Creativity and whole school change: An investigation of English headteacher practices

Schools in England have been required to adopt and adapt an ongoing series of policy initiatives: some however are offered on an ‘opt-in’ basis. This paper examines one such ‘offer,’ that of Creative Partnerships, a programme which provides schools in designated deprived areas the opportunity to work with creative practitioners in order to change both classroom practice and whole schools. We report here on the snapshot phase of a national study, using a corpus of multi-method qualitative data from 40 schools. We suggest that headteachers saw different opportunities in the CP offer but what actually happened in the school related to three interwoven strands: the situatedness of the school, the headteacher’s stance towards change, and the architecture of change management. Our analysis, which highlights the ways in which many of the schools were unable to ‘spread and embed’ the pedagogical changes supported through CP, suggests that the majority of heads could benefit from involvement in explicit discussion about ‘unofficial’—and more democratic—approaches to leading and managing change.     

Early detection of fungal biomass on library materials

Library materials are susceptible to fungal deterioration. The paper constituents of archival materials are subjected to harmful physical and chemical processes as they are slowly consumed by fungi. Remediation of fungal contamination can be costly and risk further damage to fragile or previously degraded materials. Early detection of fungal growth would permit the use of relatively noninvasive treatments to remediate fungal contamination of artifacts before visible or lasting damage has occurred. Current methods used for the detection of microbial biomass, such as colony counts, microscopic biovolume estimation, and ergosterol analysis are expensive, time consuming, or are inappropriate for use with fungi. Beta-N-acetylhexosaminidase (EC 3.2.1.52) activity provides a rapid and reliable means of fungal detection on a variety of cultural heritage materials. Adapted for use on archival materials, fluorogenic 4-Methylumbelliferyl (MUF) labeled substrate N-acetyl-Beta-D-glucosamine (NAG) was used to detect fungal beta-N-acetylhexosaminidase activity. The fluorescence generated by minute quantities of fungi was quickly detected at an early stage of growth. The sensitivity of the assay was comparable to other biochemical techniques. The fluorometric assay was well-suited for early detection of fungal biomass on paper and assessment of the effectiveness of common remediation practices.     

Differences in Self-Regulation for Online Learning Between First- and Second-Generation College Students

Self-regulation is generally accepted as an important construct in student success within environments that allow learner choice, such as online courses. The purpose of the current study was to investigate differences between first- and second-generation college students' ability to self-regulate their online learning. An ANCOVA, with comfort level using the computer as a control, provided evidence that first-generation students report significantly lower levels of self-regulation for online learning than their second-generation counterparts.     

The human costs of part-time day release

Four cohorts of unqualified school leavers, starting in part-time day release engineering courses in local technical colleges between 1950 and 1960 were the subjects of four studies during their first three years at college.35% (714) of them replied to a questionnaire sent out in 1966. The enquiry covered their achievement at college, their careers in industry and the relationship between the two. Response rates were biased in favour of the more successful in the early years at college.This paper is concerned with the 110 respondents (17%) who had obtained a Higher National Certificate by 1966. The percentages varied with time from about 40% for those starting in 1950 down to 9% for the 1960 cohort.The evidence presented suggests that despite an inbuilt failure rate on the part-time National Certificate courses some students persisted against the odds for as long as twelve years in order to achieve professional qualifications by this route. This heavy price in terms of human endeavour is contrasted with the cost-benefit analyses of the economists which show that the production of qualified manpower by the HNC route provides higher rates of return to society than full-time University courses.In answer to the question about their plans for the education of their own children 59% of all respondents and 77% of those who had achieved the higher qualification wanted longer schooling, University degree and other full-time courses. It seems unlikely that those who have themselves struggled for years along the cheap, hard way will readily accept economic arguments for the continuation of these conditions for the next generation.

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Résumé Quatre cohortes de sujets ayant quitté l'école sans qualification et ayant entamé une scolarité à temps partiel en technologie dans des petits collèges techniques entre 1950 et 1960 ont fait l'objets d'une recherche portant sur leur trois premières années de scolarité.714 sujets (35%) ont répondu à un questionnaire qui a été administré en 1966. L'enquête portait sur les résultats obtenus au collège, sur la carrière professionelle dans l'industrie et sur les relations entre les deux. Les taux de réponse présentaient un biais correspondant à une surreprésentation des sujets qui avaient eu les meilleurs résultats dans les premières années au collège. L'article traite des 110 répondants (17%) qui avaient obtenu le Certificat national supérieur (Higher National Certificate) en 1966. Le pourcentage variait d'environ 40% pour ceux qui avaient débuté en 1950 à 9% pour la cohorte de 1960.Les faits montrent que, en dépit du taux d'échec aux cours du Certificat national, certains étudiants ont persisté contre vents et marées pendant quelque douze ans dans l'espoir d'acquérir une qualification professionnelle par ce moyen. Le prix ainsi payé, que l'on peut estimer très lourd en termes humains de sacrifices et d'efforts, contraste avec les analyses en termes de coûts et de bénéfices faites par les économistes qui montrent que la production de main-d'oeuvre qualifiée par la voie du Certificat national procure un taux de rétribution pour la société supérieur à celui qui est procuré par l'enseignement universitair à plein temps. en réponse à une question portant sur leurs intentions en ce qui concerne la scolarité de leurs propres enfants, 59% de l'ensemble des répondants et 77% des sujets qui avaient obtenu le plus haut degré de qualification ont déclaré viser une scolarité longue, un diplôme universitaire et un enseignement à plein-temps. Il semble improbable que ceux qui ont dû eux-mêmes lutter pendant de longues années pour avancer sur la voie ardue de la scolarité à bon marché accepteront facilement les arguments économiques que l'on avance pour justifier la prolongation de ces conditions à la génération suivante.

     

The impact of adverse childhood experiences on an urban pediatric population

Objective

The goal of this study was to investigate the adverse childhood experiences (ACEs) in youth in a low-income, urban community.

Study design

Data from a retrospective chart review of 701 subjects from the Bayview Child Health Center in San Francisco are presented. Medical chart documentation of ACEs as defined in previous studies were coded and each ACE criterion endorsed by a traumatic event received a score of 1 (range = 0-9). This study reports on the prevalence of various ACE categories in this population, as well as the association between ACE score and two pediatric problems: learning/behavior problems and body mass index (BMI) ≥ 85% (i.e., overweight or obese).

Results

The majority of subjects (67.2%, N = 471) had experienced 1 or more categories of adverse childhood experiences (ACE ≥ 1) and 12.0% (N = 84) had experienced 4 or more ACEs (ACE ≥ 4). Increased ACE scores correlated with increased risk of learning/behavior problems and obesity.

Conclusions

There was a significant prevalence of endorsed ACE categories in this urban population. Exposure to 4 or greater ACE categories was associated with increased risk for learning/behavior problems, as well as obesity.

Practice implications

Results from this study demonstrate the need both for screening of ACEs among youth in urban areas and for developing effective primary prevention and intervention models.