A community of practice as an inclusive model to support children with social,emotional and behavioural difficulties in school contexts

Many school children throughout the world who exhibit antisocial or destructive behaviour or have social, emotional and behavioural difficulties (SEBD) do not receive the support they need. As a result, they are caught up in a cycle of vulnerability. Systemic collaborative support is needed to counter this. Although in some cases teachers and other professionals join forces, interventions are usually affected by individual professionals outside the framework of inclusive education. This literature review paper explores the support children with SEBD in school contexts receive. The findings of the thematic document analysis highlight the vulnerability of children with SEBD, the success or otherwise of attempts made by various approaches and intervention programmes to provide support to these children, and the barriers to inclusive support. We argue the merits of adopting a Community of Practice as an inclusive model to support school children with SEBD. This kind of inclusive model strengthens constructive partnerships that provide these children with opportunities to acquire the social capital they need to engage meaningfully at schools and in their future life.     

Students understanding and participation using ULearn: dynamics case

In this paper, ULearn (University of Surrey learning on-line) and e-learning techniques are used to enhance the students’ understanding and participation in Dynamics modules for an undergraduate programme in the School of Engineering, University of Surrey. The Dynamics modules are taught at Levels 2 and 3 and contain several mechanisms and vibrating systems. The modules consist of several chapters, each of which has its own folder, or content file, in ULearn. In addition to the discussion board and chat room, on-line simulations have been made available and integrated within ULearn. In order to evaluate students’ understanding and encourage the student participation in ULearn, timed on-line assessments, in the form of multiple-choice quizzes, have been designed. The feedback of the students has indicated that the use of ULearn was of great help to improve their understanding of the Dynamics modules.     

Carbohydrate mouth rinse does not affect performance during a 60-min running race in women

This study examined the effect of carbohydrate mouth rinsing on endurance running performance in women. Fifteen female recreational endurance runners, who used no oral contraceptives, ran two races of 1-h duration on an indoor track (216-m length) at 18:00 h after an 8-h fast with a 7-days interval between races, corresponding to the 3^rd-10th day of each premenopausal runner’s menstrual cycle, or any day for the postmenopausal runners. In a double-blind random order, participants rinsed their mouth with 25 ml of either a 6.4% carbohydrate (RCHO) or a placebo solution (RP). No fluid was ingested during exercise. Serum 17β-Εstradiol (P = 0.59) and Progesterone (P = 0.35) did not differ between treatments. There was no difference in 1-hour running performance (RCHO: 10,621.88 ± 205.98 m vs. RP: 10,454.00 ± 206.64 m; t = 1.784, P = 0.096). Furthermore, the mean percentage effect (±99%CI) of RCHO relative to RP, 1.67% (?1.1% to 4.4%), and Cohen’s effect size (d = 0.21) support a trivial outcome of RCHO for total distance covered. In conclusion, carbohydrate mouth rinsing did not improve 60-min track running performance in female recreational runners competing in a low ovarian hormone condition, after an 8-h fast and when no fluid was ingested during exercise.     

Sprint mechanical differences at maximal running speed: Effects of performance level

ABSTRACT

As the effect of performance level on sprinting mechanics has not been fully studied, we examined mechanical differences at maximal running speed (MRS) over a straight-line 35 m sprint amongst sprinters of different performance levels. Fifty male track and field sprinters, divided in Slow, Medium and Fast groups (MRS: 7.67 ± 0.27 m?s^?1, 8.44 ± 0.22 m?s^?1, and 9.37 ± 0.41 m?s^?1, respectively) were tested. A high-speed camera (250 Hz) recorded a full stride in the sagittal plane at 30–35 m. MRS was higher (p < 0.05) in Fast vs. Medium (+11.0%) and Slow (+22.1%) as well as in Medium vs. Slow (+10.0%). Twelve, eight and seven out of 21 variables significantly distinguished Fast from Slow, Fast from Medium and Medium from Slow sprinters, respectively. Propulsive phase was signi?cantly shorter in Fast vs. Medium (?17.5%) and Slow (?29.4%) as well as in Medium vs. Slow (?14.4%). Fast sprinters had significantly higher vertical and leg stiffness values than Medium (+44.1% and +18.1%, respectively) and Slow (+25.4% and +22.0%, respectively). MRS at 30–35 m increased with performance level during a 35-m sprint and was achieved through shorter contact time, longer step length, faster step rate, and higher vertical and leg stiffness.     

University access and after: explaining the social composition of degree programmes and the contrasting expectations of students

University expansion in higher education has been hierarchically differentiated. There is some concentration of certain social profiles in some degrees of study, so social composition between degrees can vary considerably. This article describes in terms of social composition 10 degrees of four public universities in the metropolitan area of Barcelona. We analyse 857 questionnaires filled in by mid-career students. From the perspective of agent’s decision on the choice of studies, we explore what were the factors that made them choose a concrete degree. We examine several variables that can indicate whether their expectations have been met or not. The results show that the factors predicted by the theory by which working-class (WC) students choose degrees—instrumental motivations and conditions that minimize the risk—are often met. In this regard, the recent structural reform related with the implementation of the European Higher Education Area that removes short-cycles degrees (3 years) could lead to a problem of access for WC students.     

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long‐term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices.     

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.     

Education in Time of War: George Johnson and the Commission on American Citizenship of the Catholic University of America

Times of war are times of crisis for theologians and educators. This article examines how Msgr. George Johnson, the vice president of the Religious Education Association and the most prominent Catholic educator in the 1930s and 1940s, dealt with the ethical and educational issues surrounding U.S. involvement in the Second World War. It argues that Johnson skillfully balanced the demands of patriotism with that of critical citizenship and commitment to Catholic theological and educational principles.