Musculoskeletal anatomy knowledge in Australian chiropractors

Anatomy is a key knowledge area in chiropractic and is formally offered in the undergraduate component of chiropractic education. There is the potential for loss of anatomy knowledge before the opportunity to apply it in a clinical setting. This study aimed to determine whether chiropractic clinicians retain a level of anatomy knowledge comparable to that of chiropractic students and to compare chiropractors' self-rating of their anatomical knowledge against an objective knowledge assessment tool. A previously validated multiple-choice test was utilized to measure retention of limb musculoskeletal (MSK) knowledge in Australian chiropractors. One hundred and one registered chiropractors completed the questionnaire and responses were scored, analyzed, and compared to scores attained by undergraduate and postgraduate chiropractic students who had previously completed the same questionnaire. The results indicated that practitioners retained their anatomy knowledge, with a significantly higher total mean score than the undergraduate group [total mean score = 36.5% (±SD 13.6%); P < 0.01] but not significantly different to the postgraduate group [total mean score = 52.2% (±SD 14.1%); P = 0.74]. There was a weak positive correlation between chiropractors' self-rated knowledge and test performance scores indicating the effectiveness of this Australian chiropractic group in self-assessing their anatomy knowledge. This study found that Australian chiropractors' knowledge of MSK anatomy was retained during the transition from university to clinical practice and they accurately evaluated their own test performance.     

Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.     

Opting Out of Local Authority Control ‐Using the Education Reform Act to Defend the Comprehensive Ideal: a case study in educational policy implementation

ABSTRACT

This paper is based on an insider account of the process by which a secondary school, Stantonbury Campus, Milton Keynes, England, used the 1988 Education Reform Act to opt out of local authority control in order to preserve its egalitarian comprehensive character. Using the legislation in this way effectively reversed many of the assumptions surrounding the notion of Grant Maintained Status, in particular that such schools would be selective, traditional in character and seeking to leave Labour LEAs. In describing how and why Stantonbury's governing bodies engaged in a struggle to leave the control of their local education authority, the case study suggests that the direction and development of state educational policy may often lead to unforeseen outcomes and consequences. Moreover, the analysis demonstrates that educational change does not conform to a purely rational model and that it is significantly influenced not only by ideology but also by human agency and meaning. The current state of the debate about comprehensive schools and educational standards is subjected to a critical examination, partly by using the vehicle of a TV documentary made at Stantonbury in 1990, just after the school opted out. The television programme and its associated press coverages serve to indicate the extent to which not only politicians but also the media have produced a situation in which there are many similarities between left wing and right wing policies on education. Indeed differences of opinion over the advisability of opting out as a policy are one of the few remaining divisions between the two sides. The paper concludes by asking what the future holds for opted out schools should the Labour Party be returned to power in Britain.     

The end of anti-oppressive education? A differentialist critique

The article explores the relationship between sociology and sociology of education in the United Kingdom (UK), with specific reference to the development of a sociology of higher education. Though the article is mainly concerned with the UK, the broader issues raised, about the status and location of the sociology of education in relation to sociology, who defines research excellence and research prestige and who collaborates with whom (and why) in social science research, are much more widely relevant. There are three main themes. The first concerns the recent history of sociology of education in the UK and its current location in education departments in higher education institutions. The second theme examines the factors that may have led to or are symptomatic of sociology of education's separation from sociology itself. The third theme is the prospect for the development of the sociology of higher education and its potential for collaborative activity with sociologists and other social scientists. In conclusion, it is argued that the sociology of higher education is well placed to collaborate with sociology and other social sciences, whether in research or in programmes for new academics and professional doctorates.     

The use of branding by trade publishers: An investigation into marketing the book as a brand name product

Publishing has traditionally been an introspective industry, and while this is gradually changing, there is a need for publishers to adopt a more market-led approach. This requires the development of branding strategies to increase levels of recognition and consumer loyalty among the book buying public. The nature of the book as a product presents difficulties in applying branding theory to the industry and this study provides an insight into the issues involved in branding the imprint and the author and examines how some trade publishers are addressing these issues. The study also examines the public perception of brands within the trade sector and examines how much impact publishers’ brands have made with the consumer.     

Evaluating Curriculum Changes in a Computing Service Course

During a major curriculum change in a computing service course the opportunity was taken to evaluate the effectiveness of the old and new courses in fulfilling the expectations of students enrolled in them. In neither case were the students' expectations completely realised, but the changed curriculum significantly improved the match between expectations and actual experience.