Harnessing the power of film in the primary classroom

This paper explores one way that teachers can develop creativity within potentially limiting confines and pressures of curriculum guidelines. The researcher considers the inclusion of film as a creative, engaging and effective strategy for teaching reading using data from a small‐scale research project. Hypotheses are based on analysis of activities that use moving image as an alternative text to printed books. During the project's teaching sequence, children are familiarised with film as a moving image, ideas are captured, the teacher demonstrates the use of techniques in meaning making, before the children finally show their understanding through their work. In this instance, the children were involved in making their own films, acting as directors, film crew, sound technicians, illustrators and narrators. As the partial purpose of the study was to explore the practical logistics of developing a creative teaching style within a structured curriculum, tight timings were an essential aspect of the validity of the work. All the teaching was completed within the normal hourly lesson for literacy, and the basic structure of lessons was maintained – an introduction with whole‐class work, followed by individual/paired or group work and concluded with a plenary. The researcher values the creative use of film as a powerful experience in itself and the study aimed to substantiate these beliefs by exploring both the accessibility and the results of harnessing the power of film within literacy teaching.     

Changing Conceptions of Careers Guidance and a Proposed Model for Singapore Schools

The paper examines the evolution of the concept of careers guidance from an international perspective. A four-stage model encompassing information, interview, curriculum and integration is proposed to explain how various patterns of careers guidance have emerged. The proposed model for careers guidance in Singapore is then described in terms of philosophy, delivery, roles, resources and training. Some suggestions are made as to how difficulties with this model can be overcome.     

Child care and family processes: Bi-directional relations between child care quality,home environments,and maternal depression

The current study examined whether within-family changes in child care quality and quantity predicted subsequent changes in home environment quality and maternal depression across early childhood (6 to 54 months of age). Data were drawn from the NICHD Study of Early Child Care and Youth Development (n = 1239; 77% White; 48% female; data collection from 1991 to 1996), and were analyzed using Random Intercept Cross-Lagged Panel Models. Within-family increases in child care quality predicted modest increases in home environment quality (β = .13–.17). These effects were most robust from child age 6 to 15 months. Increases in child care quality produced small, statistically non-significant, reductions in depression. Time-specific increases in child care quantity were not consistently predictive of either outcome.     

Using PowerPoint Animations to Teach Operations Management Techniques and Concepts

This article examines the value of using complex animated PowerPoint presentations to teach operations management techniques and concepts. To provide context, literature covering the use of PowerPoint animations in business education is briefly reviewed. The specific animations employed in this study are identified and their expected benefits to students and faculty are discussed. Evidence of their perceived value to students and faculty is then presented.     

Identities of dis/ability and music

Centring on a small‐scale capability‐based case study of music provision for adults with profound dis/abilities, this paper considers the significance of music and music education in people's lives. It offers a philosophical defence of music's importance in enjoying a truly human life and then, drawing on an overview of the work of dis/abled artists and the findings of the case study, it addresses two issues that may inhibit those with dis/abilities from achieving the good life through musical endeavour: the provision of specialised musical equipment to enable people of different physical abilities to achieve the same end of making music; and the element of shame that may cause those with dis/abilities to accept a reduced standard of living. Although our immediate concern is with musical provision for those with profound dis/abilities, our argument is pertinent to other marginalised groups and curricula.     

Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes

This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.