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...     

Land of confusion: unpacking the relationship between physical activity and well-being in individuals living with osteoporosis

Whether physical activity is linked with improvements in well-being in individuals living with osteoporosis remains a source of debate within the literature. The purpose of this review is to synthesize relevant literature to more fully address the relationship between physical activity and well-being in individuals living with osteoporosis. Guided by study inclusion criteria, a total of 17 quantitative studies were coded for review. Considerable heterogeneity was found between studies when examining the well-being instrumentation and physical activity characteristics used by study authors. A central finding was that physical activity is associated with increased well-being across the bulk of existing studies retained for analysis, with benefits noted particularly for markers linked to physical functioning. This review further highlights how decisions made by researchers have implications for study conclusions and can render any synthesis of this literature a challenge. As such, recommendations for future studies are advanced that span issues linked to the measurement and conceptualization of well-being and physical activity and the analytic decisions made by researchers. Finally, heightened attention to the mechanisms through which physical activity may be linked with well-being outcomes is needed. Given the importance of well-being outcomes, researchers are encouraged to adopt these recommendations in an effort to advance the literature.     

Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation

Executive functions (EF), including working memory, inhibition, and cognitive flexibility, vary as a function of socioeconomic status (SES), with children from economically disadvantaged backgrounds having poorer performance than their higher SES peers. Using observational methods, we investigated cognitive stimulation in the home as a mechanism linking SES with EF. In a sample of 101 children aged 60–75 months, cognitive stimulation fully mediated SES-related differences in EF. Critically, cognitive stimulation was positively associated with the development of inhibition and cognitive flexibility across an 18-month follow-up period. Furthermore, EF at T1 explained SES-related differences in academic achievement at T2. Early cognitive stimulation—a modifiable factor—may be a desirable target for interventions designed to ameliorate SES-related differences in cognitive development and academic achievement.     

Normative fat-free mass index values for a diverse sample of collegiate female athletes

The purpose of this study was to establish normative fat-free mass index (FFMI) ranges in collegiate female athletes. A sample of 266 female athletes (Mean±SD; Age: 19.7 ± 1.5 yrs, Height: 166.0 ± 6.4 cm, Weight: 63.2 ± 8.8 kg) were included in analyses. Dual-energy X-ray absorptiometry measured bone mineral content (BMC; kg) and lean mass (LM; kg). Fat-free mass index was calculated as follows: FFMI = (BMC + LM)/Height². Participants were classified by sport: cross-country (XC), field hockey, football, gymnastics, lacrosse, resistance-trained, swimming track. Mean, range and percentile ranks of FFMI were calculated for the full sample for each cohort. For all females, mean FFMI was 16.9 ± 1.7 kg/m², FFMI values ranged from 13.3 to 25.5 kg/m². The XC athletes had the lowest FFMI (15.3 ± 0.96 kg/m²; p < 0.001). Mean FFMI measures were similar between all other female athletes. Percentile ranks varied across sport; median FFMI was highest for football (18.0 kg/m²), lowest for XC (15.1 kg/m²) and ranged between 16.4 and 17.3 kg/m² for all other athletes. Establishing sport-specific FFMI values for female athletes may be beneficial for athletes and coaches by leading to more appropriate body composition goals based on FFM.     

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.