Calling for ‘urgent national action to improve the quality of initial teacher education’: the reification of evidence and accountability in reform agendas

In early 2015, the Australian Government and an associated Ministerial Group called for ‘urgent national action to improve the quality of initial teacher education’. Following this call for action, the Australian Government launched a series of reforms into initial teacher education, targeting ‘teacher quality’ and ‘classroom readiness’. The reforms are based on a logic of deficiency within initial teacher education, mandating new accreditation processes, standardized assessments and the National Literacy and Numeracy Test for pre-service teachers. In this paper we set out to explore these reforms, considering the policy trajectories, technologies and technicist network in which they are operationalized. We propose the concept of reification and objectification to examine the institutionalization of auditing, standardization, and accountability. These reforms aim to intervene in both the content and delivery of initial teacher education. We argue that reforms such as these recondition our conceptions of professionalism and teacher quality. There is a contraction in scope for progressive or experiential teacher education, and moreover, the ongoing de-professionalism of teachers and teacher educators, whom are subjected to constant surveillance.     

Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour

After spending a year working on the development of a new online Master’s programme in higher education, members of the development team were interviewed to reveal their thoughts about the nature of the programme. The dialogue of each interview was summarised as a concept map. Analysis of the resulting maps included a modified Bernsteinian analysis of the focus of the concepts included in terms of their semantic gravity (i.e. closeness to context) and the degree of resonance with the underpinning regulative discourse of the programme. Data highlight a number of potential issues for programme delivery that centre around the use of appropriate language to manage student expectations in relation to the process of learning and the emotional responses this can stimulate, as well as the tensions that can be foregrounded between the demands of teaching and research within a university environment.     

Parental Sexual Orientation and Children's Psychological Well-Being: 2013–2015 National Health Interview Survey

Debate persists about whether parental sexual orientation affects children's well-being. This study utilized information from the 2013 to 2015 U.S., population-based National Health Interview Survey to examine associations between parental sexual orientation and children's well-being. Parents reported their children's (aged 4–17 years old, N = 21,103) emotional and mental health difficulties using the short form Strengths and Difficulties Questionnaire (SDQ). Children of bisexual parents had higher SDQ scores than children of heterosexual parents. Adjusting for parental psychological distress (a minority stress indicator) eliminated this difference. Children of lesbian and gay parents did not differ from children of heterosexual parents in emotional and mental health difficulties, yet, the results among children of bisexual parents warrant more research examining the impact of minority stress on families.     

Bender‐Gestalt II differential item functioning across Caucasian and African American examinees

Performance on figure copying tasks is empirically linked to the school readiness, learning, cognition, and neuropsychological functioning. These nonverbal tasks are frequently used to evaluate children from diverse backgrounds to minimize bias due to factors such as language, ethnicity, culture, or socioeconomic status on test performance. The current study examined the possible Differential Item Functioning across African American and Caucasian groups, ages 4 to 7 years, in Bender Motor Gestalt Test, Second Edition (BG‐II) visual‐motor scores. Results indicated that in general the BG‐II can be considered invariant across these ethnic groups in this age range.     

Technology supported early literacy learning in a multilingual community preschool

There is conflicting research on the value of using digital technology with young children. This study investigated how an app, used in conjunction with dual language picture books, can support the social, emotional, and literacy learning of bi/multilingual children. Twenty-one children used the app Talking Stickers at home and school for four weeks. The classroom was observed and the educators and parents were interviewed and surveyed. The findings indicated that children had enhanced opportunities to practice social, cognitive, and multi-lingual literacy skills, and bonds between home and school were strengthened. The research has implications for classroom practice and home-school programmes.     

Sleep and the body mass index and overweight status of children and adolescents

Associations between sleep and the body mass index (BMI) and overweight status of children and adolescents were estimated using longitudinal data from a nationally representative sample of 2,281 children aged 3–12 years at baseline. Controlling for baseline BMI, children who slept less, went to bed later, or got up earlier at the time of the first assessment had higher BMIs 5 years later and were more likely to be overweight. Child age moderated the relationship between bedtime and BMI. In addition, the study reports nationally representative data on the sleep habits of American children aged 3–18 years. This study underscores the likely importance of sleep on children's physical health and suggests that sleep is important for understanding childhood weight problems.     

Acquisition,Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing MORE, and (c) touching a MORE symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality.     

Perceptions of university assessment and feedback among post-16 school pupils

The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast, university involves large class sizes and a degree of anonymity for the student. In the UK, National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80% of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences, rather than considering the reality of the university system they are entering. Misconceptions may be affecting students’ responses to surveys on assessment and feedback.