Exploring who we are in the context of global reforms in education: the Second Level Support Service in conversation

How will the Second Level Support Service (SLSS), established to support curriculum reform and the professional development of teachers, sustain its own professional development and identity in a climate of change and uncertainty? How will the SLSS maintain its vision of continuous professional development in the midst of educational reform? This article reports on a research project undertaken jointly by the SLSS and the Department of Education and Professional Studies, University of Limerick, designed to support the professional development of the SLSS, as it addressed, in a reflexive way, the questions posed above. The article outlines: the context, including the public policy context, in which the research was undertaken; the research design which incorporates narrative enquiry and collegial conversation; and some of the main themes which emerge from the three focus groups, whose conversations provided the research data. Chief among these themes is the degree to which the vision and practice of the SLSS supports or challenges the view of teachers and teaching which underlies the reform of education. The article offers some concluding remarks which relate the project to critical theory and organisational development.     

‘… do that and I'll raise your grade’. Innovative module design and recursive feedback

In an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors’ feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.     

‘The power to squash people’: understanding girls’ relational aggression

While researchers and concerned adults alike draw attention to relational aggression among girls, how this aggression is associated with girls’ agency remains a matter of debate. In this paper we explore relational aggression among girls designated by their peers as ‘popular’ in order to understand how social power constructs girls’ agency as aggression. We locate this power, hence girls’ agency, in contradictory messages about girlhood that, although ever‐present ‘in girls heads,’ are typically absent in adult panic about girls’ aggression. Within peer culture, power comes from the ability to invoke the unspoken ‘rules’ that police the boundaries of acceptable femininity. We thus challenge the notion advanced by Pipher and others that girls’ empowerment entails (re)gaining an ‘authentic voice.’ In contrast, we suggest that such projects must be informed by an interrogation of how girls are positioned as speaking subjects.     

Intimate partner violence during infancy and cognitive outcomes in middle childhood: Results from an Australian community-based mother and child cohort study

The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based longitudinal study between 2004 and 2016, this study examined the associations between IPV in infancy and cognition in middle childhood (at age 10). Results showed that IPV in the first 12 months of life was associated with lower general cognitive ability and poorer executive attention but not working memory skills. IPV in middle childhood (in the 10th year postpartum) was not associated with cognition. This study provides evidence for the long-term impact of early life exposure to IPV on children's cognition, and points to the importance of early intervention to optimize development.     

Developing a quality curriculum in a technological era

Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world...     

Sharpening the focus: methodological issues in analysing on-line conferences

Abstract

As on-line discussion becomes an increasingly important and significant aspect of teachers' professional education, most particularly as part of distance learning environments, there is a need to understand and develop effective analytic techniques that provide insights into the processes at work within these systems. The computer conferencing environment at the centre of this study is a complex, unstructured discussion forum, of a type increasingly found as a component of continuing professional development courses. In these situations the evidence of knowledge building processes is a key concern. This study concentrates on a close examination of some existing analytic tools and considers their contribution to identifying the processes at work within these on-line environments, as teachers discuss aspects of education.     

Subjects of Western education: Discursive practices in Western postgraduate studies and the construction of international student subjectivities

This paper focuses on discursive practices of postgraduate research as a crucial element in constructs of international student subjectivities when they undertake postgraduate studies in Australian universities. As such, it focuses on a discursive field emerging within domains of internationalisation, globalisation, and resistance. It examines processes and protocols in a number of Australian universities’ postgraduate divisions’ practices in the conduct of postgraduate supervision, in the context of increasing pressures towards internationalisation within frameworks of globalising influences. It takes issue with Western custom and tradition as privileged within the field of supervision of postgraduate research studies and suggests a model of postgraduate research supervision as intentional and systematic intervention, based on literature deriving from research in postgraduate supervision which acknowledges the problematic natures of cultural relationships as to teaching and learning and knowledge production, and student resistances within these fields. In doing so, it examines issues of discursive practices and the problematic natures of power relationships in supervisor-supervisee protocols and possibilities suggested by alternative models of postgraduate supervision of international students.     

Asymptomatic players with a patellar tendon abnormality do not adapt their landing mechanics when fatigued

This study aimed to explore how asymptomatic athletes with a patellar tendon abnormality (PTA), who are at high risk of developing patellar tendinopathy, alter their landing technique and net patellar tendon loads generated in response to fatigue. Seven asymptomatic players with a PTA performed five successful vertical stop-jump trials before and after a fatigue protocol. Fatigue protocol involved participants repeatedly performing sets of 30 submaximal jump exercises on a sledge apparatus followed by 30 s rest until the task failure criteria were reached. Three-dimensional ground reaction forces, lower limb kinematics and net peak patellar tendon force were recorded during the stop-jump task. No significant between-fatigue condition differences in net patellar tendon loading, or most secondary outcome variables were observed. Only some fatigue changes were seen during the vertical landing phase. Asymptomatic PTA participants did not modify their landing technique or net patellar tendon loading during a stop-jump task in response to fatigue. The lack of between-fatigue condition differences displayed by the asymptomatic PTA participants during both landing phases suggest that these individuals may not be capable of sufficient movement variability in their landing strategies to adapt to fatigue.     

Child adaptational development in contexts of interparental conflict over time

This multi-method study sought to identify parameters of developmental change and stability of child reaction patterns to interparental conflict in the context of family relations in a sample of 223 6-year-old children and their parents followed over the course of one year. Consistent with the sensitization hypothesis, interparental withdrawal and hostility each consistently and uniquely predicted child distress reactions to conflict even after analytically controlling for parental warmth. Associations were found across multiple domains of child responding (i.e., overt negative affect, subjective negative affect, internal representations) and both concurrent and prospective, autoregressive analyses. Results of the autoregressive path analyses indicated moderate stability in each of the domains of conflict reactivity over the 1-year longitudinal period.