Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education

Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.     

The Automation Game: technological retention activities and perceptions on changes to tutors’ roles and identity

This paper demonstrates the importance of considering lived experiences of adjunct teaching staff during the introduction of automated student messaging services in a UK Business School. With cost-orientated moves to expanding online provision through emergent technologies and the growth of alternative HE strategies, traditional group-orientated student and tutor interactions are developing into a continuum. Automated messages aim to increase retention, and standardise the student experience in terms of academic qualification communications. These messages, however, have necessarily required tutors unlearning previous pedagogical support routines, thus changing academic roles and in consequence impacting academic identity processes. The investigation adds to emerging literature by examining the impact on a group of adjunct faculty staff during change introduction. Study into these changes to academic routines has value, as much existing retention literature privileges the institutional or student experience, and much of learning/unlearning literature is in a non-educational setting.     

How quality assurance codes change: beyond ‘bells and whistles’ and ‘code by catastrophe’?

Quality assurance codes and guidelines for systems of higher education change frequently and sometimes rapidly and dramatically. More often changes are gradual and incremental. This paper examines types of change to these codes and guidelines and uses strategic management theory to outline three modes of development and change. An example of gradual change, sometimes referred to as ‘logical incrementalism’ or ‘adding bells and whistles’ is outlined from Oman. A contrasting example of discontinuous change known as ‘emergent strategy’ or ‘code by catastrophe’ is used from Australia. Elements of a third ‘co-participative’ model incorporating stakeholder and community input alongside technical knowledge are becoming more frequent. An ideal model is proposed drawing from the best aspects of logical incrementalism and co-participative development. This model can be applied to changes in codes, guidelines and standards in multiple systems and sectors.     

Gender,Curriculum and Assessment Issues to 16 +

This paper examines the relationship between curriculum and assessment in respect of gender, focusing largely on ages 14‐16+. Discussion concerns specifically those gender issues arising from the current trend towards vocationalism and from the intention, via the 1988 Education Reform Act, to introduce in England and Wales a national curriculum and a national system of assessment and testing. Proposals for the new National Curriculum are examined and it is argued that the overall curriculum is becoming increasingly assessment‐ and vocationally‐led, the prescribed emphases being technological. The school curriculum itself is therefore increasingly founded upon technology in respect of both content and modes of student assessment. Further, the intention to introduce a technologically‐based and technological curriculum may give rise to some difficulties in respect of another current intention, variously interpreted though it is, to produce more gender‐equal educational provision.     

Spinning New Tales from Traditional Texts: Donna Jo Napoli and the Rewriting of Fairy Tale

This article demonstrates how Donna Jo Napoli changes generic conventions and reworks discursive formations in order to retell traditional tales. Discussed are the narrative strategies she uses in telling her stories, her representation of male and female characters in regard to gender and gendered relationships, and the way she renegotiates ideologies and value systems encoded in the traditional tales. It is suggested that these three areas are useful in defining and discussing feminist fairy tales for youth.     

The reliability of force-velocity-power profiling during over-ground sprinting in children and adolescents

ABSTRACT

Anaerobic performance in youth has received little attention partly due to the lack of a “gold-standard” measurement. However, force-velocity-power (F-v-P) profiling recently showed high reliability and validity in trained adults. Therefore, the aim was to determine the reliability of F-v-P profiling in children and adolescents. Seventy-five children (60 boys, 15 girls; age: 14.1 ± 2.6 years) completed three 30 m sprints. Velocity was measured at 46.875 Hz using a radar device. The F-v-P profile was fitted to a velocity-time curve allowing instantaneous power variables to be calculated. Reliability was assessed using the intra-class correlation coefficient (ICC), coefficient of variation (CV), standard error of measurement (SEM) and smallest worthwhile change (SWC). High reliability was evident for absolute peak (P_peak) and mean power (P_mean), P_peak and P_mean expressed relative to body mass, peak and mean velocity, 30 m sprint time, peak horizontal force (F₀), relative F₀, mechanical efficiency index and fatigue rate (ICC: 0.75–0.88; CV: 1.9–9.4%) with time to peak power demonstrating moderate reliability (ICC: 0.50; CV: 9.5%). The F-v-P model demonstrated at least moderate reliability for all variables. This therefore provides a potential alternative for paediatric researchers assessing sprint performance and the underlying kinetics.     

‘Bringing Out the Best in People’: teacher training and the ‘real’ teacher

This paper explores the ways in which student teachers position themselves as teachers in primary classrooms. It focuses upon one discourse in primary teaching, which we have called the ‘real teacher’ discourse, and argues that it is mainly in terms of this that students come to understand ‘being a teacher’.