Activity-related typologies and longitudinal change in physical activity and sedentary time in children and adolescents: The UP&DOWN Study

Background: Children and adolescents can be distinguished by different typologies (clusters) of physical activity and sedentary behavior. How physical activity ...     

Necessary but not Sufficient: reconceptualizing primary teacher education

Initial primary teacher education should be designed to cater for the socially, culturally and linguistically diverse populations found in schools. They rarely are. As a result they tend to promote social reproduction rather than social transformation. Using vignettes drawn from our work on the New South Wales Ministerial Advisory Council for the Quality of Teaching we demonstrate the need to re‐explore the fundamental purposes and goals of preparing teachers to meet the needs of all children in our primary schools. We propose a reconceptualization of teacher education around a cultural studies perspective as a productive way forward which would allow integration rather than compartmentalization of knowledge and which encourages a search for truth in which tolerance of ambiguity and uncertainty feature such that knowledge is understood as relative and fallible.     

Oliver Wendell Holmes. Man of Medicine; Man of Letters

This biographical sketch portrays Oliver Wendell Holmes as a leading figure both in American medicine and in American literature. Particular attention is directed to his classic essay, "The Contagiousness of Puerperal Fever."     

Review

The Attitudes of Chinese Academics to Foreign Scholarly Journals; Part 1 – Report, Part 2 – Appendices. Global Publishing Information (Publishers Association and the British Council) March 2005. Free to ALPSP and PA members; £249 to others.     

New library buildings: Bracken Library, Queen's University, Kingston, Ontario, Canada.

A brief sketch is given of the past history and present functions of the Bracken Library. Architectural and decorative features of the new library are described.     

Student behaviour,motivation and the potential of attachment‐aware schools to redefine the landscape

This article is a position paper drawing on the findings of several studies into attachment‐aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment‐awareness and emotion‐coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.