Formation of embryoid bodies using dielectrophoresis

Embryoid body (EB) formation forms an important step in embryonic stem cell differentiation invivo. In murine embryonic stem cell (mESC) cultures EB formation is inhibited by the inclusion of leukaemic inhibitory factor (LIF) in the medium. Assembly of mESCs into aggregates by positive dielectrophoresis (DEP) in high field regions between interdigitated oppositely castellated electrodes was found to initiate EB formation. Embryoid body formation in aggregates formed with DEP occurred at a more rapid rate-in fact faster compared to conventional methods-in medium without LIF. However, EB formation also occurred in medium in which LIF was present when the cells were aggregated with DEP. The optimum characteristic size for the electrodes for EB formation with DEP was found to be 75-100 microns; aggregates smaller than this tended to merge, whilst aggregates larger than this tended to split to form multiple EBs. Experiments with ESCs in which green fluorescent protein (GFP) production was targeted to the mesodermal gene brachyury indicated that differentiation within embryoid bodies of this size may preferentially occur along the mesoderm lineage. As hematopoietic lineages during normal development derive from mesoderm, the finding points to a possible application of DEP formed EBs in the production of blood-based products from ESCs.     

Students with autism in regular classes: a long-term follow-up study of a satellite class transition model

Students with autism spectrum disorders (ASDs) are increasingly being educated within mainstream schools. While there is often an assumption that students with ASD who are academically capable will succeed in an inclusive educational placement, previous research has indicated that this is not always the case. Indeed, it seems that students with ASDs are often not equipped to cope with the social and communication demands of a mainstream classroom. Autism Spectrum Australia's (Aspect) satellite class programme aims to address this gap by blending specialised intervention with strategies to prepare students and receiving schools for transition to more inclusive educational placements. A long-term follow-up study comprising a parent survey of satellite class graduates and four detailed case studies was undertaken to determine whether these classes led to successful placement of students with ASD in more inclusive educational settings. Results indicated that a majority of graduates remained placed in more inclusive educational settings. Overall, parents were satisfied with the programme. Attendance at a satellite class was just one of a number of factors associated with positive outcomes in late adolescence. These findings are discussed in terms of their implications for teachers and school staff planning for and supporting students with ASDs in their transition to inclusive educational settings.     

Higher education as a self‐guiding society

Abstract

Over the last two decades, there has been a significant change in the financing of higher education in the United States. A decrease in student and institutional support in real terms, tuition increases at all types of institutions, along with the view that students are the primary beneficiaries of higher education has resulted in policies that reduce the proportion of higher education costs borne by the federal and state governments. This paper will describe this financing shift in the United States, and analyse its impact on college participation with a particular focus on equity and opportunity. It will also provide an analysis of some questions that European countries should address as they implement their own policies that shift the burden of paying for college from the government to individuals, and as they consider various forms of financial assistance to help students pay for college.     

Northern Ireland head teachers’ perceptions of inclusion

Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern Ireland head teachers interpret inclusion in the nursery, primary, post‐primary and special sectors. Those in mainstream schools showed whole‐hearted commitment to the philosophy and practice of inclusion, and could critically examine what they have achieved so far. However, they recognized persistent and varied constraints both within and beyond their schools. Head teachers in the special sector perceived their schools to have a multiple role in providing for pupils with the greatest need, reintegrating those on placement into their regular schools, and offering outreach support to mainstream colleagues. The implications for all aspects of teacher education were identified, for beginning teachers, for more experienced practitioners and for the head teachers themselves. A number of key factors were suggested to make inclusion work.     

Farewell to Grant Maintained Status: the future of self-governing schools

Within 15 months of New Labour being elected to Government in May 1997, a new framework for the organisation of schools in England and Wales was on the statute books. In September 1999 the legislation was implemented and three new categories of schools: foundation, voluntary and community, replaced all previous classifications. Thus, the opportunity for state schools to 'opt out' and become self-governing, grant maintained (GM) schools was abolished. Indeed, all schools, regardless of their category, are now required to have local education authority representatives on their governing bodies. This article reports on empirical research carried out between September 1997 and the end of 1998-the period when the new framework was being shaped. The research is concerned with GM schools' headteachers' and chairs of governors' views and interpretations about the future governance of their schools.     

A journey of self‐discovery: an intervention involving massage,yoga and relaxation for children with emotional and behavioural difficulties attending primary schools

This study reports on an intervention involving massage, yoga and relaxation delivered to young children with emotional and behavioural difficulties. Children (n = 126) were invited to participate in the Self‐discovery Programme (SDP) with parental consent. A total of 107 children aged 8–11 years completed the SDP and all measures. Children were allocated to a Control (n = 54) or Intervention (n = 53) group. The results indicate that children in the Intervention group showed improvements in self‐confidence, social confidence, communication and contributions in class. Children in the Intervention group were noted by teachers to use skills learned on the SDP during the school day.     

The reality of living with AD/HD: children's concern about educational and medical support

A diagnosis of AD/HD may tell us that the child has the core characteristics of inattentiveness, impulsivity and or hyperactivity, but it fails to convey the extent to which the social context of the child's environment manipulates these characteristics. This article reports on how children with a diagnosis of AD/HD view the impact their social environment has on their behaviour; providing us with insight into how educational and medical intervention strategies are failing to achieve their potential. The findings suggest that if children with AD/HD and their families are to benefit from educational and medical intervention then stakeholders need to work together to provide coordinated and consistent support.     

The construction of a questionnaire to evaluate the science orientedness of students' identities as learners from a cognitive perspective

Forming a science-oriented identity is considered a process underlying both interest and achievement in science education. A questionnaire is developed for describing “identities as learners” and evaluating their science orientedness. The instrument (k = 65) focuses on cognitive aspects. An internal coherence of .88 was found. Five subscales were defined that proved interrelated yet distinguishable. A pilot amongst 40 students from Dutch general secondary education showed that preferring science over non-science subjects and relatively high grades for sciences subjects were strongly correlated to science orientedness of the learner identity (r_s  = .65; p < .001). The results support the reliability and validity of the questionnaire but also point to the importance of identity as a central concept in studying science education. It is concluded that we made a promising step in constructing an instrument for monitoring the development of cognitive aspects of science-oriented identities during (innovative) science education.     

Sex Education in the New Zealand Primary School: A tangled skein of morality,religion, politics and the law

This article examines the political struggle from 1945 to 1999 over the place of sex education in the New Zealand primary school. It begins with the 1945 prohibition on sex education and goes on to chart the various political, legal and community manoeuvres leading up to the introduction of the 1999 health curriculum, which includes sex education for primary schools. Along the way there have been various conflicts but for the time being an uneasy truce prevails between liberals, who achieved the introduction of sex education into the primary school curriculum, and conservatives, who managed to make pupil participation voluntary.     

Developing Expertise With Classroom Assessment in K–12 Science: Learning to Interpret Student Work. Interim Findings From a 2-Year Study

This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials.