Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.     

Effects of temperature and diet on length-weight relationship and condition factor of the juvenile Malabar blood snapper (<Emphasis Type="Italic">Lutjanus malabaricus</Emphasis> Bloch &amp; Schneider, 1801)

In this study we aimed to analyze the effects of water temperature and diet on the length-weight relationship and condition of juvenile Malabar blood snapper Lutjanus malabaricus over a 30-d experimental period. The experiment was conducted in the laboratory using a flow-through-sea-water system. The fish were subjected to four different temperatures (22, 26, 30, and 34 °C) and two diets (commercial pellet and natural shrimp). Fish were fed twice daily. L. malabaricus exhibited negative allometric growth (b<3) at the beginning of the experiment (Day 0) at all temperatures and both diets except for 22 °C fed with shrimp, which showed isometric growth (b=3). Conversely, at the end of the experiment (Day 30) fish showed isometric growth (b=3) at 30 °C fed with the pellet diet, indicating that the shape of the fish did not change with increasing weight and length, and a positive allometric growth (b>3) at 30 °C fed with shrimp diet, which indicated that fish weight increases faster than their length. The rest of the temperatures represented negative allometric growth (b<3) on both diet, meaning that fish became lighter with increasing size. The condition factors in the initial and final measurements were greater than 1, indicating the state of health of the fish, except for those fed on a pellet diet at 34 °C. However, the best condition was obtained at 30 °C on both diets. Nevertheless, diets did not have a significant effect on growth and condition of juvenile L. malabaricus. The data obtained from this study suggested culturing L. malabaricus at 30 °C and feeding on the pellet or shrimp diet, which will optimize the overall production and condition of this commercially important fish species.     

An Analysis of the Presentation of Art in the British Primary School Curriculum and its Implications for Teaching

This article presents an analysis of the way art is conceptualised in the British primary school curriculum and provides an historical framework that maps an evolution of ideas that have shaped the way art is presented in the modern day primary curriculum. In order to achieve this a Foucauldian style genealogical analysis is utilised to trace the discourses (systems of meaning) surrounding the nature of children's artistic development and how these discourses are used in the present day British primary curriculum to construe art in different ways. The analysis in this article is threefold. It explores the presentation of art in the curriculum as (1) an expressive subject, (2) a skills based subject, (3) a subject which focuses on art history and art appreciation. Second, the teaching positions associated with each approach are identified as follows (a) the facilitator, (b) the expert and (c) the philosopher; as well as the issues teachers face when adopting these positions. Third, attention is given to how these theoretical principles might be linked to practice. In so doing this article contributes to the debate surrounding the value of art in the primary curriculum and the way in which the curriculum serves to shape teaching practice.     

Direct and indirect effects of executive function on reading comprehension in young adults

The purpose of this study was to examine what components of executive function (EF) – inhibition, shifting and updating/working memory – predict reading comprehension in young adults. Ninety university students (65 females, 25 males; mean age = 21.82 years) were assessed on shifting (Planned Connections and Colour/Shape Shifting), inhibition (Colour‐Word Stroop and Number Stroop), updating/working memory (Digit Memory and Listening Span), reading fluency (Word Reading Efficiency), vocabulary (Peabody Picture Vocabulary Test), and reading comprehension (Nelson‐Denny Reading Test). The results of path analysis indicated that only shifting predicted directly reading comprehension. These findings extend those of previous studies showing that different EF components predict different reading outcomes and suggest that EF has a place in reading comprehension models over and above traditional predictors of reading comprehension such as reading fluency and vocabulary.     

Early-Career School Psychologists’ Perceptions of Consultative Service Delivery: The More Things Change,the More They Stay the Same

School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how early-career school psychologists (ECSPs) defined and implemented consultation and what barriers and facilitators influenced their perceived ability to achieve change through consultation. Triangulated quantitative and qualitative data from a national survey of 262 ECSPs indicated gaps between historical, aspirational views of consultation in school psychology and what these practitioners reported is happening in the field. Tensions in the data are explored with consideration given to implications for consultation practice in current school contexts and in the early career.     

Relations of Preschoolers' Social Acceptance to Peer Ratings and Self-Perceptions

To examine the relations of preschoolers' social acceptance to peer ratings and self-perceptions, 53 preschoolers were asked to rate how much they liked or disliked their peers and to justify these ratings. Preschoolers also rated their peers' aggressive, prosocial, and sociable behavior. Finally, they completed a pictorial self-perception scale that assessed their views of their physical competence and their relationships with mother and with peers. Children who were better liked by peers were rated as more prosocial, more sociable, and less aggressive than less liked children. Preschoolers often reported liking certain peers because they perceived that those peers liked them; they often reported disliking certain peers because they perceived those peers as aggressive. In contrast to findings with older children, preschoolers' social acceptance was not significantly related to any aspect of their self-perceptions. The results provide evidence for the validity of peer ratings by preschool-age children and bring up issues related to the development and assessment of self-perceptions among preschoolers.     

Beyond self-actualization

The concept of self actualization in Humanistic Psychology, as developed by Abraham Maslow and Carl Rogers, is compared and contrasted with the concept of self-realization in Vedandic Hinduism and the two major schools of Buddhism-Thervada and Mahayana. The first part of the paper deals with the theoretical views of Maslow and Rogers and their philosophical foundations. The second part of the paper deals with common elements and differences among the schools of Eastern philosophies. Finally, the concept of self actualization in Humanistic Psychology is compared and contrasted with the concept of self-realization in the three Eastern philosophies covered in this paper. It is concluded that the two concepts complement each other and provide us with a broader view of self-development than each view by itself. Implications for counseling are brought out.     

Teachers' concerns about inclusive education in Ahmedabad,India

This study was undertaken to determine the concerns of primary school teachers about the inclusion of students with disabilities in Ahmedabad, India. A total of 560 teachers, working in government‐run schools, returned the completed survey. A two‐part questionnaire was used in this study. Part 1 gathered information relating to personal and professional characteristics of the teachers. Part 2 was a 21‐item Likert scale titled Concerns about Inclusive Education – Gujarati. The major finding of the study was that the teachers in Ahmedabad were moderately concerned about including students with disabilities in their classrooms. The teachers were most concerned about lack of infrastructural resources and least concerned about lack of social acceptance of students with disabilities in inclusive education classrooms. Significant differences existed in teacher concerns based on the following background variables: gender, qualifications in special education, teaching experience and number of students with disabilities in class. A number of implications are discussed to address teacher concerns for inclusive education in India.     

Effect of ethanol on liver antioxidant defense systems: Adose dependent study

Alcohol induced oxidative stress is linked to the metabolism of ethanol. In this study it has been observed that administration of ethanol in lower concentration caused gain in body and liver weight. while higher concentration of ethanol caused lesser gain in body and liver weight. Ethanol treatment enhanced lipid peroxidation significantly, depletion in levels of hepatic glutathione and ascorbate, accompanied by a decline in the activities of glutathione peroxidase and glutathione reductase, and increased in hepatic glutathione s-transferase activity. Interestingly catalase activity increases in lower concentration of ethanol exposure, and decreased in higher concentration. Superoxide dismutase activity was also increased on ethanol exposure. But, ethanol feeding did not show any effect on glucose-6-phosphate dehydrogenase activity. Ethanol ingestion perturbs the antioxidant system in a dose and time dependent manner.