Widening the gap? The challenges for equitable music education in Scotland

Exposure to and potential to engage in music is now very different for children and young people from more middle-class and affluent backgrounds compared to those from working-class or poor households. Middle-class children and young people have access to opportunities to learn an instrument and engage in performance, predominantly for intrinsic reward and on occasion as the basis of a future career. Children and young people from more working class or poor backgrounds are more likely to be excluded from these opportunities and are less likely to take advantage of opportunities within the wider world of music industries. This research draws on in depth case studies of three local authorities in Scotland to reveal the ways in which local provision for music education is largely being reshaped by economic factors and restraints. Drawing on aspects of critical theory it discusses the ways in which economic-based decisions are interacting with the dominant social and cultural values to influence provision. It makes the argument that in an era of austerity the social and cultural values of the middle class are dominant and effectively increasing inequality in access to music. Children and young people from poor or working class households are increasingly excluded from opportunities to engage with formal music provision.     

How does one recognize contextual mitigating factors (CMFs) as a basis to understand and arrive at better approaches to research designs?

Cultural Studies of Science Education - In this paper we introduce the concept of contextual mitigating factors (CMFs) as an analytical tool for interrogating the contextual landscapes that situate...     

An intervention for relational and physical aggression in early childhood: A preliminary study

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation.     

Performance,Perseverance, and the Full Picture of College Readiness

Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college‐readiness information is typically conveyed late in a student's high‐school career, and tends to focus solely on academic accomplishments—grades and admissions test scores. Late‐stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college‐readiness diagnoses earlier in a child's K‐12 career. This article introduces college‐readiness indicators for middle‐school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle‐school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle‐school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement—most notably motivation and behavior—contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college‐readiness categories to support straightforward communication of middle‐school indicators to parents, teachers, and students.     

Strategic Engagement: New Models of Relationship Management for Academic Librarians

ABSTRACT

How do we best bridge the gap between the Library and the diverse academic communities it serves? Librarians need new strategies for engagement. Traditional models of liaison, aligning solutions to disciplines, are yielding to functional specialisms, including a focus on building partnerships. This paper offers a snapshot of realignment across the Russell Group from subject support to relationship management. It then follows the journey of a newly-formed Faculty and School Engagement Team. Techniques are explored for building relationship capital, anchored to a model Strategic Engagement Cycle. Theory is contrasted with the challenges of securing real buy-in to new ways of working amid diverging agendas and assumptions, notably within the Library itself. Consideration is given to the retention of aspects of subject librarian roles. Investment in a relationship management function demands staunch and ongoing commitment to fulfil its promise, not only from its performers but from across the library community.     

‘Let's Talk Autism' –a school‐based project for students to explore and share their experiences of being autistic

Understanding what autism means on a personal level can be an important process for young people on the autistic spectrum, and being able to reflect on this and discuss with autistic peers can be particularly helpful. However, opportunities may be restricted by reluctance to talk about diagnosis and because of difficulties in communication inherent in autism. This article describes a therapeutic media project within an ASD school that attempted to support young people to reflect together about what autism meant for them and create resources to share with others. The process is described and main themes of discussions analysed using thematic analysis. Main themes emerged of making sense of diagnosis, experiences of difference and transition to adulthood. Various strategies to manage diagnosis and negotiate identity also emerged. Issues around informed consent and confidentiality and the therapeutic value of such groups are discussed.     

Serving Community Faculty Through a Dedicated Liaison

Community-based medical schools rely heavily on volunteer faculty to provide medical education. Volunteer faculty consist of health care professionals, primarily physicians, who commit to educating medical students and residents. While these volunteer faculty are typically unpaid, many medical schools provide some benefits to them for volunteering their time. One such benefit, although rarely noted in library or medical education literature, is access to academic medical library resources and services. This article highlights a library services liaison model dedicated to the support of volunteer faculty at a community-based medical school.