Designing Communication for the Day-to-Day Safety Oversight of Nuclear Power Plants

Inspectors of nuclear power plants manage information to make plants safer and to monitor and evaluate adherence to regulatory requirements. Integrating grounded practical theory and communication as design (CAD), we investigated the collective design of and practice of status meetings—a pair of daily meetings meant to manage information about the day-to-day safety oversight of nuclear power plants. Our analysis focused on (1) the problems these status meetings were meant to address, (2) the techniques participants used or proposed to address them, and (3) the situated ideals reflected in the designs for and practice of these meetings. Clustering the techniques illuminated designable features of status meetings (e.g., what, how much, and how to communicate, turn-taking, timing, pacing, and audience). We extend work on CAD by conceptualizing and investigating collective design work, focusing on the fit, function, and fragmentation of approaches to status meetings. We also contribute to the theory and practice of organizing for safety and reliability by making recommendations for coping when communication processes informed by best practices nonetheless produce persistent, irresolvable tensions that complicate the enactment of safety.     

Up to the Job? Graduates’ Perceptions of the UK Higher Education Careers Service

This article investigates graduates' perceptions of their careers guidance needs and the extent to which these are met by the higher education careers service. It reports the findings of a survey conducted by the Employment Studies Research Unit in support of the work of the recent Higher Education Careers Service Review Group chaired by Professor Sir Martin Harris. It places the findings in a context between recent and ongoing research on transitions from higher education to employment and considers the implications of these, and of wider changes in recruitment practices, for the role of the higher education careers service.     

‘If they don't listen I shout,and when I shout they listen’: Hearing the voices of girls with behavioural,emotional and social difficulties

Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling—deviating from the rules of school and the norms of their gender—speak about their dis/engagement in education. We argue that participatory research methods can provide meaningful ways for girls to construct and better understand their own narratives. In so doing we draw on our ongoing research in England with teenage girls excluded from mainstream provision. Findings from analysis of their narratives are discussed in relation to voice, space, audience and influence. This process reveals the significance of hearing and responding to the multilayered complexities of girls’ voices in purposeful ways.     

Embracing diversity in the history curriculum: a study of the challenges facing trainee teachers

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers’ personal concerns. A framework for analysing trainees’ stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course.     

AD/HD: The role of teachers in the assessment of children suspected of having AD/HD

In the light of recent guidance published by The National Institute for Health and Clinical Excellence (NICE) on the diagnosis and management of attention deficit disorders in children, young persons and adults, Gill Salmon, a consultant Child and Adolescent Psychiatrist based in Swansea, South Wales, and Amanda Kirby, Professor of Developmental Disorders in Education based at the University of Wales, Newport, give an overview of the rationale for involving teachers in the assessment of children with AD/HD and the development and implementation of subsequent educational interventions. They also review the resulting training implications; explore some of the obstacles to multi‐agency, multi‐disciplinary working; and examine how current special educational needs policy goes hand‐in‐hand with the tiered approach to provision of child and adolescent mental health services in offering a graduated response to these children.     

Using teacher ratings of social behavior to differentiate gifted from non‐gifted students

This study investigated the effectiveness of teacher ratings of student social behavior in differentiating a group of 81 elementary‐age gifted students from a control group of 81 age and gender matched non‐gifted students. The School Social Behavior Scales, a recently developed set of rating scales that assesses both social competence and antisocial behavior, was used for the ratings. Gifted students were rated as having significantly higher levels of social competence and lower levels of antisocial behavior than the comparison group, and the individual scores of the gifted students were significantly skewed in the direction of better social‐behavioral adjustment. The findings also indicated the presence of a small subset of gifted students who appeared to have extremely poor social competence and high levels of problem behaviors. The results are compared to previous research on the psychosocial development of gifted children, and important areas for future research on this topic are recommended.