Adolescent Alienation: its correlates and consequences

This research is into the experience of alienation amongst British adolescents. The study had three major aims: firstly to investigate potential differences across various dimensions of alienation on the basis of gender, ethnicity and religion. Secondly, to establish a relationship between alienation, self‐esteem and selected undesirable school behaviours. Finally, there is an attempt to evaluate the use of alienation scales as a research tool in education. The study involved 254 participants aged between 13 and 15 years attending large, multi‐ethnic comprehensives. The findings show that reported levels of alienation were influenced by religious orientation but only minimally by gender or ethnicity per se. Reported alienation negatively correlated with self‐esteem but was positively associated with truancy, exclusion and disruptive behaviour. The authors conclude that, whilst alienation remains a useful concept for educational research, it is unhelpful to see it as an inevitable consequence of deprivation or membership of certain social groups.     

Up,close and personal: teachers' responses to an individualised professional learning opportunity

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.     

Benefits to University Students Through Volunteering in a Health Context: A New Model

Individual interviews explored 50 British University students’ accounts of sustained volunteering within health settings and a model was developed using grounded theory. Phase one – ‘Getting involved’ – outlines ‘motives and catalysts’ for students starting to volunteer wherein altruistic motives of compassion for others are juxtaposed with perceptions of enhanced employability. Phase two – ‘Maintaining commitment’ – includes three components (‘Making connections’, ‘Developing resilience’ and ‘Keeping the balance’), which represent important aspects of continuing volunteering participation. Phase three – ‘Reaping the rewards’ – focuses on the benefits of volunteering including self-development. Our findings have implications for the training and support of student volunteers.     

Information behavior of people in the fourth age: Implications for the conceptualization of information literacy

The information literacy (IL) needs of people in the fourth age, a stage of increasing dependence and disability, have not been considered in the research literature. Based on the premise that there are relationships between information seeking and IL, this article begins to bridge this gap by focusing on the information-seeking behavior of the group in an attempt to identify IL needs. It does this through a literature review, particularly drawing on two pieces of human information behavior research, one a new study focused specifically on the group in question. It also examines existing definitions of IL in order to gauge how relevant they appear to be. The reasons for studying this group include that all stages of a person's lifespan deserve to be studied and that the population size of this group increases dramatically in the developed world. Although information needs and sources used are fewer in the fourth age, they are still important to the people involved, thus making IL a relevant concept. The researchers draw implications for IL from the particularities of the information context where disability and frailty impede purposeful information seeking. The resulting emphasis on incidental information acquisition increases the role for social networks and communication, again with implications for IL. Information grounds, where people congregate for purposes other than information sharing, including artificially created ones, will also be important for information dissemination. The role of the Internet, including assistive technology for its use, is also relevant. The conclusion is that IL is crucial to the well-being of people in the fourth age but that existing definitions need to be adjusted to the specific informational context.     

Medical journal publishing: one culture or several?

Medical publishing uses the skills of people from a wide range of backgrounds. In this study we set out to examine their attitudes and assess the degree of homogeneity. We gathered questionnaire responses from selected editors and medical reviewers and found that, on the whole, there was a homogeneous culture, though there were some significant differences. This has important implications for managers and trainers.     

To Purify the Dialect of the Tribe: children's use of non-standard dialect grammar in writing

Teachers of children of all ages are enjoined by the National Curriculum for English to develop their pupils’ ability to write in standard English. This study explores the implications of these injunctions by examining the use of non-standard dialect grammar in the writing of 362 texts written by pupils of 11 an 15 years of age. It is established that most of the forms used are found in all four of the geographical regions sampled. The grammatical features of these non-standard dialects and the frequency with which they occur are itemised and compared with a study of spoken English based on the same corpus. There is found to be considerable overlap between these and other recent studies of non-standard dialects in schools, although non-standard dialects are used more widely in speech than in writing.     

The interrelatedness of multiple forms of childhood abuse, neglect, and household dysfunction

OBJECTIVE: Childhood abuse and other adverse childhood experiences (ACEs) have historically been studied individually, and relatively little is known about the co-occurrence of these events. The purpose of this study is to examine the degree to which ACEs co-occur as well as the nature of their co-occurrence. METHOD: We used data from 8,629 adult members of a health plan who completed a survey about 10 ACEs which included: childhood abuse (emotional, physical, and sexual), neglect (emotional and physical), witnessing domestic violence, parental marital discord, and living with substance abusing, mentally ill, or criminal household members. The bivariate relationship between each of these 10 ACEs was assessed, and multivariate linear regression models were used to describe the interrelatedness of ACEs after adjusting for demographic factors. RESULTS: Two-thirds of participants reported at least one ACE; 81%-98% of respondents who had experienced one ACE reported at least one additional ACE (median: 87%). The presence of one ACE significantly increased the prevalence of having additional ACEs, elevating the adjusted odds by 2 to 17.7 times (median: 2.8). The observed number of respondents with high ACE scores was notably higher than the expected number under the assumption of independence of ACEs (p <.0001), confirming the statistical interrelatedness of ACEs. CONCLUSIONS: The study provides strong evidence that ACEs are interrelated rather than occurring independently. Therefore, collecting information about exposure to other ACEs is advisable for studies that focus on the consequences of a specific ACE. Assessment of multiple ACEs allows for the potential assessment of a graded relationship between these childhood exposures and health and social outcomes.     

Universities and the Professional Development of Teachers: credentialling and beyond

In recent times, in a context of salary award restructuring, government and employer concerns for raising the educational standards and skill levels of Australia's workforce through retraining, and changes in career patterns and pathways to promotion, attention has focused on the role of universities in continuing professional education (CPE). Typically, the focus has been on credentialling and opening up access to award courses in universities, but also there are implications for universities themselves and their educational interface with government and the education industry. This paper focuses on this aspect of current trends in the professional development of teachers and considers its implications for the universities, teacher employers and the profession. It also aims to go beyond credentialling in the professional development of teachers by addressing alternatives to credentialling by universities.