A discussion of the developing role of educational psychologists within Children’s Services

This paper reflects upon the developing role of educational psychologists (EPs) within the local authority Children’s Services, from the starting point that the EP role has, through numerous reviews, been clearly conceptualised. Detailing the philosophy and framework for the inception of Children’s Services in England, the authors propose two specific directions for EP work within this context. With an illustrative case study of one local authority EP service, it is argued that, whilst the core EP functions remain constant, it is the range and derivation of EP work which is being, and will continue to be, transformed. Reinforcing Stobie’s emphasis from 2002 upon EPs’ ability to respond flexibly to the changing socio‐political context, and the associated challenges for initial professional training, the authors highlight the significance of issues of role specialisation, commissioning of educational psychology services, and evaluation of the outcomes of EP work. A strategy for future EP role reviews is proposed.     

Weather worlding: learning with the elements in early childhood

In the context of challenges posed by climate change, this paper draws attention to the significance of children’s relationship with weather. The paper contends that it is time to engage more closely with children’s weather relations when developing and experimenting with new environmental pedagogies. Furthermore, it is argued that there is a need look beyond the ways children learn ‘about’ the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and ‘with’ weather. Notions such as the ‘weather world’ and ‘weathering’ are discussed here as valuable starting points for re-thinking child/weather relations. These offer a way forward where the lively curiosity of children, combined with the educational practice of being with the weather, may open up alternative, less human-centric ways of coming to know and respond to the environmental challenges ahead.     

Co-Researching the Concept of 'Noticing and Adjusting' in Monitoring Literacy Learning

The present article describes the rationale, development and initial evaluation of a framework for enquiry that enabled a team of educational psychologists from four local education authorities to co-research the concept of 'noticing and adjusting' in relation to children's literacy progress. The work is based on reflective practice where psychologists and teachers considered the usefulness of the framework in developing interactive assessment and teaching approaches in the classroom. The collaborative work helped us to focus on teacher practice and innovative thinking rather than child, teacher or resource/environmental deficits.     

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.     

From troglodytes to information managers: information management and technology needs to achieve the primary care NHS modernization agenda—the views of three GPs

In response to the information management and technology changes proposed by the Government’s NHS modernization initiative this article examines the issues that GPs feel to be of major significance to their work. Although information and communications technology is widely used in general practice there is no one agreed standard system. The level of technology and the manner in which it is used is also diverse throughout the profession, as are the attitudes that exist amongst GPs regarding the value of information management and technology, and the benefits efficient information management offers to them and to their patients. The views of three local GPs from practices with varying levels of information technology were obtained through semi‐structured interviews and the findings developed in the light of current discussions in the published literature. The GPs chosen reflect the disparity within general practice and, perhaps, other units of the NHS in the use and understanding of information management. The main conclusions were that there is ambivalence and scepticism about what NHSnet currently has to offer; that local electronic records benefit patient care, but when networked more widely problems of confidentiality and security result. Practitioners were also mindful of the financial costs of changes and concerned, given the impact of PCGs and clinical governance, as to who will be responsible for ensuring a common level of electronic records, IT provision, and financial and technological support.     

Evolving policy paradigms of middle leadership in Scottish and Irish education: implications for middle leadership professional development

ABSTRACT

Middle leadership is a dynamic area of policy in Scottish and Irish education to build leadership capacity. This article reports on a critical policy analysis of sequential sets of Scottish and Irish policy on middle leadership to identify codes of meaning. Two aspects are reported: (1) constructions of the purposes of middle leadership and (2) key themes in changing policy paradigms. While there is a development of policy ideas from delegated tasks to management functions to leadership for learning, there is little on the practice of leading learning. The findings are reviewed to identify issues related to middle leadership professional development.     

The 2008 DLD Showcase: A Celebration of 25 Years

Abstract Each year the Division for Learning Disabilities (DLD) of the Council for Exceptional Children (CEC) sponsors a Showcase at the CEC convenion to highlight the work of outstanding professionals in the field. Because this year was the DLD's 25th anniversary, past presidents were asked to participate in a panel to provide history and advice for the future. Eleven presidents participated and, through their presentations, traced the history of the DLD and gave wise advice to guide the DLD's path in upcoming years.