Teacher knowledge and initial teacher education in the English learning and skills sector

Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio‐cultural theories of professional knowledge, and ignore the diverse teaching roles and contexts in the sector and wider systemic issues. A qualitative scoping study found that LSS in‐service trainee teachers drew on three types of knowledge resources, or clusters of ‘rules’ for practice, in their teaching: these were related to their subject/vocational area, generic teaching and learning processes and specific learners and groups. Trainees generated knowledge resources through participation in their workplace, ITE course and other social contexts, and from embedded and encoded workplace knowledge. Trainees’ beliefs, values and prior experiences were both a knowledge resource and influenced their engagement with knowledge generation activities. It is argued that using a knowledge resources perspective, which recognises how trainees generate knowledge and seeks to bridge gaps in their access to knowledge resources, would be more effective in supporting trainees’ development than the current reforms.     

Child Miscues and Parental Feedback During Shared Alphabet Book Reading and Relations With Child Literacy Skills

We studied 52 parent–child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped reading an alphabet book at home with their parent. Results indicate that after controlling for vocabulary, children with higher phonological awareness more often labeled objects with a name beginning with the page's target letter. Parents provided substantial sustaining feedback after miscues, as though using alphabet books as a way of fostering their child's literacy. Findings highlight the need to consider both the child's skill-base and parent–child interactions to understand the role of alphabet books in literacy development.     

Email overload: Exploring the moderating role of the perception of email as a ‘business critical’ tool

The management of email remains a major challenge for organisations. In this article, we explore the extent of the perceptions of email as a business critical tool within an organisation and how the level of such perceptions may moderate the level of email overload experienced by individuals within the organisation. Data from a sample of 1100 employees of a multinational technology firm are analysed using multivariate techniques. The results suggest that without a clearly stated code of email practice within an organisation, there are likely to be large variations in what is perceived as ‘business-critical’ email and, as a result, a substantial amount of email generated within the organisation may not be ‘business-critical’, potentially increasing the level of ‘email-overload’ experienced by individuals within the organisation.     

From novice to no know-how: A longitudinal study of implicit motor learning

The aim of this study was to ascertain whether the performances of implicit and explicit learners would converge over an extended period of learning. Participants practised a complex motor skill - golf putting - for 3000 trials, either with a concurrent secondary, tone-counting task (implicit learning) or without such a task (explicit learning). The cognitive demands of the secondary task were predicted to prevent the accumulation of verbalizable rules about the motor task. The implicit group reported significantly fewer rules than the explicit group on subsequent verbal protocols. The performance of the implicit group remained below that of the explicit group throughout the learning phase. However, no significant differences were found between groups during a delayed retention test. Additionally, for the participants in the explicit group only, a Reinvestment Scale score correlated positively with the number of rules accrued and negatively with overall putting performance during the learning phase. We use the results to argue against the excessive use of verbal instruction during skill acquisition, which might be unnecessary and ultimately might hamper performance under stressful conditions.     

The dynamics of bilateral intellectual property negotiations: Taiwan and the United States

This study analyzes the progress of copyright enforcement in Taiwan in the period from 1985 to 2000. As a rapidly industrializing region, Taiwan has faced significant pressure from its international trade partners to improve intellectual property protection. This pressure has been strongest from the United States, Taiwan's largest partner. Analysis of the progress of intellectual property protection in Taiwan provides an opportunity to learn more about the dynamics of intellectual property policy development in developing countries, and the impact of U.S. actions on internal IP politics and cultural development. The paper will survey the significant milestones in Taiwanese copyright policy development over the last two decades and conclude with a conceptual model that can be tested by analysis of other case studies of cross-jurisdiction intellectual property relationships.     

The effect of interdian and diurnal variation on oxygen uptake kinetics during treadmill running

The aim of this study was to examine the variability of the oxygen uptake (VO2) kinetic response during moderate- and high-intensity treadmill exercise within the same day (at 06:00, 12:00 and 18:00 h) and across days (on five occasions). Nine participants (age 25 +/- 8 years, mass 70.2 +/- 4.7 kg, VO2max 4137 +/- 697 ml x min(-1); mean +/- s) took part in the study. Six of the participants performed replicate 'square-wave' rest-to-exercise transitions of 6 min duration at running speeds calculated to require 80% VO2 at the ventilatory threshold (moderate-intensity exercise) and 50% of the difference between VO2 at the ventilatory threshold and VO2max (50% delta; high-intensity exercise) on 5 different days. Although the amplitudes of the VO2 response were relatively constant (coefficient of variation approximately 6%) from day to day, the time-based parameters were more variable (coefficient of variation approximately 15 to 30%). All nine participants performed replicate square-waves for each time of day. There was no diurnal effect on the time-based parameters of VO2 kinetics during either moderate- or high-intensity exercise. However, for high-intensity exercise, the amplitude of the primary component was significantly lower during the 12:00 h trial (2859 +/- 142 ml x min(-1) vs 2955 +/- 135 ml x min(-1) at 06:00 h and 2937 +/- 137 ml x min(-1) at 18:00 h; P < 0.05), but this effect was eliminated when expressed relative to body mass. The results of this study indicate that the amplitudes of the VO2 kinetic responses to moderate- and high-intensity treadmill exercise are similar within and across test days. The time-based parameters, however, are more variable from day to day and multiple transitions are, therefore, recommended to increase confidence in the data.     

Making connections: reflections on over three decades of EU initiatives in Early Childhood Education and Care (ECEC)

Recent anniversaries remind us of the lengthy history of the European Union’s involvement in ECEC, from the early work of the European Commission’s Childcare Network, from 1986–1996, to the European Commission’s publication in 2015 of an indicative Roadmap outlining potential new initiatives. European-funded research and policy reviews are numerous, frequently highlighting the significance of integrated ECEC systems in developing services and other areas of provision. This article looks back on three decades of EU policy initiatives and suggests that whilst key EC reviews have advocated integrated systems for member states, the Commission’s own fragmented approach has impeded the development of an effective framework at an EU level. It is argued that a tougher approach to improving ECEC, as suggested by recent developments, requires an integrated policy framework, unified targets and a strong single lead able to initiate and not just support actions at an EU level.