Measuring the impact of child protection through Activation States

Child protection (CP) has risen to the top of the UK sports policy agenda in the past four years and the Football Association has invested in this major strategy as part of its commitment to ‘use the power of football to build a better future’ (Football Association, 2000a). Evidencing the impact of child protection is, however, a complex task, exacerbated by the dearth of measurement tools that exist for this purpose in sport. This article presents a new model of ‘Activation States’ that has been designed and used to measure shifts in football culture as child protection has begun to impact upon the sport. The model is used to map changes over time related to the knowledge, feelings, actions and discourses of key stakeholders in football. The research for which the model was designed is a longitudinal study, commissioned by the English Football (soccer) Association, on the impact of the organisation's child protection strategy on the culture of soccer. Sample data from the project are used to illustrate the model and to examine its potential and limitations as a tool for measuring impacts in child protection and other social inclusion themes.     

Embodied Action Scaffolds Dialogic Reading

Educational Psychology Review - Might dialogic reading require previous or concurrent embodied activities to be effective? Twenty-nine preschool children, ages 3–5 years, were randomly...     

A survey of augmentative and alternative communication used in an inner city special school

This study surveyed staff use of augmentative and alternative communication (AAC) within a large inner city special school for children with complex needs and learning disabilities. A questionnaire asked 72 staff members about the range of AAC strategies they typically used during the working day and how often they used it; training they had received about AAC; and which AAC approaches they found easy to use and those they found difficult. A range of AAC approaches were identified by staff. Participant confidence and understanding of the reasons for using identified AAC strategies was reported to be one of the key barriers to implementing AAC effectively. The implications in relation to how children with complex needs receive support for their receptive and expressive communication within an education environment are discussed.     

Facilitating metacognitive talk: a research and learning tool

This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.     

Reference Works

UNION LIST OF FILM PERIODICALS: HOLDINGS OF SELECTED AMERICAN COLLECTIONS, by Anna Brady (compiler and editor), Richard Wall (assistant editor), and Carolyn Newitt Weiner (computer editor), (Westport, Ct.: Greenwood Press, 1984—$35.00)

THE CIRCULATING FILM LIBRARY CATALOG, (Publication and Sales, The Museum of Modern Art, 11 West 53rd Street, New York, N.Y. 10019—$12.95 to the general public and $9.71 to members)

THE D.W. GRIFFITH PAPERS, (available on 36 microfilm reels, with printed guide and index from University Publications of America, 44 North Market Street, Frederick, Maryland 21701—$2,300.00)

THE NORTH DAKOTA QUARTERLY of Summer 1983 (but issued in the summer of 1984)

THE ANNUAL INDEX TO MOTION PICTURE CREDITS, edited by Byerly Woodward (Los Angeles: Academy of Motion Picture Arts and Sciences, 1984 —$80.00)

WHAT A BUNCH OF CHARACTERS! AN ENTERTAINING GUIDE TO WHO PLAYED WHAT IN THE MOVIES by Tom Scott Cadden (Englewood Cliffs, N. J.: Prentice Hall, 1984 — $9.95 paper)     

Administrative Managers – A Critical Link

Institutional responses to changes in the higher education environment have caused movements in the roles and identities of administrative managers in UK universities. These shifts have highlighted the problem for individuals of balancing traditional public service considerations of administration with institutional innovation and development. Administrative managers find themselves not only acting as independent arbiters, giving impartial advice on the basis of professional expertise, but also becoming involved in political judgements about institutional futures. They increasingly undertake an interpretive function between the various communities of the university and its external partners. As the boundaries of the university have become more permeable, administrative and academic management have inter‐digitated, and hybrid roles have developed. In undertaking increasingly complex functions, therefore, administrative managers play a critical role in linking the academic and executive arms of governance in the university.