How many colours are necessary to increase the reading speed of children with visual stress? A comparison of two systems

We measured the increase in reading speed afforded by two currently available systems of coloured overlays: the Intuitive Overlays, which provide a choice of 30 colours, and the Eye Level Reading Rulers, which provide a choice of 5. Forty‐eight pupils from a local authority primary school who reported experiencing symptoms of visual stress were individually tested with both systems in a random order, balanced across pupils. There were no differences between the systems as regards the children's preference or the reduction in symptoms of visual stress. However, there was a significant increase in reading speed with the Intuitive Overlays and no increase, on average, with the Reading Rulers. Pupils showing an increase in reading speed of more than 5% with either overlay were tested again, on this occasion with Intuitive Overlays of the conventional size and those cut to the (much smaller) size of the Reading Rulers. There was no difference in reading speed between the large and small overlays. Participants whose reading speed increased with the Reading Rulers by as much as with the Intuitive Overlays tended to be those who chose a similar colour for both overlays. The general pattern of results suggests that the Reading Rulers failed to increase reading speed because they do not offer sufficient colours and hence the benefits of the Reading Rulers in increasing reading speed are likely to be less than obtained with the Intuitive Overlays.     

Neophobias and conditioned taste aversions in rats following exposure to novel flavors

Rats were successively exposed to three solutions with distinctively different flavors and then tested for both neophobia and propensity to form conditioned taste aversions to a fourth distinctively flavored solution. All permutations between the four solutions (salty, bitter, sweet, and sour) were examined. The prior exposures resulted in attenuation of neophobia to novel salty and sour solutions, but not to equally novel bitter or sweet solutions. These effects were found to depend upon thediversity of the prior ingestive events rather than upon either a single specific flavor experience or a summation of the reductions in generalized neophobia accrued by each substance separately; both of the latter findings are inconsistent with stimulus generalization being responsible for the observed attenuation of neophobia to salty and sour solutions following exposure to diverse different solutions. A further test of generalization between the salty and bitter solutions, consisting of associating one flavor with poison and extinguishing the avoidance response in half the animals prior to testing for generalization of conditioned taste aversion to the other flavor, also proved negative. Although these effects of exposure to flavors distinctly different from the test solution may be dependent upon solution concentrations, further research found that the same pretest exposures and same test concentrations failed to inhibit formation of conditioned taste aversions. A demonstration of “latent inhibition” attested to the sensitivity of our procedure to potential interference with acquisition of conditioned taste aversions. The results are considered in light of the relationship between neophobia and conditioned tasted aversions, the differential biological relevancy of specific tastes, and abstraction as a cognitive capability of rats. The possibility is raised that the defense against toxins is not the primary function of neophobia.     

Rescaling the local: multi-academy trusts,private monopoly and statecraft in England

For the past six years successive UK governments in England have introduced reforms intended to usher in less aggregated, top-down, bureaucratically overloaded models of service delivery. Yet the ‘hollowing out’ of local government has not resulted in less bureaucracy on the ground or less regulation from above, nor has it diminished hierarchy as an organising principle of education governance. Monopolies and monopolistic practices dominated by powerful bureaucracies and professional groups persist, albeit realised through the involvement of new actors and organisations from business and philanthropy. In this paper I adopt a governmentality perspective to explore the political significance of large multi-academy trusts (MATs) – private sponsors contracted by central government to run publicly funded schools – to the generation of new scalar hierarchies and accountability infrastructures that assist in bringing the gaze of government to bear upon the actions of schools that are otherwise less visible under local government management.     

Pedagogy,empowerment and discipline: comparative perspectives of novice teachers in England and Turkey reflecting on ‘the other’

This article discusses the views of Turkish and British novice teachers on pedagogy and pedagogical relationships with school students when confronted with the pedagogical practices of the ‘Other’ in particular policy contexts. Experiences of those practices were gained by novice teachers during an exchange visit for British and Turkish university students in the period 2008–2009. Data was collected through questionnaires and focus group interviews. Findings suggest that Turkish and British novice teachers initially constructed the ‘Other’ as very different from themselves. The views of members of both groups were heavily influenced by the cultural contexts in which they trained and worked. British novice teachers tended to take as axiomatic constructivist and inclusive approaches to pedagogy and the relevance to successful pedagogy of listening to students’ voices. Turkish novice teachers questioned both, many seeing control and dissemination of knowledge as central to pedagogy and student teacher relationships.