FROM DOUBLE JEOPARDY TO DOUBLE INDEMNITY: SUBTLETIES OF TEACHING INTERDISCIPLINARY GERIATRICS

Each of the fields of geriatrics and interdisciplinary practice intensifies the usefulness and effectiveness of the other. Combining geriatrics and interdisciplinary practice also magnifies the complexity of two singularly complex fields. However, the subtle reasons for their complexity may escape the understanding of clinicians, educators, policy makers, and administrators. Attempting to treat older patients who have complex problems while ignoring common principles of geriatrics and teamwork can cause a kind of double jeopardy. It can potentially harm the patient and decrease the provider's sense of mastery. Training either students or health care providers to appreciate the interactions and the complexities of these two fields could produce a double indemnity for the health care system and for older persons who need health care. It requires recognizing subtle factors like the barrier of presumed knowledge, the interpretation of the meaning of function, frailty, the lure of medical technology, professional hierarchies, diverse views of disease, and the myth of insufficient evidence.     

Information overload within the health care system: a literature review

There is a widespread view held by health clinicians that their work effectiveness is impaired by 'information overload.' Building upon a previous work by Wilson, a review of the literature was undertaken to look for the evidence of this. It was found that the literature, particularly in the context of the clinical environment, was limited. This review explores the diverse overarching theories of information overload, effects of the phenomenon that are perceived to occur and proposed solutions to this problem. Many of the papers noted an information explosion but only three authors explicitly attempted to measure both the quantity and the complexity of this information. It was also found that the typology of the information studied was severely limited with most studies exploring information such as guidelines, access to journals, research findings and other knowledge intensive areas. Solutions proposed seem to concentrate on technological means rather than exploring the use of humans either in management of information or as a step in the filtering process.     

A longitudinal study of how women's prenatal and postnatal concerns related to the COVID-19 pandemic predicts their infants' social–emotional development

Infant social–emotional development may be impacted by the COVID-19 pandemic. This study investigated associations between maternal pre- and postnatal pandemic-related concerns and social–emotional developmental risk. Data, collected in 2020–2021, came from 220 mothers (87% white, 6% Hispanic, 1% Black, 3% Asian, 1% American Indian, M_age = 32.46 years), and infants (53.18% male, M_age = 12.98 months) in the United States. Maternal postnatal pandemic-related concerns were associated with total risk scores (B = 6.09, p-value <.001) and offspring risk of scoring positive for problems related to inflexibility (B = 4.07, p-value = .006). The total score association was moderated by self-reported social support. Infants may be detrimentally impacted by the pandemic via maternal pandemic-related concerns. Maternal social support may buffer infants.     

Defining Social Goods and Distributing Them Fairly: The Development of Conceptions of Fair Testing Practices

Conceptions of fair educational practices develop differently for testing and learning situations. After about age 8, children judged peer tutoring to be an unfair practice during a test. (Most 6–8-year-olds judged it fair). Yet, peer tutoring was seen as the most fair way to help students learn until at least age 17. In addition, 4 levels of conceptions of fair testing practices were found. Adult-like conceptions of fair testing practices emerged at about age 11, which contrasts with about 18 for conceptions of fair learning practices. Conceptions of fair testing practices parallel the development of the concepts of ability and effort as factors limiting immediate performance; whereas conceptions of fair learning practices parallel the development of concepts concerning the long-term acquisition of intelligence. These findings support the conclusion that children's understanding of different types of situations is reflected in their conceptions of social justice.     

The UK National Arts Education Archive: Ideas and Imaginings

The National Arts Education Archive (NAEA) is housed and maintained by the Yorkshire Sculpture Park (YSP), and managed by YSP coordinators and educators with a well‐established volunteer programme. This year, 2017, as part of the celebrations of the YSP's 40th anniversary, the Archive will hold its own exhibition entitled Treasures Revealed: a collection of items selected by people who have been involved in the Archive, whether as donors, volunteers, researchers, artists, trustees or steering group members. In parallel with the exhibition, this article aims to give voice to a selection of individuals and groups associated with the Archive, discussing their interests and experiences of it, and their thoughts on its value and importance as a repository of arts education materials, ideals and practices. Our primary motivations were to consider these different voices in relation to the purpose, direction and relevance of the NAEA today. These exchanges raise fundamental questions and debates about what art education is and what it might become, and how these historical collections, and creative engagements with it, might help to shape our contemporary thinking.     

“So, where do they fit in?” Teachers’ perspectives of multi-cultural education and diversity in Singapore

This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.     

A model for incorporating lesson study into the student teaching placement: what worked and what did not?

This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including “big ideas” of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built‐in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings.     

Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis

This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were asked to complete a survey themselves and assist their tutees to complete one. Results of this study offer insights into the incorporation of digital literacy into traditional adult literacy programs focusing on the needs, wants, and support systems of user groups.     

The implications of academic enterprise for public science: An overview of the empirical evidence

Concerns have been raised that the growing emphasis on the commercial value of academic research may have negative, unintended consequences, notably that it may have a deleterious effect on the production and dissemination of scientific knowledge or on the open-ended nature of public science. These concerns have catalyzed an expanding set of empirical studies, the evidence from which is vast and mixed. We review this body of investigative work, teasing out some preliminary conclusions regarding the broader implications of academic enterprise and promising avenues for further research.