KEY INFORMANTS' PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND

ABSTRACT:   This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning.     

Do PDAs enhance the organization and memory skills of students with cognitive disabilities?

The project studied the on‐time behavior of 35 students with intellectual disabilities (ID) or traumatic brain injury (TBI) under three conditions – times and tasks list, paper planner, and two different personal data assistants (PDAs). Students participated for two 4‐week periods, receiving one morning reminder during Period 1 and no reminders during Period 2. Students were on time more often using a PDA compared to a list (p < .024) or a planner (p < .002). Students were on time 50% more often in Period 1 with a single daily morning reminder as compared to no reminder across all conditions. When applying results, clinicians and researchers should note that only the alarm function prompting on‐time behavior was studied, and the influence of the small sample size and short time frame. Future researchers will find a framework for studying PDAs and cell phones with larger samples, over longer time periods, and with a wider range of functions. © 2008 Wiley Periodicals, Inc.     

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.     

Selecting early-career researchers: the influence of discourses of internationalisation and excellence on formal and applied selection criteria in academia

This article examines how macro-discourses of internationalisation and excellence shape formal and applied selection criteria for early-career researcher positions at the meso-organisational and micro-individual levels, demonstrating how tensions between the various levels produce inequalities in staff evaluation. In this way, this article contributes to the literature on academic staff evaluation by showing that Selection Committee members do not operate in a vacuum, and that their actions are inextricably linked to the meso- and macro-context. This study draws on qualitative multi-level data that comprise institutional-level policies, recruitment and staff protocols, job postings and individual-level interviews and focus groups with Selection Committee members. Findings show that a majority of Selection Committee members consent to university policies and macro-discourses when evaluating early-career researchers, but a smaller group questions and resists these criteria. Furthermore, the analysis revealed four inequalities that emerge in the application of criteria and reflect on disciplinary differences between the Natural and Social Sciences. The article concludes that with only a few Committee members to critically question and resist formal selection criteria, they limit the pool of acceptable candidates to those who fit the narrow definition of the internationally mobile and excellent early-career researcher, which may exclude talented scholars.     

Feasibility,acceptability, and potential efficacy of a childcare-based intervention to reduce sitting time among pre-schoolers: A pilot randomised controlled trial

The aim of this study was to test the feasibility, acceptability and potential efficacy of a childcare-based intervention to reduce total and prolonged sitting time in pre-schoolers. Four centres and 115 pre-schoolers (44 % boys; 4.1y) participated in a 3-month, 2-arm pilot cluster randomised controlled trial. Feasibility and acceptability were assessed through observations and semi-structured interviews. Sitting time, and breaks and bouts of sitting during childcare were assessed using an activPAL accelerometer over a one-week period at pre- and post-test (12wks). EF (inhibition, working memory and shifting) was assessed using the Early Years Toolbox. Intervention fidelity was high for both intervention centres (77 % vs 70 %) and educators reacted positively to the intervention. Proportion of sitting time per day reduced significantly at post-test in both intervention (?5.3%/day,[2.13, 8.50]) and control centres (?6.45 %,[4.20, 8.71]), resulting in a non- significant between-group difference (p = 0.51[2.4, 4.9]). EF scores did not significantly differ between groups (p > 0.05). Modifications to the childcare environment to reducing sitting, particularly the standing workstations, were feasible and acceptable to educators and children. No differences in sitting time between groups were seen; additional changes and longer-term trials are needed to reduce sitting time in pre-schoolers.     

The Effect of In-Season Traditional and Explosive Resistance Training Programs on Strength,Jump Height,and Speed in Recreational Soccer Players

Purpose: Resistance training is often performed in a traditional training style using deliberate relatively longer repetition durations or in an explosive training style using maximal intended velocities and relatively shorter repetition durations. Both improve strength, “power” (impulsivity), and speed. This study compared explosive and traditional training over a 6-week intervention in 30 healthy young adult male recreational soccer players. Method: Full body supervised resistance training was performed 2 times a week using 3 sets of each exercise at 80% of one repetition maximum to momentary failure. Outcomes were Smith machine squat 1 repetition maximum, 10 meter sprint time, and countermovement jump. Results: Both groups significantly improved all outcomes based on 95% confidence intervals not crossing zero. There were no between-group differences for squat 1 RM (TRAD = 6.3[5.1 to 7.6] kg, EXP = 5.2[3.9 to 6.4] kg) or 10 meter sprint (TRAD = ?0.05[?0.07 to ?0.04] s, EXP = ?0.05[?0.06 to ?0.03] s). Explosive group had a significantly greater increase in countermovement jump compared to the traditional group (TRAD = 0.7[0.3 to 1.1] cm, EXP = 1.3[0.9 to 1.7] cm). Conclusion: Both the traditional training and explosive training performed to momentary failure produced significant improvements in strength, speed, and jump performance. Strength gains are similar independent of intended movement speed. However, speed and jump performance changes are marginal with resistance training.     

The Nature of Science and Scientific Knowledge: Implications for a Preservice Elementary Methods Course

This article describes teaching considerations related to the nature of science and scientific knowledge in an elementary science methods course. The decisions that were made, the rationale upon which these decisions were based, and the challenges evident are presented. Instructional strategies used during the course for the purpose of developing preservice teachers' understandings of the nature of science and scientific knowledge are described. The results of using these strategies, in regard to the impact on students' learning and their views on teaching the nature of science to elementary grade students are then discussed. The article concludes with a discussion on the implications for teaching the nature of science and scientific knowledge in the context of preservice elementary teacher education.     

Brokerage in SME networks

This study focuses on SME networks of design and high-tech companies in Southeast Netherlands. By highlighting the personal networks of members across design and high-tech industries, the study attempts to identify the main brokers in this dynamic environment. In addition, we investigate whether specific characteristics are associated with these brokers. The main contribution of the paper lies in the fact that, in contrast to most other work, it is of a quantitative nature and focuses on brokers identified in an actual network. Studying the phenomenon of brokerage provides us with clear insights into the concept of brokerage regarding SME networks in different fields. In particular we highlight how third parties contribute to the transfer and development of knowledge. Empirical results show, among others, that the most influential brokers are found in the non-profit and science sector and have a long track record in their branch.