff ≤1 week. Of all working days lost to injury generally, 5.2% were lost through injury on national duty. Injury incidence in the week following national duty was comparable (P = 0.818) in players participating or not: 7.8 (95% CI 3.6–12.0) vs. 7.1 (95% CI: 4.6–9.6), incidence rate ratio = 1.1 (CI: 0.7–2.7). While approximately 40% of participating players incurred a time-loss injury on national duty, no training injuries were sustained and injuries made up a negligible part of overall club working days lost to injury. Following duty, players had a similar injury risk to peers without national obligations.