Irlen Colored Filters in the Classroom: A 1‐Year Follow‐Up

Colored filters are used to treat Irlen syndrome (IS), a controversial disorder posited to be the cause of a substantial proportion of reading difficulties. Previously, we found that Irlen colored filters do not produce any short‐term alleviation of reading difficulties in schoolchildren aged 7–12. Here, we tested whether colored filters show benefits with longer‐term use, in a subset of the original sample. We measured reading rate with and without filters in 18 children diagnosed with IS, who had been using the filters for 1 year, and compared the progression of their reading ability across the year against 10 poor‐reader control children. The Irlen‐treatment group did not read any faster when using their colored filter, and showed no disproportionate gain in reading progress across the year compared to controls. We conclude that Irlen filters do not benefit reading, even after 1 year of use.     

Exploring information flows at Nottingham City Homes

This article presents the results of an information audit carried out in a public sector organisation in the UK. The value of the exercise in raising otherwise hidden issues for action is confirmed. The lack of responsibility for information and the importance of context in conferring meaning were significant findings. The process was a catalyst for new thinking about the importance of information in cross-functional working. Some limitations of the information audit process are considered, with emphasis on the need to be sensitive to context. The necessity of relating such tools to the broader literature on organisational politics is suggested, especially in the context of responsibilities for classifications.     

Writing for the discipline in the discipline?

This article explores the issue of students' writing skills in the discipline of Engineering and beyond. It is the result of a discussion between three academics from different discipline backgrounds: Teaching and Learning, the Humanities and Engineering. We start with a review of the strategies commonly used to address problems in students' academic writing skills, with an emphasis on the notions of ‘writing across the curriculum’ (WAC) or ‘writing in the disciplines’ (WID). Taking into consideration the issue of students' perception of their ‘real curriculum’ and the need to embed writing’ in the disciplines, we propose a strategy aimed at implementing an efficient teaching of writing skills targeted for a specific discipline. In so doing, we argue that the increasing recourse to independent Learning Development services decontextualises students' understanding of writing.     

Exploring the impact of supplementary schools on Black and Minority Ethnic pupils’ mainstream attainment

This paper reports findings from a study commissioned by the (then) Department for Children, Schools and Families. The research mapped the provision, and explored the impact, of supplementary schools and aimed specifically to develop further understanding as to how supplementary schools might raise the attainment of Black and Minority Ethnic pupils. Drawing on a national survey and case study data from 12 supplementary schools, we highlight a range of perceived impacts identified by teachers, pupils and parents and problematise the concept of impact. We identify the unique contribution and impact that supplementary schools make to the mainstream school attainment of pupils from diverse (linguistic, cultural, ethnic) backgrounds. We suggest that there is much to be learnt by the mainstream school sector about the difference supplementary school education makes to minority ethnic children, while questioning whether mainstream indicators of impact should be applied to supplementary schools.     

Reflective reproduction: a figurative approach to reflecting in,on, and about action

This article explores the use of active imagination and dialogics as constructs that can be applied reflexively to health care education. Drawing on student data, it discusses some of the primary elements of these ideas, and how they may inform reflection, human inquiry, and pedagogical approaches to personal and professional growth and development. It is essentially a first discussion on the synthesis of these constructs and their transformative potential across the fields described above, concluding that the outcome of engaging in these processes leads to a collective unconscious of multiple possibilities and voices that are not truths in themselves, but conjectures upon which further sharing of knowledge can be built.     

Appropriate educational technology: Does “appropriateness” have implications for the theoretical framework of educational technology?

It is argued here that educational technology can be inappropriate in developing countries due to dependence on the practices, rather than the principles, of educational technology. Practices have, inevitably, a cultural dimension, and it is proposed that the solution to the problem is the clearer identification of principles and the encouragement of educational technologists to work from principles rather than from practices.