Education as a ‘risky business’: Theorising student and teacher learning in complex times

This paper employs sociological literature on risk and the commodification of education to explain current schooling practices in a context of increased concerns about students’ behaviour and results on standardised tests of achievement. Drawing upon teacher and student learning practices in three school sites in south-east Queensland, Australia, the article reveals how specific tests, packages and programmes have been employed as technologies of governance to minimise the risk of adverse student behaviour, maximise student outcomes on standardised tests, and provide teachers with discrete learning experiences construed as improving such outcomes. The sum total of these foci is the construction of education as an increasingly ‘risky business’ which employs a myriad of products and tests to manage perceived and actual risks. The paper also reveals how these products and processes constitute student misbehaviour and inadequate teacher and student learning as ‘risk objects’ requiring constant intervention, but which also inhibit inclusion in schooling settings, and challenge teachers’ professionalism.     

Suprasegmental Phonology Development and Reading Acquisition: A Longitudinal Study

Previous studies implicate suprasegmental phonology in reading acquisition. However, little is known about how suprasegmental sensitivity develops or how it contributes to reading. Here, 130 Spanish primary-school children participated in this 2-year longitudinal study. Nonlinguistic rhythm, lexical-stress sensitivity and metrical-stress sensitivity, along with phonological awareness, vocabulary, nonverbal intelligence, and reading aloud, were assessed on five occasions. Results suggest that prosody abilities have different developmental trajectories and that prosody explains unique variance in reading beyond that explained by other factors. There was some evidence that the contribution of each prosody skill occurred at different phases in reading development. Nonlinguistic rhythm, lexical-stress sensitivity, and metrical-stress sensitivity assessed at the end of kindergarten, the start of Grade 1, and the end of Grade 1, respectively, predicted reading performance 6 months later. Nevertheless, sample size and reliability temper the conclusions that can be made. The implications of prosody skills for literacy development are discussed.     

Analyzing Contemporary Introductory Textbooks on Correctional Administration/Management/Organization: A Content Analysis

This book review essay discusses and analyzes how introductory textbooks on correctional administration, written primarily for the American university market, frame the discourse on this subject matter. The writer presents both quantitative and qualitative empirical evidence of coverage given to prison administration. In addition to traditional content analysis methods, the authors of these books were contacted and asked to explain the decision‐making processes they used for content inclusion, exclusion and/or minimization. The paper concludes with a handful of recommendations on improving texts in this subdiscipline.     

Individual Differences in Children's Corepresentation of Self and Other in Joint Action

Previous research has shown that children aged 4–5 years, but not 2–3 years, show adult‐like interference from a partner when performing a joint task (Milward, Kita, & Apperly, 2014). This raises questions about the cognitive skills involved in the development of such “corepresentation (CR)” of a partner (Sebanz, Knoblich, & Prinz, 2003). Here, individual differences data from one hundred and thirteen 4‐ to 5‐year‐olds showed theory of mind (ToM) and inhibitory control (IC) as predictors of ability to avoid CR interference, suggesting that children with better ToM abilities are more likely to succeed in decoupling self and other representations in a joint task, while better IC is likely to help children avoid interference from a partner's response when selecting their own response on the task.