Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.     

Teaching anti-racist counseling theories: Black liberation narrative therapy

Counseling theories created by White theorists have traditionally failed to consider the religious or spiritual experiences of Black clients. Integration of Black liberation theology and narrative therapy provides a novel approach to support counseling trainees in meeting the needs of Black clients. Decolonizing therapeutic strategies are presented along with counselor educator recommendations.     

An anthropometric analysis of elite Australian track cyclists

An anthropometric analysis was conducted on 35 elite male Australian track cyclists having a mean age of 22.6 years and who had been competing on average for 9 years. The relationship of anthropometric parameters to both bicycle saddle height and cycling performance was also investigated. Subjects were allocated, for purposes of comparison, to an endurance or sprint group on the basis of their competitive event. The group members in total were ectomorphic mesomorphs of height 178 +/- 4.8 cm and weight 72.5 +/- 6.6 kg on average. Percentage of saddle height to lower limb length averaged 99 +/- 1.6%, and significant correlations existed between strength and both body mass (r = 0.57) and thigh girth (r = 0.55). No significant correlation was seen between any anthropometric parameter and performance in an individual event. Cyclists in the spint group were heavier (76.2 +/- 7.4 vs. 70.0 +/- 4.7 kg, P less than 0.01) and stronger (258 +/- 44.4 vs. 216 +/- 30.5 Nm, P less than 0.01), and had larger chest (98.2 +/- 6.2 vs. 92.4 +/- 2.9 cm, P less than 0.01), arm (33.0 +/- 2.2 vs. 30.7 +/- 1.6 cm, P less than 0.01), thigh (57.5 +/- 3.4 vs. 54.3 +/- 2.5 cm, P less than 0.01) and calf girths (37.8 +/- 1.7 vs. 36.2 +/- 1.9 cm, P less than 0.05) than cyclists in the endurance group. They were also more mesomorphic (5.3 +/- 0.7 vs. 4.7 +/- 0.8, P less than 0.05) and less ectomorphic (2.3 +/- 0.9 vs. 2.9 +/- 0.6, P less than 0.05) than the endurance cyclists.     

Departmentalized,Self-Contained,or Somewhere in Between: Understanding Elementary Grade-Level Organizational Decision-Making

Recent trends indicate a move away from self-contained classrooms and toward content-focused departmentalization in elementary schools. This study takes a snapshot of the existing organizational structures used in elementary schools in one district and explores administrators’ beliefs and practices regarding this phenomenon. Our findings suggest administrators base their decisions to organize grade levels on various factors, including their own experiences, contextual dynamics, and personal perceptions of outcomes for students and teachers.     

Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes

Much has been written in the educational psychology literature about effective feedback and how to deliver it. However, it is equally important to understand how learners actively receive, engage with, and implement feedback. This article reports a systematic review of the research evidence pertaining to this issue. Through an analysis of 195 outputs published between 1985 and early 2014, we identified various factors that have been proposed to influence the likelihood of feedback being used. Furthermore, we identified diverse interventions with the common aim of supporting and promoting learners' agentic engagement with feedback processes. We outline the various components used in these interventions, and the reports of their successes and limitations. Moreover we propose a novel taxonomy of four recipience processes targeted by these interventions. This review and taxonomy provide a theoretical basis for conceptualizing learners' responsibility within feedback dialogues and for guiding the strategic design and evaluation of interventions.     

Health informatics program design and outcomes: Learning from an early offering at a mid-level university

Curriculum development is particularly challenging in computing-related disciplines as the computing industry changes more quickly than most. As information technology degrees have become relatively pervasive, some institutions that offer information systems degrees have recognized a need to develop specialist studies in information systems. This detailed case study shows the forces related to a successful implementation of new Health Informatics degrees. The case describes both an unsuccessful and then a successful attempt at essentially the same curriculum development. Although the case includes some local political factors, these represent typical considerations that a curriculum developer is likely to encounter.     

CONSTRUCTING PUBLIC SCHOOLING TODAY: DERISION,MULTICULTURALISM, NATIONALISM

In this article, Walter Parker brings structure and agency to the foreground of the current tumult of public schooling in the United States. He focuses on three structures that are serving as rules and resources for creative agency. These are a discourse of derision about failing schools, a broad mobilization of multiculturalism, and an enduring nationalism. Drawing on Anthony Giddens's structuration theory, Parker examines how these discourses figure in redefining school reform, redefining school curricula, and requiring schools once again to serve nationalistic purposes.