The Gender Mix Among Staff in Schools for Pupils with Severe and Profound and Multiple Learning Difficulties and its Impact

Phil Goss has extensive experience as a practitioner and manager in schools for pupils with severe and profound and multiple learning difficulties. In this article, he reports on his enquiries into the gender mix among staff in these schools. He finds that there are significantly more women than men working as teachers and in support roles in these specialist contexts. Phil Goss goes on to discuss the outcomes of his research into headteachers' perceptions of the impact of this gender imbalance. In concluding, he makes a series of proposals for future policy on recruitment and staff development, for teachers and teaching assistants. Phil Goss argues that we need to find ways to bring more men into this work.     

Meaning-led learning for pupils with severe and profound and multiple learning difficulties

This paper proposes that learning and teaching for pupils with severe and profound and multiple learning difficulties could be enhanced by a closer focus on emotional factors and on the careful identification of what is meaningful for them. Phil Goss, senior lecturer in counselling and psychotherapy at the University of Central Lancashire draws on understandings about emotional development gleaned from child psychiatry and psychotherapy to inform our awareness of the deep-seated factors that may influence the complex needs of these pupils. He describes a research study in which he analysed findings from interviews with parents and carers about their perceptions of what is meaningful for their children. These outcomes are elaborated using findings from a pilot study on one pupil in which perceptions about what is meaningful for him were used to inform the ongoing planning of his learning. Phil Goss then uses the implications of this study to argue for fuller and more systematic involvement by parents and carers in planning for pupils with severe, and profound and multiple learning difficulties. Finally he suggests ways in which access to learning could be rendered more fruitful by adopting a meaning-led approach.     

Sensory, cognitive, and linguistic factors in the early academic performance of elementary school children: The Benton-IU project

Standardized sensory, perceptual, linguistic, intellectual, and cognitive tests were administered to 470 children, approximately 96% of the students entering the first grade in the four elementary schools of Benton County, Indiana, over a 3-year period (1995--1997). The results of 36 tests and subtests administered to entering first graders were well described by a 4-factor solution. These factors and the tests that loaded most heavily on them were reading-related skills (phonological awareness, letter and word identification); visual cognition (visual perceptual abilities, spatial perception, visual memory); verbal cognition (language development, vocabulary, verbal concepts); and speech processing (the ability to understand speech under difficult listening conditions). A cluster analysis identified 9 groups of children, each with a different profile of scores on the 4 factors. Within these groups, the proportion of students with unsatisfactory reading achievement in the first 2 years of elementary school (as reflected in teacher-assigned grades) varied from 3% to 40%. The profiles of factor scores demonstrated the primary influence of the reading-related skills factor on reading achievement and also on other areas of academic performance. The second strongest predictor of reading and mathematics grades was the visual cognition factor, followed by the verbal cognition factor. The speech processing factor was the weakest predictor of academic achievement, accounting for less than 1% of the variance in reading achievement. This project was a collaborative effort of the Benton Community School Corporation and a multidisciplinary group of investigators from Indiana University.     

Prediction of 2000 m indoor rowing performance using a 30 s sprint and maximal oxygen uptake

The aim of this study was to predict indoor rowing performance in 12 competitive female rowers (age 21.3 - 3.6 years, height 1.68 - 0.54 m, body mass 67.1 - 11.7 kg; mean - s ) using a 30 s rowing sprint, maximal oxygen uptake and the blood lactate response to submaximal rowing. Blood lactate and oxygen uptake ( V O 2 ) were measured during a discontinuous graded exercise test on a Concept II rowing ergometer incremented by 25 W for each 2 min stage; the highest V O 2 measured during the test was recorded as V O 2max (mean = 3.18 - 0.35 l· min -1 ). Peak power (380 - 63.2 W) and mean power (368 - 60.0 W) were determined using a modified Wingate test protocol on the Concept II rowing ergometer. Rowing performance was based on the results of the 2000 m indoor rowing championship in 1997 (466.8 - 12.3 s). Laboratory testing was performed within 3 weeks of the rowing championship. Submitting mean power (Power), the highest and lowest five consecutive sprint power outputs (Maximal and Minimal), percent fatigue in the sprint test (Fatigue), V O 2max (l· min -1 ), V O 2max (ml·kg -1 ·min -1 ), V O 2 at the lactate threshold, power at the lactate threshold (W), maximal lactate concentration, lactate threshold (percent V O 2max ) and V E max (l·min -1 ) to a stepwise multiple regression analysis produced the following model to predict 2000 m rowing performance: Time 2000 =- 0.163 (Power)14.213 ·( V O 2max l· min -1 ) + 0.738· (Fatigue) + 567.259 ( R 2 = 0.96, standard error = 2.89). These results indicate that, in the women studied, 75.7% of the variation in 2000 m indoor rowing performance time was predicted by peak power in a rowing Wingate test, while V O 2max and fatigue during the Wingate test explained an additional 12.1% and 8.2% of the variance, respectively.     

