Mapping the typology of transition systems in a liberal market economy: the case of Canada

This research explores links between tertiary education institutions and between tertiary education and the labour market as determinants of provincial and national transition patterns in Canada. The study consists of a provincial analysis that maps the typology of transition systems across Canada’s devolved federated tertiary education structure. The results show that, nationally: the links between education and work are relatively loose aside from regulated occupations; there is an emphasis on general education; and qualifications are used as a screen for entry to the labour market. However, while Canada can be broadly understood as a liberal market economy, there is provincial diversity within the nation; and there are varying logics for the development of skill, deployment of labour, and relations between institutions. The institutional and policy frameworks, structure of jobs, and formation of skill in Canada’s largest provinces of British Columbia, Alberta, Ontario and Quebec reveal diverse characteristics of transition systems. However, despite internal differentiation in the value of vocational education, variations at the provincial level have not been enough to shift the federal pattern as a whole. Instead, in Canada vocational education is generally stigmatised and viewed as signalling low ability and motivation.     

Shaping up? Three acts of education studies as textual critique

This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward described a national picture in England whereby the great majority, if not all, of education studies undergraduate courses appear to be taught alongside, or within (through shared modules) teacher training programmes. But from a sociological position, these are two increasingly conflicting arenas—the study of education and the training of teachers. In response, Ward called for the subject to radicalize teacher education. The implications of this are significant if education studies is to retain a status as agent of critique. In this paper we return to the theme of education studies as a discrete practice from teacher training and suggest that any acceptance of a proximal relation to teacher education is counter‐productive. In so doing we offer three contemporary examples of the subject at deconstructive work, scrutinizing the published standards for teacher training in England, employer discourse and the Tomlinson report (commissioned by the English government to offer proposals for the reworking of vocational education) and the new curriculum for adult literacy in England. Particular attention is given to analysing the ways in which such texts speak the currently powerful discourse of standards.     

Markers of isometric training intensity and reductions in resting blood pressure

In this study, we examined the correlations between selected markers of isometric training intensity and subsequent reductions in resting blood pressure. Thirteen participants performed a discontinuous incremental isometric exercise test to volitional exhaustion at which point mean torque for the final 2-min stage (2min-torque(peak)) and peak heart rate peak (HR(peak)) were identified. Also, during 4 weeks of training (3 sessions per week, comprising 4?×?2?min bilateral leg isometric exercise at 95% HR(peak)), heart rate (HR(train)), torque (Torque(train)), and changes in EMG amplitude (ΔEMG(amp)) and frequency (ΔEMG(freq)) were determined. The markers of training intensity were: Torque(train) relative to the 2min-torque(peak) (%2min-torque(peak)), EMG relative to EMG(peak) (%EMG(peak)), HR(train) ΔEMG(amp), ΔEMG(freq), and %MVC. Mean systolic (-4.9 mmHg) and arterial blood pressure (-2.7mmHg) reductions correlated with %2min-torque(peak) (r?=?-0.65, P?=?0.02 and r?=?-0.59, P?=?0.03), ΔEMG(amp) (r?=?0.66, P?=?0.01 and r?=?0.59, P?=?0.03), ΔEMG(freq) (r?=?-0.67, P?=?0.01 and r?=?-0.64, P?=?0.02), and %EMG(peak) (systolic blood pressure only; r?=?-0.63, P?=?0.02). These markers best reflect the association between isometric training intensity and reduction in resting blood pressure observed after bilateral leg isometric exercise training.     

Humor and heuristics: culture,genre, and economic thought in The Big Short

This article uses the 2015 film, The Big Short, to explore the limits of representing and critiquing Wall Street culture on film. Critics have praised the film, suggesting that it offers an account of the 2007–2008 financial crisis that both critiques Wall Street culture and democratizes financial knowledge. I argue that the film is an early representative example of a public narrative based on behavioral economics. A popular movie informed by this discipline has a good deal of political potential for challenging injustices produced by neoliberal approaches to the financial services industry. However, I also argue that despite this political potential, The Big Short is unable to fundamentally challenge the belief in efficient markets that justify many of Wall Street’s practices. I also argue that the film uses unexamined and problematic understandings of both class and gender in characterizing the film’s protagonists.     

An empirical analysis of political activity in Hollywood

Film plays an important role in the American political system, and forms an important branch of the mass media. I analyze the political contributions of a sample of 996 top film actors, directors, producers, and writers, correlating them with demographic, family, and career success variables. I find that contributions flow overwhelmingly to left-of-center parties and organizations. I theorize about the causes of this bias, and argue empirically that, while demographic variables are not completely irrelevant, Hollywood liberalism is primarily a function of high, publicly visible incomes, and family connections. Neither religion nor birthplace effects seem to affect political activity in the film business.

Four tiers

This paper posits a classification of tertiary education institutions into four tiers: world research universities, selecting universities, recruiting universities, and vocational institutes. The distinguishing characteristic of world research universities is their research strength, the distinguishing characteristic of selecting universities is their strong student demand, the distinguishing characteristic of recruiting universities is their lower student demand, and the distinguishing characteristic of vocational institutes is their predominance of vocational programs. Yet there is one general characteristic that underlies the whole classification: positional value. The classification is put within a theoretical framework which generates tests of the classification proposed in the paper.     

Teachers’ reasons for using peer assessment: positive experience predicts use

Peer assessment (PA) is one of the central principles of formative assessment and assessment for learning (AfL) fields. There is ample empirical evidence as to the benefits for students’ learning when AfL principles are implemented. However, teachers play a critical role in mediating the implementation of intended policies. Hence, their experiences, beliefs, and attitudes towards PA are important factors in determining whether the policy is actually carried out. A survey of over 1500 primary, secondary, and higher education teachers in Spain elicited their beliefs and values around PA as well as other aspects of formative assessment; only 751 teachers provided complete responses to all PA items. Teachers reported occasional use of PA in their classrooms but with positive experience of it. The vast majority did not use anonymous forms of PA and half of the teachers considered the students were accurate when assessing peers. Confirmatory factor analysis and structural equation modeling were used to examine relationships of attitudes and beliefs to self-reported frequency of using of PA. The self-reported frequency of using PA was strongly predicted by teacher experience of PA which included positive reasons for using PA, rather than negative obstacles for avoiding, prior use, and beliefs that students should participate in assessment, and willingness to include PA in grading.     

Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands‐on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)‐clinician pairs in 2015. Both cohorts completed course evaluations which included five US‐related items on a four‐point scale; cohort responses were compared using Mann‐Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five‐point scale). With the adoption of the TA‐clinician teaching model, student ratings increased significantly for four out of five US‐items: “US advanced my ability to learn anatomy” increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), “Incorporating US increased my interest in anatomy” from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), “US is relevant to my current educational needs” from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and “US training should start in Phase I” from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA‐clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175–184. © 2017 American Association of Anatomists.     

Supporting all children to reach their potential: practitioner perspectives on creating an inclusive school environment

This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works together to address those individual needs, helping the child to reach their full potential. Data was gathered through interviews from fourteen members of teaching and support staff within one primary school in the North of England, identified by the Office for Standards in Education (Ofsted) as being an inclusive school. Findings report that in order to make inclusion effective for all children, practitioners acknowledged the importance of collaborative practice within the school, with outside agencies and parent partnership. A number of barriers to effective inclusion were also highlighted, including inadequate pre-service training, the national curriculum, mandatory testing at the end of key stages and school funding.