Engaging disaffected learners in Key Stage 4 through work-related learning in England

Work-Related Learning (WRL) has been enthusiastically embraced by UK governments since the 1990s as a means of reengaging learners in the final years of compulsory schooling. However, recent years have seen a policy shift away from WRL towards a more academic curriculum for all young people. Drawing on a qualitative study commissioned by the Qualifications and Curriculum Development Agency, this article explores good practice in using WRL to motivate 14- to 16-year-old learners. The article aimed to refocus discussion on the beneficial effects of WRL for disengaged young people. It argues that WRL can be a powerful engagement tool as part of a holistic approach to support learners to engage or reengage in learning. It also highlights that any appraisal of the merits of WRL for disaffected learners should also consider the indirect benefits such as increased confidence and motivation to participate, which can potentially lead to hard outcomes of success.     

The extent of similarity in concept development for children with and without handicapping

ABSTRACT

This paper examines and integrates findings from six investigations of similarity in concept development for children with and without handicapping conditions. The studies were designed to ensure comparability and are brought together to provide fuller understanding. They were carried out with children who have hearing, language or visual impairments as well as with those termed mentally retarded. Similarity in sequence of development was strongly supported by scalogram analyses in every investigation. The educational implications of common orderings are clear. Similarity in structure was supported in the case of non‐retarded and retarded children with no known organic condition. Further study is needed before conclusions are drawn about structure and retarded children who have organic conditions.     

Family Medicine editors collaborate towards antiracist publishing

• Editors of 10 North American Family Medicine journals simultaneously published a Joint Call for Action to address systemic racism and encourage diversity, equity, inclusion and accessibility/antiracism (DEIA) initiatives in medicine and medical publishing in January 2021.
• The efforts of the journals since publication of the joint editorial are summarized and include working to diversify editorial teams, editorial boards and authors; enhanced content about DEIA topics; mentoring of authors who are underrepresented in medicine (URM); and presenting content related to DEIA in Family Medicine publishing at national meetings.
• Editors had a follow up meeting in November 2022 to continue working toward a common goal of reducing racism and increasing DEIA initiatives in Family Medicine publications.