Theorising systemic change: learning from the academisation project in England

The research reported in this article contributes new understandings of systemic change by studying the form of system redesign known in England as academisation. The data illuminate tensions within the neoliberal policy complex that are surfaced in a single secondary school. Although several studies have described academy conversions retrospectively, there has been little research that both analyses the complex month-by-month realities of decision-making and investigates the changing views of policy actors. Drawing on data from documents, observations and interviews, we argue for academisation to be understood, not as a policy or a complex of policies, but as system redesign. Academisation is not simply a legal process: a school can be academised without officially becoming an academy. The new knowledge from this research speaks to a global audience, because the political, economic and cultural processes on which it reports are under scrutiny in other systems with experiments in school autonomy as a form of publicly funded but ‘independent’ schooling.     

Thinking like researchers: action research and its impact on novice teachers’ thinking

This project investigated the effects of novice teachers’ responses to an action research project conducting during the student-teaching semester. This study drew on a framework that considered the participants’ process of research, practice of teaching, and identity as a researcher and utilized a qualitative, multiple case-study approach with an initial survey phase followed by interviews and document analysis of completed action research projects. Findings showed that the participants’ pre-existing identities as researchers informed their process of conducting the action research, which then had a positive impact on teaching practice if the overall research experience was positive.     

Orphan drugs: Unmet societal need for non-profitable privately supplied new products

Due to the severity of rare diseases, the societal need for biopharmaceutical treatments for these diseases is high, despite low numbers of patients. Therefore, we investigated the barriers currently hindering the willingness to develop orphan drugs in the Netherlands. To this end, a robust, small sample, exploratory analysis of Dutch multi-actor development of orphan drugs was performed. Various factors that were expected to stimulate the adoption of orphan drug development were found to be important barriers. Concerted actions of producers, users, and especially regulators are necessary to overcome these barriers, but the prerequisite of a shared problem definition is lacking.     

Pilot study for the fidelity,acceptability, and effectiveness of a PBIS program plus mental health supports in under‐resourced urban schools

This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school‐wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K‐8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low‐income urban schools are discussed.     

Academic Program Profile: Human Performance Technology in University of West Florida's Department of Instructional,Workforce and Applied Technology

The University of West Florida instructional and performance technology (IPT) programs, currently housed in the Department of Instructional, Workforce and Applied Technology (IWAT), have been in place for over 20 years. Intense interactions with potential members of the target population including area public school teachers, school administrators, directors of instructional technology, the US Navy, the Chamber of Commerce, Pensacola State College, and others guided the initial planning processes, aiding in the identification of a framework for IPT competencies needed by regional partners. These same partners continue to provide input today, ensuring that the programs offered are preparing students to meet the demands of today's workforce. Coursework provides students with the critical thinking, communication, and project management skills to examine performance improvement opportunities holistically, taking a systems view and focusing on adding value by concentrating on results and working in partnership with clients and stakeholders.     

Under the Magnifying Glass: An Examination of Fundamental Concepts in Mind,Brain, and Education

This special section explicitly introduces aspects of Mind, Brain, and Education (MBE) in order to help those new to the field develop a better understanding of and participate effectively in MBE. Researchers, policy makers, and practitioners who are already active in MBE will also benefit from the varied perspectives on MBE fundamentals to better understand key concepts in the field. The current issue includes two articles concerning communication in MBE: The article by Tina Grotzer outlines potential barriers to understanding scientific work, and the article by Rebecca Martin and Jennifer Groff presents examples of MBE collaborations in action. Subsequent articles will focus on interdisciplinary work and communication among various stakeholders to address meaningful questions in MBE.     

Force– and power–time curve comparison during jumping between strength-matched male and female basketball players

The purpose of this study was to compare force– and power–time curve variables during jumping between Division I strength-matched male and female basketball athletes. Males (n?=?8) and females (n?=?8) were strength matched by testing a one-repetition maximum (1RM) back squat. 1RM back squat values were normalised to body mass in order to demonstrate that strength differences were a function of body mass alone. Subjects performed three countermovement jumps (CMJ) at maximal effort. Absolute and relative force– and power–time curve variables from the CMJs were analysed between males and females. Average force– and power–time curves were generated for all subjects. Jump height was significantly greater (p?≤?.05) in males than females. Absolute force was higher in males during the concentric phase, but not significantly different (p?≥?.05) when normalised to body mass. Significance was found in absolute concentric impulse between sexes, but not when analysed relative to body mass. Rate of force development, rate of power development, relative peak force, and work were not significantly different between sexes. Males had significantly greater impulse during the eccentric phase as well as peak power (PP) during the concentric phase of the CMJ than did females in both absolute and relative terms. It is concluded that sex differences are not a determining factor in measured force during a CMJ when normalised to body mass between strength-matched subjects. However, eccentric phase impulse and concentric phase PP appear to be influenced by sex differences independent of matching strength levels.     

A comparative analysis of service learning in social work and criminal justice education

The current study sought input from a national sample of social work (SW) and criminal justice (CJ) educators (N = 276) to explore characteristics of those who use service learning in the two disciplines, differences in the conceptions of and beliefs about service learning, and distinctions in how it is used and implemented. This study offers the first explicitly cross-disciplinary comparison of service learning within two related, but distinct disciplines. The results indicated that SW educators, compared to their CJ peers, used service learning more frequently and perceived fewer barriers to using it. Additionally, a higher percentage of SW faculty members reported using service learning at both the undergraduate and graduate levels, suggesting that SW educators may be more likely to see the value of service learning across education levels. Among those who reported that they have used service learning, few differences were found between the two disciplines.