Batman and Batwoman go to School: popular culture in the literacy curriculum

This case study is an investigation into the effects of the introduction of a theme from popular culture into a socio‐dramatic role play area, focusing on the effects on children's literacy activities. A Batman and Batwoman HQ was set up in a base containing two classes of 6‐ and 7‐year‐olds and a range of literacy materials was placed within it. Methods included participant observation, interviews, use of video camera and collection of statistics. The findings indicate that the incorporation of themes from popular culture into the curriculum can motivate children whose interests are usually excluded from the classroom.     

Enabling pupil participation in a study of perceptions of disengagement: methodological matters

Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils.     

Beating the Odds: A Longitudinal Investigation of Low-Income Dual-Language and Monolingual Children's English Language and Literacy Performance

Research Findings: The current study reports on the results of a longitudinal investigation of the language and early literacy development of a sample of dual-language learners (DLLs) and monolingual English speakers from low-income families who received an Early Reading First intervention during their Head Start preschool year. A total of 62 children who entered and remained in the same school district were followed from kindergarten through 2nd grade. The results indicate that both the DLLs and monolingual English speakers in the study showed similar developmental trajectories on receptive vocabulary, story recall, decoding, and letter and word identification from preschool through the 2nd grade. Furthermore, at the end of 2nd grade, the 2 groups' vocabulary, story recall, reading fluency, decoding, and letter and word identification performances were similar and within the normal range for children their age. Practice or Policy: The study's findings suggest that a strong preschool language and literacy program can reduce the English language gap between DLLs and monolingual English speakers from low-income families.     

We're playing Jeremy Kyle'! Television talk shows in the playground

This paper focuses on an episode of play in a primary school playground in England, which featured a group of children re-enacting elements of the television talk show The Jeremy Kyle Show. The episode is analysed in the light of work that has identified the key elements of the talk show genre and the children's play is examined in relation to conceptualisations of talk shows as cruelty-verité, carnivalesque spectacle and vehicles of social class anxiety. The paper explores the children's playful re-enactment not only as a parody of adult worlds, but also as a confirmation of the ‘ordinariness’ of everyday life. It is argued that in episodes such as these, the functions of play are multiple and complex, but include a desire to construct collective moral sensibilities and reinforce normative discourses relating to sexuality and what it means to be a ‘good citizen’. The paper identifies spaces of continuity and discontinuity in such traditions and suggests that in play which draws from contemporary media we see the reconstruction of traditional play themes, but can also trace newer elements that are closely related to the generic conventions of reality television.     

Developing policy and practice for dyslexia across a local authority: a case study of educational psychology practice at organisational level

In this paper two premises are set out: first, that within Children’s Services educational psychologists (EPs) have a distinctive contribution to make towards policy and practice in relation to “dyslexia”; second, that they may be well placed to lead development work at an organisational level within a local authority. Building on previously unpublished work, the authors report a case study of the development of a local authority dyslexia policy led by an EP over a two year period. Data were collected from an account by the lead EP, a policy development group members’ focus group, and a questionnaire survey of special educational needs coordinators (SENCos). The findings confirm the scientist-practitioner contribution of the lead EP to both the product and the process of successful policy development and implementation. Facilitators, barriers and secondary benefits in relation to successful policy development within multi-disciplinary Children’s Services are considered, and the policy-practice inter-relationship is theorised.     

School ethos and personal,social, health education

This paper will discuss research undertaken within a London borough in 2009 that aimed to examine how Personal, Social, Health and Economic education (PSHE) was perceived and delivered. The ethos of schools was incorporated into the enquiry as a key determinate of both perception and delivery of PSHE. The findings are presented with particular reference to three areas: school ethos, participation and evaluation. The overall conclusion of the study is that staff value PSHE, but with some reservations. Staff believe that PSHE has a positive impact on pupil behaviour. The value placed by schools on PSHE, and how it interrelates with the existing ethos of schools, remains a crucial factor in its provision.     

Effect of a health-improvement pilot programme for older adults delivered by a professional football club: the Burton Albion case study

Older adults are a priority within policy designed to facilitate healthy lifestyles through physical activities. Golden Goal is a pilot programme of physical activity-led health improvement for older adults, 55?years and older. Activities were delivered at Burton Albion Football Club. Sessions involved weekly moderate to vigorous intensity exercise sessions including exer-gaming (exercise-orientated video-games), indoor bowls, cricket, new age curling, walking football, and traditional board games and skittles. Secondary analysis of data collected through the original programme evaluation of Golden Goal investigated the impact of the intervention on participants. Older adults completed self-reports for demographics, health screening/complications and quality of life. Attendees, n?=?23 males (42.6%) and n?=?31 females (57.4%) with a mean age of 69.38 (±5.87) (n?=?40), ranging from 55–85?years took part. The mean attendance was 7.73 (±3.12) sessions for all participants, (n?=?51). Older adults with two or more health complications (n?=?22, 42.3%) attended fewer sessions on average (6.91?±?3.322) compared to those reporting less than two health complications (8.65?±?2.694). Self-rated health was higher for women (87.32?±?9.573) vs. men (80.16?±?18.557), although this was not statistically significant (U?=?223.500, p?=?0.350). Results support the potential of football-led health interventions for recruiting older adults, including those reporting health problems.     

ESL student teachers' perceptions of a short-term overseas immersion programme

In recent years there has been an increasing demand for teachers to develop the international knowledge and skills necessary to help promote their students' global perspectives. The Hong Kong Special Administrative Region Government has seized the initiative to provide mandatory overseas immersion programmes for pre-service English teachers to enhance their language proficiency and cultural understanding. This study involved a group of Hong Kong English language student teachers who joined a six-week immersion programme in Auckland. The aim of the present investigation was to address our dearth of knowledge as to the impact of such a programme on student teachers, and the benefits that they could derive from it. Several obstacles that might hinder maximal benefits were also identified.