A possible “orality” for science?

The paper attempts to look at how the present objective and detached discourse of science, a specialized product of the literate tradition, tends to negatively influence learning among children, especially those belonging to a signficantly oral culture. It calls for a fundamental redefinition of scientific discourse and urges school science to review its own communicability, to address the disparate linguistic and conceptual structures brought to the learning situtation by students of diverse cultures, and to allow for a smooth and unoppressive transition to the standardized register.     

Opportunities for development: the practice of supervision in early years’ provision in England

This article examines how the practice of supervision has developed within a range of early childhood education and care (ECEC) provision in a county in Central England in the United Kingdom. Supervision has been recently introduced as a mandatory requirement for ECEC in England in 2012, and there is limited research looking at the impact of this. The research aimed to examine how supervision is being implemented by ECEC providers. It employed a mixed methods research design including a questionnaire (n?=?38) and three subsequent telephone interviews, and draws out key themes on who is accessing supervision, the level of frequency, the purposes, challenges and enablers of supervision. It highlights the tendency of the managerial function of supervision including safeguarding of children to dominate, and the potential for supervision as a reflective space and as support for staff including managers and leaders to be overlooked.     

Primary humanities – a perspective from Northern Ireland

ABSTRACT

The word ‘humanities’ does not appear in the current Northern Ireland Curriculum (NIC). Geography and history are taught within an Area of Learning called ‘The World Around Us’ which also contains science and technology. The curriculum has a strong emphasis on an integrated, ‘connected learning’ way of teaching and learning. Religious Education is a separate subject that stands alongside, rather than within, the NIC, and the curriculum also includes a new Area of Learning – ‘Personal Development and Mutual Understanding’. The distinctive content and modes of teaching which the humanities subjects tend to encourage ought to be seen as particularly important in Northern Ireland – a part of the UK which has endured a complicated past and remains to a large extent segregated, both socially and educationally. This complicated past means that there is often wariness and reluctance on the part of teachers towards tackling controversial personal and social issues in the primary school.     

Policies on and practices of cultural inclusivity in learning management systems: perspectives of Indigenous holistic pedagogies

Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study aims to explore culturally inclusive learning entrenched in Australian university policies on and practices of LMS by applying Indigenous holistic pedagogical values in LMS design. Based on a literature review, we articulate four dimensions: communication, collaboration, community and interculturality for culturally inclusive learning in an online learning environment. By using the dimensions, we critically review policies (n?=?10) and LMS sites (n?=?50). In this review, we argue that there are contrasts of individually heterogeneous and collectively homogeneous approaches, self-focused and community-driven pedagogy, and task-oriented and relational learning. Significantly, the review results indicate that Indigenous holistic pedagogies have a metaphysical strength to be the ontological foundation for cultural inclusivity.     

Evaluation of a collaborative multimedia conflict resolution curriculum

This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula includes a set of video-based scenarios depicting conflict situations and potential resolutions to those conflicts, a web-based conferencing system for cross-classroom discussion of the scenarios, and a handbook to guide teacher implementation of the curriculum. These materials were evaluated in a 2-week field trial with four geographically diverse 5th and 6th grade classrooms. The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving, self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials. The overall program and its development are described; classroom experiences, online discussion, and quantitative outcome measures are presented; and implications for future efforts are discussed.

An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills

Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged and language-minority preschool children through quality classroom processes, professional development, and instruction. More than any previous initiative, ERF specifies what early literacy instruction should look like in preschool classrooms; however, to date, scant research has examined the effectiveness of the program. In this quasi-experimental study, the effectiveness of ERF preschool enrichment was evaluated through comparison with the performance of demographically similar children from the same school district who received practice-as-usual instruction. As in previous research, ERF-enriched instruction was found to enhance acquisition of alphabet knowledge and print concepts. Unlike previous studies, however, it was also found to promote vocabulary development. Multilevel models were chosen to take into account the non-independence of students in the same classroom in testing the effects of ERF.     

