The act of collective worship: pupils’ perspectives

Data gathered as part of a recent research project into the provision of collective worship in schools in England and Wales reveals the existence of a marked variation in approach and provision between schools in the primary and secondary sectors. Consequently, the point of transfer often becomes a watershed in pupils’ experience. This sudden change, which is most apparent in community schools, is accompanied by a slower but pre-existing transition in attitudes which is common to pupils in all types of institution. Using material gathered from interviews with young people, this article examines the issue of participation in school worship from the pupils’ perspective and analyses the reasons they give for their opposition to provision. It then compares these attitudes with those of a previous generation, as demonstrated in the work of Loukes (1961 Loukes H (1961) Teenage Religion (London, SCM)  [Google Scholar]) and Goldman (1964 Goldman R (1964) Religious Thinking from Childhood to Adolescence (London, Routledge & Kegan Paul)  [Google Scholar], 1965 Goldman R (1965) Readiness for Religion (London, Routledge & Kegan Paul)  [Google Scholar]) in order to explore the underlying changes which influence students’ thinking. It concludes with a consideration of the implications of these findings for practice and policy.     

Teacher expectation effects on need-supportive teaching,student motivation,and engagement: a self-determination perspective

ABSTRACT

Previous research has shown that teachers differentiate their behaviour based on their expectations of students. Self-determination theory (SDT) makes explicit how teacher behaviour relates to students’ motivation and engagement, namely, via need-supportive teaching. In the present study, we combined both research traditions and examined associations of teacher expectations with need-supportive teaching and thereby students’ motivation and engagement. Two-hundred-and-seventy-six secondary school students and their teachers (N?=?11) completed questionnaires. The results indicated that teacher expectations were moderately but positively associated with students’ intrinsic motivation and engagement, and negatively with amotivation. These relationships were fully mediated, although with small effect sizes, by need-supportive teaching. These findings highlight the value of combining research on teacher expectations and SDT, to gain further understanding of how teacher expectations may cause teachers to provide more need support to some students than to others, thereby affecting students’ motivation and engagement.     

International trends in health science librarianship: part 1 - the English speaking world

This is the second in a series of articles exploring international trends in health science librarianship in the first decade of the 21st century. The invited authors were asked to reflect on developments in their country - viz. Australia, Canada, New Zealand and the United States. Future issues will track trends in Northern Europe, the Nordic countries, Southern Europe and Latin America. JM.     

The records of memory, the archives of identity: celebrations, texts and archival sensibilities

Using a variety of examples of non-traditional archives, the article explores the concept of cultural archives that embraces dynamic events such as commemorations, monuments, and other community-based representations. The paradigm of the postcolonial archive is considered and analyzed as a potential model for such a living cultural archive.     

International trends in health science libraria‐ nship: Part 7 Taking stock

This article reviews the six papers published so far in this series on global trends in health science librarianship. Starting with a retrospective review of trends in the twentieth‐century, the series has covered 6 different regions, with contributions from 21 countries. As this is the half‐way point in the survey, it seems a useful point at which to reflect on what has emerged so far. The method of content analysis is used to identify key trends. The top five trends are explored. JM     

Proposing a center on aging and well-being: Research,education, and practice considerations

ABSTRACT

This environmental scan aimed to discover research interests and educational needs of faculty, graduate, and undergraduate students to inspire research, education, and practice in the development of a center on aging and well-being for older adults. The scan consisted of a search of university faculty and researchers regarding research on aging; a survey of graduate students and faculty about interests in aging research and needs of undergraduate students; and key informant interviews. Results offer a conceptualization based on the pillars of research, education, and practice. An inventory of researchers with various levels of expertise and interested in aging was created. Participants offered their perceptions of strengths, as well as challenges and strategies for success. These results will be a catalyst for planning and successful development of a center on aging and well-being. This article addresses a gap in the literature and will assist others undertaking a similar initiative in various geographical and cultural contexts.     

Prediction: A six-year follow-up

The prereading and reading performance of a group of 370 predominantly Hispanic, bilingual public school children was followed for six years. The aim of the study was to compare the factorial make-up and predictive validity of tests used in the current research with findings from a previous study. The early study had followed the children from the end of their kindergarten year until the end of second grade. For purposes of the present study a 13-test predictor battery was administered to the children at the beginning of their first-grade year. This battery included a number of measures used in the early study, among them a 5-test Screening Index developed in the course of that study. Records were obtained of the follow-up children’s 2nd, 3rd, 4th, 5th, and 6th grade reading test scores. Factor analysis of the pool of 13 predictor tests showed a two-cluster battery structure. These clusters closely resembled two of the four factors defined in the early study. As used with the group of bilingual children, the Screening Index misclassified many of the failing readers, as well as others who went ahead to read at grade level. The Screening Index quite accurately identified, across grades, children who eventually read well. A number of predictor tests administered at beginning of first grade continued to show significant correlations with reading at all grade levels. The consistent contribution of the predictor tests with reading points to their continuing usefulness as a point of departure for assessing children’s readiness to read. The investigation was conducted by the staff of the de Hirsch-Robinson Reading Clinic, Department of Pediatric Psychiatry, Columbia-Presbyterian Medical Center, and the New York State Psychiatric Institute. The work has been supported by generous grants from a number of private donors, among them The Beinecke Foundation, The Morgan Family Fund, The Lita Annenberg-Hazen Charitable Trust, Mr. Seymour Milstein of the Milstein Family Foundation, and Mrs. William Carey.