Developing positive school–home relationships through structured conversations with parents of learners with special educational needs and disabilities (SEND)

Parents play a crucial role in their children's education, and their active involvement can lead to better outcomes. However, evidence suggests that parental engagement and confidence among perhaps the most vulnerable group of learners – those with special educational needs and disabilities (SEND) – may be lower than for those without difficulties. We report on research exploring a model for developing positive home–school relationships, known as ‘structured conversations with parents’, which was implemented as part of a comprehensive intervention to improve outcomes for learners with SEND (the Achievement for All pilot). Our research design utilised both quantitative and qualitative elements, including school‐level surveys, parent questionnaires, interviews with key personnel and stakeholders, and case studies of pupils/parents in participating schools across 10 local authorities in England. Our analyses suggest that the structured conversations with parents were successful in achieving their intended outcomes, albeit with important caveats in relation to issues of individual differences, implementation fidelity/adherence and sustainability.     

Use of libraries and electronic information resources by primary care staff: outcomes from a survey

OBJECTIVES: To assess the use of existing libraries; usage of the Internet and biomedical databases; and need for training on use of the Internet and biomedical databases for primary care staff. METHODS: A postal survey of general practitioners (GPs), practice nurses (PNs) and practice managers (PMs) in Nottingham and Rotherham, UK. RESULTS: Overall, 243 questionnaires were used. The response rate in Nottingham was 24%, in Rotherham it was 34%. Reported use of libraries was low (30%), with PNs reporting significantly higher usage (65%) than others (P < 0.01). Most respondents reported using the Internet (81%), but fewer (44%) reported using databases. GPs and PNs were significantly more likely to report using databases than PMs (P < 0.01). Lack of training was the most reported barrier to using the Internet (67%) and databases (52%). Overall, 52% of respondents reported wanting Internet training, 64% wanted database training. The percentages requesting training on databases were high among GPs and PNs, but significantly lower for PMs (P = 0.02). CONCLUSIONS: There are differences in the usage of libraries and electronic resources among the primary care team, and in reported training needs. While the reported levels of usage of the Internet and biomedical databases are encouraging, our study identified a training need. If met, this could increase usage further.     

Intertrial interval and passive avoidance learning inOctopus vulgaris

WhenOctopus vulgaris were trained on a passive avoidance task at various intertrial intervals from 0.05 to 10 min, acquisition rate was maximal at the intermediate intervals, a finding similar to those obtained with rats. Explanations involving fear are thought to be inadequate and the phenomenon is interpreted in terms of short-term memory.     

Student Motivation from and Resistance to Active Learning Rooted in Essential Science Practices

Several studies have found active learning to enhance students’ motivation and attitudes. Yet, faculty indicate that students resist active learning and censure them on evaluations after incorporating active learning into their instruction, resulting in an apparent paradox. We argue that the disparity in findings across previous studies is the result of variation in the active learning instruction that was implemented. The purpose of this study was to illuminate sources of motivation from and resistance to active learning that resulted from a novel, exemplary active-learning approach rooted in essential science practices and supported by science education literature. This approach was enacted over the course of 4 weeks in eight sections of an introductory undergraduate biology laboratory course. A plant concept inventory, administered to students as a pre-, post-, and delayed-posttest indicated significant proximal and distal learning gains. Qualitative analysis of open-response questionnaires and interviews elucidated sources of motivation and resistance that resulted from this active-learning approach. Several participants indicated this approach enhanced interest, creativity, and motivation to prepare, and resulted in a challenging learning environment that facilitated the sharing of diverse perspectives and the development of a community of learners. Sources of resistance to active learning included participants’ unfamiliarity with essential science practices, having to struggle with uncertainty in the absence of authoritative information, and the extra effort required to actively construct knowledge as compared to learning via traditional, teacher-centered instruction. Implications for implementation, including tips for reducing student resistance to active learning, are discussed.

     

Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Graduate teaching assistants (GTAs) are responsible for teaching the majority of biology undergraduate laboratory sections, although many feel underprepared to do so. This study explored the impact of biology GTA participation in a professional development model known as lesson study. Using a case study methodology with multiple qualitative data sources, this study found that lesson study was beneficial for this group of GTAs in that it modified critical aspects of their beliefs about biology instruction. Each participant felt that lesson study helped revise their teaching and changes were seen in some aspects of the participants’ Pedagogical Content Knowledge (PCK). Despite this, there was an observed disconnect between participants’ vocalized intent and classroom practice. This disconnect could be attributed to the difficulty of implementing new strategies, the short duration of the lesson study, and the instructional inexperience of the participants in the study.     

Six-year body composition change in male elite senior rugby league players

This study investigated the change in body composition and bone mineral content (BMC) of senior rugby league (RL) players between 2008 and 2014. Twelve male professional RL players (age, 24.6 ± 4.0 years; stature, 183.4 ± 8.4 cm) received a dual-energy X-ray absorptiometry scan during preseason in 2008 and 2014. Between 2008 and 2014, very likely increases in leg lean mass (LM), total trunk and leg BMC, and a likely increase in arm BMC and possible increases in body mass (BM), total and trunk fat mass (FM), and total, trunk and arm LM were observed. Unlikely decreases and unclear changes in leg and arm FM were also found. Large negative correlations were observed between age and BM (r = ?0.72), LM (r = ?0.70), FM (r = ?0.61) and BMC (r = ?0.84) change. Three participants (19.1 ± 1.6 years) increased LM by 7.0–9.3 kg. Younger players had the largest increases in LM during this period, although an older player (30-year old) still increased LM. Differences in body composition change were also observed for participants of the same age, thus contextual factors should be considered. This study demonstrates the individuality of body composition changes in senior professional rugby players, while considering the potential change in young athletes.