Do clickers work for students with poorer grades and in harder courses?

We studied the impact of clickers, also known as electronic student response systems, on the performance of students on two undergraduate finance courses. Consistent with some of the recent literature, we found that clickers have very little impact on student performance, as measured by final course grades. Further, we found that clickers do not have a significant impact on course grades for students in relation to their designated performance ability (weak versus strong) or whether the course in question is less or more difficult. However, after simultaneously controlling for course difficulty and student aptitude, we found that clickers have a meaningfully positive impact on the performance of poorly performing students on more challenging quantitative courses. Our results suggest that the impact of clickers on student performance may depend on the type of student (academically weak, average or strong) and the type of course (average or difficult). This finding has particular implications for curriculum planners at the post-secondary level, although the findings may also have application at the secondary school level.     

Prediction of 2000 m indoor rowing performance using a 30 s sprint and maximal oxygen uptake

The aim of this study was to predict indoor rowing performance in 12 competitive female rowers (age 21.3 +/- 3.6 years, height 1.68 +/- 0.54 m, body mass 67.1 +/- 11.7 kg; mean +/- s) using a 30 s rowing sprint, maximal oxygen uptake and the blood lactate response to submaximal rowing. Blood lactate and oxygen uptake (VO2) were measured during a discontinuous graded exercise test on a Concept II rowing ergometer incremented by 25 W for each 2 min stage; the highest VO2 measured during the test was recorded as VO2max (mean = 3.18 +/- 0.35 l.min-1). Peak power (380 +/- 63.2 W) and mean power (368 +/- 60.0 W) were determined using a modified Wingate test protocol on the Concept II rowing ergometer. Rowing performance was based on the results of the 2000 m indoor rowing championship in 1997 (466.8 +/- 12.3 s). Laboratory testing was performed within 3 weeks of the rowing championship. Submitting mean power (Power), the highest and lowest five consecutive sprint power outputs (Maximal and Minimal), percent fatigue in the sprint test (Fatigue), VO2max (l.min-1), VO2max (ml.kg-1.min-1), VO2 at the lactate threshold, power at the lactate threshold (W), maximal lactate concentration, lactate threshold (percent VO2max) and VEmax (l.min-1) to a stepwise multiple regression analysis produced the following model to predict 2000 m rowing performance: Time2000 = -0.163 (Power) -14.213.(VO2max l.min-1) +0.738.(Fatigue) 7.259 (R2 = 0.96, standard error = 2.89). These results indicate that, in the women studied, 75.7% of the variation in 2000 m indoor rowing performance time was predicted by peak power in a rowing Wingate test, while VO2max and fatigue during the Wingate test explained an additional 12.1% and 8.2% of the variance, respectively.     

Not Just a Specimen: A Qualitative Study of Emotion,Morality, and Professionalism in One Medical School Gross Anatomy Laboratory

Medical schools are increasingly integrating professionalism training into their gross anatomy courses, teaching ethical behavior and humanistic attitudes through the dissection experience. However, many schools continue to take a traditional, technical approach to anatomical education while teaching professionalism in separate courses. This interview-based study explored how students viewed the body donor and the professional lessons they learned through dissection at one such medical school. All students oscillated involuntarily between seeing the cadaver as a specimen for learning and seeing the cadaver as a person, with some students intentionally cultivating one of these ways of seeing over the other. These views shaped students’ emotional and moral responses to the experiences of dissection. The “specimen” view facilitated a technical, detached approach to dissection, while the “person” view made students engage emotionally. Further, students who intentionally cultivated a “specimen” view generally felt less moral distress about dissection than students who intentionally cultivated a “person” view. The concept of respect gave students permission to perform dissections, but “person-minded” students developed more complex rules around what constituted respectful behavior. Both groups of students connected the gross anatomy experience to their professional development, but in different ways. “Specimen-minded” students intentionally objectified the body to learn the emotional control physicians need, while “person-minded” students humanized the body donor to promote the emotional engagement required of physicians. These findings support efforts to integrate professionalism teaching into gross anatomy courses, particularly content, addressing the balance between professional detachment and concern.     

Communications research and the rule of law: An opportunity for access to judicial decision making

This essay argues that students of communication should become more immediately involved in legal decision making by targeting behavioral research at topics under litigation and by pressing their studies as friends of the courts. The judiciary is the component of the American political system most receptive to institutional reform. Yet, communications research input is virtually non‐existent in at least two critical areas of First Amendment legal theory. The means whereby scholarship from our field can be brought to bear on the judiciary are easily attainable if the Supreme Court's long standing challenge is accepted.