Changes in Examination Performance in English Secondary Schools over the Course of a Decade: Searching for Patterns and Trends Over Time

The article explores changes in the examination performance of a random sample of 500 English secondary schools between 1992 and 2001. Using econometric methods, it concludes that: there is an overall deterministic trend in school performance but it is not stable, making prediction accuracy poor; the aggregate trend does not explain improvement over time at school level, where there is very considerable variation in improvement paths; there is a degree of persistence with respect to changes in performance at school level but it is short-lived; whilst there is evidence of a general upward trend across schools, there is a large amount of year-to-year variation and little evidence of sustained improvement at school level; and the model applied has little ability to forecast the direction of change for particular schools in the following year(s).     

Maltreatment experiences and associated factors prior to admission to residential care: A sample of institutionalized children and youth in western Kenya

Objectives

This study aims to determine the prevalence of maltreatment experienced by institutionalized children prior to their admission to Charitable Children's Institutions (orphanages) in western Kenya, and to describe their socio-demographic characteristics, reasons for admission, and the factors associated with prior experiences of maltreatment.

Methods

A systematic file review was undertaken in five CCIs. Demographic, prior caregiving settings and maltreatment data were extracted. Forms of maltreatment were recorded according to WHO and ISPCAN guidelines. Logistic regression was used in bivariate and multivariable analyses of factors associated with reasons for placement and forms of maltreatment.

Results

A total of 462 files were reviewed. The median (interquartile range) age of children was 6.8 (5.08) years at admission, 56% were male, and 71% had lost one or both parents. The reasons for admission were destitution (36%), abandonment (22%), neglect (21%), physical/sexual abuse (8%), and lack of caregiver (8%). The majority of child and youth residents had experienced at least one form of maltreatment (66%): physical abuse (8%), sexual abuse (2%), psychological abuse (28%), neglect (26%), medical neglect (18%), school deprivation (38%), abandonment (30%), and child labor (23%). The most common reason for non-orphans to be admitted was maltreatment (90%), whereas the most common reason for orphans to be admitted was destitution (49%). Girls (adjusted odds ratio, AOR: .61, 95% CI: .39–.95) and orphans (AOR: .04, 95% CI: .01–.17) were both independently less likely to have a history of maltreatment irrespective of whether it was the reason for admission. Children whose primary caregiver had not been a parent (AOR: .36, 95% CI: .15–.86) and orphans (AOR: .17, 95% CI: .06–.44) were less likely to have been admitted for maltreatment, while children who were separated from siblings were more likely to have been admitted for maltreatment (AOR: 1.62, 95% CI: 1.01–2.60).

Conclusions

The high prevalence of maltreatment prior to admission, particularly among nonorphans, suggests the need for better child abuse and neglect prevention programs in communities, and psychosocial support services in institutions. The significant proportion of children admitted for poverty, predominantly among orphans, indicates that community-based poverty-reduction programs might reduce the need for institutionalization.     

Pupil Talk in Biology Practical Work‐‐a preliminary study

The development of a framework for analysing pupil talk is described and the reliability of scoring transcribed conversations using the framework discussed. Preliminary findings from this study on the talk occurring during small group practical work in biology focus on the forms of verbal interaction that occur, patterns of verbal interactions shown by individuals within groups and the possible link between such patterns and roles within the groups.     

Transforming the early years in England

The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997–2004. First to be described are the innovations in policy (i.e. the promise), followed by the ‘evidence base’ for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children’s development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3–6 years and its birth–3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved.     

PERCEPTIONS AND PRACTICES OF CULTURALLY RELEVANT SCIENCE TEACHING IN AMERICAN INDIAN CLASSROOMS

This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher perceptions of practices using culturally relevant instruction were evaluated. The data were analyzed both quantitatively and qualitatively. The results from the survey analysis show that the teachers’ existing practices of culturally relevant science teaching were limited in choosing topics relevant to American Indian culture. We found three common themes from the teachers’ perceptions of culturally relevant science teaching, meaning of culturally relevant science teaching, teaching strategies, and purpose of culturally relevant science teaching from the qualitative data. We also found that teachers with higher survey scores perceive culturally relevant science teaching differently than teachers with lower survey scores, specifically for the purposes and teaching strategies of culturally relevant science teaching. The results show that teachers with higher survey scores tended to perceive culturally relevant science teaching as a two-way learning process between teachers and students where the teachers can learn traditional science knowledge from the students. They also tend to perceive using concrete traditional science examples as effective teaching strategy for culturally relevant science teaching and building strong relationships with American Indian students as the most important purpose of culturally relevant science teaching. We also discuss common challenges faced by science teachers when trying to implement culturally relevant science teaching with American Indian students.     

Doctoral ‘orphans’: nurturing and supporting the success of postgraduates who have lost their supervisors

Much research into doctoral student-supervisor relations focuses on developing positive interactions. For many students, however, the research experience can be troubled by breakdowns in communication and even the loss of the supervisor(s), turning the student into a doctoral ‘orphan’ and impacting on their academic identity and ability and confidence in producing a sound doctoral-level contribution to knowledge. Our work with a range of UK- and internationally-based doctoral students looks specifically at reasons for supervisor loss and/or absence and the students' experience of being doctoral ‘orphans’ in terms of identity, confidence and progress. In focusing on those who achieve successful completion, it suggests the need for institutional and community support and highlights the development of effective strategies leading to ownership, empowerment and emotional resilience.     

Education and Learning for the Elderly: Why,How, What

Seventy‐seven children of divorce and their selected grandparents completed questionnaires that included a demographic section, the Family Adaptability and Cohesion Evaluation Scale‐II (FACES II; Olson, Bell, &; Portner, 1982) to assess their relationships, and an instrument designed to identify shared activities and desires in these areas. Partners had similar present and future perceptions of relationship and activity factors. All participants desired future increases in both areas. Grandchildren and grandparents connected emotional bonding with grandparents’ listening, keeping them safe, and gift giving; grandparents also thought a good relationship with the custodial parent was important. Most healthy and least healthy subgroups were identified. Membership in the healthiest group was related to geographic proximity, feminine gender for both partners, and being married and employed full‐time for grandparents. Grandparents who were related by blood to custodial parents, had a good relationship with them, and negotiated their role were more likely to have a healthier relationship. Helping professionals are encouraged to explore these variables as they help family members negotiate the grandparent‐grandchild relationship, use skill training to foster development in areas amenable to change, and use supportive tactics in areas of liability.