Secondary school educational practitioners’ experiences of school attendance problems and interventions to address them: a qualitative study

School attendance problems are associated with a range of adverse consequences, and educational practitioners play a role in identifying and responding to attendance problems. This qualitative study explored educational practitioners’ experiences of working with students with attendance problems and interventions to address them. Focus groups were conducted with sixteen practitioners across three secondary schools. Data were analysed using thematic analysis. Attendance problems were considered resource-intensive and emotionally challenging. Practitioners expressed difficulty understanding causes, although individual/family factors were emphasised over school factors. A range of interventions were described, including adaptations to school context and providing emotional support. Views on punitive approaches were mixed. Individualised interventions implemented at the first sign of problems, and a team approach, were considered important. Findings highlight the important role of educational practitioners in identifying attendance problems and implementing interventions. Recommendations include early intervention, team-work, and emotional support for students with, and staff responding to, attendance problems.     

Support Teams in New Zealand Schools: A National Survey of Establishment and Practice

Two and a half years after the initial funding allocation for teacher release hours to establish Support Teacher positions in New Zealand schools, 63 (91%) of the schools with a Support Teacher funding allocation completed a questionnaire on the establishment of the position in the school. Information derived from the questionnaire included qualifications and experience of teachers appointed to the role of Support Teacher, and detail regarding the establishment, practice, and degree of adherence to the Support Team model of operation. Significant difficulties with Support Team establishment and program adherence are reported, notably in selection, training, organizational support, and form of service delivery. The results are discussed in terms of the speed of drift from the model, differences between primary and secondary schools in implementation of the program, the importance of training, and the presence of an active Support Team Management Committee in ensuring effective service delivery.     

“We’re not just sat at home in our pyjamas!”: a thematic analysis of the social lives of home educated adolescents in the UK

A common perception of home education is that despite potential beneficial educational outcomes, children who are home educated lack social experiences and therefore show poor social development. However, previous research in this area suggests that home educated children demonstrate a range of age-appropriate social skills. This research has mainly focused on children younger than 12; thus, we have much less of an understanding of the social impacts of home education on adolescents. Furthermore, previous research has often used social skills questionnaires and has not explored the experiences of home educating families from their own perspectives. The current study addresses these gaps in the literature by interviewing three home educated adolescents and their mothers about their social experiences and development with the research question of ‘how do home educated adolescents and their parents experience and understand socialisation?’. In one-to-one interviews, young people (aged 11–14) were asked about their experiences and perceptions of their social lives. In a separate interview, mothers were asked about how they facilitated these social experiences and their perceptions of the impact this had on their child’s development. Data from the interviews was thematically analysed. Results suggested that adolescents participated in a range of social experiences that promoted their social skills, happiness and confidence. Participants felt that this created a positive social environment and sense of community, and encouraged the adolescents to interact with a diverse range of people. However, further research is needed to explore whether this finding is generalisable to the broader community of home educated adolescents.

     

When Parents Ask ... about Preterm Birth, Breastfeeding Success, Breast Cancer, or Waterbirth

IN THIS COLUMN, THE AUTHOR REVIEWS RESEARCH ON FOUR SEPARATE TOPICS: the prevention of preterm birth, the effect of epidurals on breastfeeding success, the possible protective effect of lactation on breast cancer, and laboring in water. In two separate studies-a multisite study in the United States and a second study from Brazil-natural progesterone was shown to significantly reduce the incidence of preterm birth in women at high risk. A third study conducted in the United Kingdom examined the effect of clindamycin on preventing infection that can lead to preterm birth. A group of studies related to lactation found that early breastfeeding was more successful in women who did not have epidural anesthesia. In a Korean study, the lifetime duration of breastfeeding was associated with a significant reduction in breast cancer. Concerning waterbirth, Swiss researchers found that, when a woman labored in water, she regulated both water temperature and bathing duration to ensure that her body temperature and that of the fetus remained within a normal physiological range.     

Misoprostol-is more research needed?

Misoprostol (Cytotec) is a synthetic prostaglandin E1 analogue that was designed for the prevention and treatment of peptic ulcer associated with the use of nonsteroidal anti-inflammatory drugs. In obstetrics, misoprostol has been administered for induction of first and second trimester abortion, for induction of labor in the third trimester, and to control postpartum hemorrhage. None of these uses has been approved by the Food and Drug Administration. Nevertheless, misoprostol is widely used in the United States and throughout the world. Advantages are cited as reduced rate of cesareans, shorter time from induction to birth and, particularly in developing countries, lower cost, oral, vaginal or rectal administration, and stability without refrigeration. Disadvantages are uterine hyperstimulation and, in rare instances, uterine rupture and death. Mothers should be informed of both the risks and the possible benefits of misoprostol. Further research with large samples is necessary to determine whether the risks outweigh any possible benefits.     

Making the transition to formal proof

This study examined the cognitive difficulties that university students experience in learning to do formal mathematical proofs. Two preliminary studies and the main study were conducted in undergraduate mathematics courses at the University of Georgia in 1989. The students in these courses were majoring in mathematics or mathematics education. The data were collected primarily through daily nonparticipant observation of class, tutorial sessions with the students, and interviews with the professor and the students. An inductive analysis of the data revealed three major sources of the students' difficulties: (a) concept understanding, (b) mathematical language and notation, and (c) getting started on a proof. Also, the students' perceptions of mathematics and proof influenced their proof writing. Their difficulties with concept understanding are discussed in terms of a concept-understanding scheme involving concept definitions, concept images, and concept usage. The other major sources of difficulty are discussed in relation to this scheme.This article is based on the author's doctoral dissertation completed in 1990 at the University of Georgia under the direction of Jeremy Kilpatrick.