Social support,academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis revealed three distinct groups of students: the thriver, supported struggler and at-risk struggler. We compared the three groups on their academic motivation. Analyses revealed significant differences between groups in adaptive motivation outcomes, but no differences in impeding or maladaptive motivation outcomes. Combined, the results speak to the importance of support and academic buoyancy for positive student outcomes.     

Assessment of Autism Symptoms From 6 to 18 Months of Age Using the Autism Observation Scale for Infants in a Prospective High-Risk Cohort

The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months.     

A treatment and education program for parents and children who are at-risk of abuse and neglect

A treatment program for families at-risk of abusive or neglectful parenting was described and evaluated. The program combined intervention strategies and concepts based on research on abuse, early intervention, education and social service. Treatment and education for the parent and child were provided in the three services of the program: Home-Based, Family School, and Neighborhood Peer Support Groups. At-risk families were identified by a high-risk stress index. Program evaluation was based on 46 families and their 74 preschool-age children. Data collected were: incidence of child abuse or neglect, family stresses, observations of parent-child interactions, family goal measurement, and developmental testing of the children. A significant reduction occurred in the number of children abused or neglected as compared to a similar high-risk, nonintervention sample. The family stresses were reduced, parent-child interactions improved, and the intellectual decline of the children was prevented. Families who participated in all three services gained the most from the program.     

Men accessing education: masculinities,identifications and widening participation

Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.     

Neoliberalism and curriculum in higher education: a post-colonial analyses

In an era of internationalisation and globalisation, neoliberal agendas have now become important aspects of many institutional and national governments’ higher education policy. A major aspect of these neoliberal agendas is their impact on the curriculum. This paper critically examines the impact of neoliberal agendas on curriculum through a postcolonial and decolonising lens, drawing on research conducted in the African context to illuminate the theoretical analysis presented. Drawing on 48 semi-structured interviews and documentary analyses across three public universities in Ghana, we examine the relationship between neoliberal agendas, neo-colonialism and curriculum imperatives in African higher education. The analysis illuminates the ways that hegemonic discourses connected to neoliberal agendas re-privilege Western-oriented values and perspectives and impact the curriculum changes in African higher education institutions.     

Sex Education: Challenges and Choices

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a particular view of personhood and moral literacy. We argue, however, that choice and the approach outlined must be located in the realities of young people’s lives.     

5x5x5=Creativity: Art as a Transformative Practice

The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults.     

‘I don't have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education

The trend towards inclusion in mainstream Australian schools has seen the numbers of students with disabilities educated in regular schools grow significantly. This trend has been supported by legislation such as the Disability Discrimination Act and the Education Standards. For inclusion to be successful, a number of factors are vital and teacher support for the programme is crucial. While there is research in the area of teachers’ concerns at the primary school level, little research has been conducted at the secondary school level. Research in this area is needed as the secondary school has differing factors from the primary sector that need to be explored.