Match-related fatigue reduces physical and technical performance during elite rugby league match-play: a case study

Abstract

This study examined the influence of match-related fatigue on physical and technical skill performance in ball playing positions at two different levels of rugby league competition. Time-motion analyses were performed using global positioning systems from 6 elite National Rugby League (NRL) and 11 junior elite National Youth Competition (NYC) players from 45 matches. A standardised 5-point technical coding criteria was used to qualitatively assess skill involvements during match-play. The distance travelled in the 0–5 and 40–45 min period were significantly higher compared to the 30–35, 35–40, 70–75 and 75–80 min periods (P < 0.001). Skill rating and involvements were higher in the 0–5 and 40–45 min compared to 70–75 and 75–80 min periods (P < 0.001 and P < 0.001, respectively).There was no significant difference in the number of physical collisions between the 5-min periods (P = 0.051). Following the peak 5-min bout of exercise intensity there were reductions in distance (P < 0.001), quality of skill involvements (P < 0.001), number of involvements (P < 0.001) and collisions (P < 0.001). Elite NRL and NYC “ball players” exhibit reductions in physical performance towards the end of matches and following brief periods of intense exercise. There also appears to be a reduction in technical performance for NRL and NYC ball players, which may be attributable to match-related fatigue.     

STUDENT ATTITUDES AND TEACHER TRAINING PERFORMANCE

A national survey of teachers’ needs with respect to children with learning difficulties being taught in Welsh is reported. Using a cluster sample of one in three primary schools and all appropriate secondary schools in Wales, 80 per cent of schools responded to the postal questionnaire. Both secondary and primary teachers gave first priority to the development of a reading scheme, with graded reading books the most desired hardware. Analysis of themes desired in language materials revealed a preference for the values of reality and stability rather than escapism and change. A Welsh comprehension test was given highest priority amongst choice of tests. The relationship between tests and materials and the role of a survey in policy making is discussed.     

Support staff in primary schools: Reflections upon the benefits of training and implications for schools

This article will examine the roles and involvement of support staff in the primary school. It will consider rationales for training and identify the benefits that accrue following this investment. It will highlight the training needs of support staff, identify implications for schools and discuss the constraints that schools may face with this process.     

Munna Guru – portrait of a eunuch

Abstract

In this essay, Ho Tzu Nyen attempts to unearth a subterranean narrative that threads through three films produced by three male Singaporean directors – namely Mee Pok Man (1995) by Eric Khoo, 15 (2003) by Royston Tan, and Zombie Dogs (2004) by Toh Hai Leong. This narrative of unconsciously repeated motifs that migrate from film to film is in turn analyzed as a recurrent symptom that haunts a number of Singaporean cinematic productions from the 1990s onwards. This symptom, which can be summarily described as a paranoid relationship to ‘otherness’, makes manifest a variety of psychic tendencies such as morbid fear of impotence, misogyny, and fetishization of the social other. For Ho, such impulses are in turn intricately linked to what he, following the literary critic Harold Bloom, calls ‘The Anxiety of Influence’. For Bloom, every poet embarks upon his career after a prior encounter with another poet, or poem. As a result, the ‘late‐coming’ poet inevitably suffers from a sense of threatened autonomy, because his profoundest insights and deepest desires are always already elucidated by another. For the Singaporean filmmaker, Ho argues that this ‘anxiety’ in relation to the cinematic tradition takes on a peculiar nature and a doubled pressure, for the canon that inspires them is perceived as being something essentially foreign. Hence the Singaporean filmmaker makes cinema as though he is stuttering in a foreign tongue. Therefore, the concept of ‘the anxiety of influence’ is modulated and compounded with a ‘postcolonial anxiety’. In addition, Ho also draws upon the concepts of the philosopher Gilles Deleuze in an attempt to sketch out an ontology of cinema that at once functions in a deconstructive relationship to ‘auteur‐driven’ modes of analyses, while avoiding what he perceives as the overly ‘sociological’ bent that characterizes much of the existing corpus of writings on Singaporean cinema.