Response to Intervention: Providing Reading Intervention to Low Income and Minority Students

With a renewed focus on early intervention, teachers must address the difficulties students are having as early as possible to promote their progress. Culturally and linguistically diverse students may not respond to universal interventions that have shown efficiency for mainstream populations. In order for Response to Intervention to be effective, we need to include diverse populations when researching all tiers of instruction.     

Challenges to the Global Concept of Student-Centered Learning with Special Reference to the United Arab Emirates: ‘Never fail a Nahayan’

Student-centered learning has been conceived as a Western export to the East and the developing world in the last few decades. Philosophers of education often associate student-centered learning with frameworks related to meeting the needs of individual pupils: from Deweyan experiential learning, to the ‘pedagogy of the oppressed’ and other social justice orientations. Yet student-centered learning has also become, in the era of neoliberal education, a jingoistic advertisement for practices and ideologies which can be seen to lead to a global devaluation of the educational profession, and the bolstering of the view of the student as a customer. In this article, I want to disentangle these views and explore some limitations of either model of student-centered learning. To add context, I consider education in the United Arab Emirates (UAE) today, which provides an extreme example of the risks involved with prioritizing student’s self-identified needs and interests above all else, as in an idealized or exaggerated student-centered concept. I conclude with brief comments on amending the philosophical concept of student-centered learning to be useful in diverse contexts today.     

Completing a PhD by publication: a review of Australian policy and implications for practice

There is increasing impetus for higher-degree-by-research students to publish during candidature. Research performance, including higher degree completions and publication output, commonly determines university funding, and doctorates with publishing experience are better positioned for a career in softening academic labour markets. The PhD by Publication provides a pathway for candidates to foster and demonstrate their publishing capabilities. It also provides existing academics a means of achieving doctoral status while managing the ‘publish or perish’ milieu endemic to their work. This paper clarifies the precise nature and significance of the PhD by Publication pathway in the Australian context and discusses the associated benefits and problems, enriched by personal experience. It summarises factors pertinent to assessing the pathway's suitability. The review of current policy suggests institutional guidelines in universities nationwide are inadequate for producing theses of comparable quality to conventional dissertations and capitalising on the pathway's significant benefits.     

Increasing student engagement using an Amazing Race–style competition

Background:Game-based learning is a successful strategy for teaching various concepts to students, from general orientations to more in-depth material. Pharmacy students in a first-year lab course were introduced to library and drug information resources through a lecture-style class in their first week of school, which was ineffective in terms of engagement. To combat this issue, the pharmacy liaison librarian advocated for moving this class session later in the semester and proposed a game-based activity to replace the lecture.Case Presentation:“The Amazing Race: Drug Information Edition” was inspired by a well-known TV competition that involves completing several stages (called “legs”) of challenges to finish the race. The librarian developed questions designed to make students use various parts of the library website as well as two drug information databases. Students competed in teams, and the first three teams to complete the race were awarded small prizes. The race was first implemented in 2018, and modifications were made to the 2019 iteration based on student feedback.Conclusions:Despite several challenges, the race was well received by both the students and the course instructors and increased engagement with introductory library and drug information material. The activity has enhanced the librarian''s relationship and collaboration with the course faculty and made a positive impression on the students.     

Gender,photography and women’s football in England: the Portsmouth Ladies FC, 1916–1918

ABSTRACT

Founded in 1916, the Portsmouth Ladies FC were one of many women’s football teams active during the First World War. Building upon the work of Jean Williams, Patrick Brennan and Ian Nannestad, this article seeks to broaden our knowledge of the development of women’s wartime football. Its principal sources are images held by National Football Museum, the Pompey History Society, along with newly digitised newspapers. This article explores two aspects of the club’s history. Firstly, it presents an overview detailing the team’s origins, playing record, the types of games they played, including games against male teams, and the role of Councillor Tom Langdon in organising and promoting their activities. Secondly, it will explore the significant photographic coverage afforded to the team, in particular by the Portsmouth Evening News photographer Joseph Stephen Cribb. It will be argued that the club’s history helps develop the chronological development of women’s football in World War On. It will also be argued that visual depictions of the team show both an increasing interest in the women’s game, and also the limits and gendered nature of that interest.     

Children's Experiences of Bullying Victimization and the Influence on Their Subjective Well-Being: A Multinational Comparison

The study used data from the second wave of the Children's Worlds Survey to explore the relation between children's experiences of bullying victimization (physical and psychological) and their subjective well-being (SWB) across three age groups (8, 10, and 12) and 15 global geographical regions. The sample consists of 47,029 children randomly selected from 15 countries. Data were analyzed using structural equation modeling and multigroup confirmatory factor analysis. The results show appropriate fit structure for the overall model, and that the combined influence of physical and psychological bullying made a significant contribution to SWB across age groups and geographical regions. The findings are interpreted using Cummins's (1995) Homeostasis Theory of SWB.