The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress

In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.     

The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND

Despite progression in policy towards greater inclusion over the last four decades, teacher insecurities regarding a lack of expertise in special educational needs and disability (SEND) remain. This qualitative case study research investigated the influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND. Baseline and end-of-study surveys were undertaken with teachers (n = 13) and support staff (n = 8) who would be working with a visually impaired pupil for the first time. Classroom observations and end-of-study interviews were undertaken with teachers in Key Stage 2 (n = 2) and Key Stage 3 (n = 5). Addressing VI inclusion did not require significant acquisition of specialist knowledge but could be managed successfully through ongoing, small-scale changes. These changes were sufficient to trigger reflection on the choice of pedagogical approaches and challenge teachers’ conceptions of inclusion through changed knowledge and understandings of how some children learn. Findings support the view that what constitutes special in addressing SEND is less a need for specific pedagogical strategies but rather teacher capacity for reflection and reappraisal such that they deepen their understanding of inclusive practice.     

Performance analysis and prediction in triathlon

Performance in triathlon is dependent upon factors that include somatotype, physiological capacity, technical proficiency and race strategy. Given the multidisciplinary nature of triathlon and the interaction between each of the three race components, the identification of target split times that can be used to inform the design of training plans and race pacing strategies is a complex task. The present study uses machine learning techniques to analyse a large database of performances in Olympic distance triathlons (2008–2012). The analysis reveals patterns of performance in five components of triathlon (three race “legs” and two transitions) and the complex relationships between performance in each component and overall performance in a race. The results provide three perspectives on the relationship between performance in each component of triathlon and the final placing in a race. These perspectives allow the identification of target split times that are required to achieve a certain final place in a race and the opportunity to make evidence-based decisions about race tactics in order to optimise performance.     

Literacy in the digital age: Learning from computer games

The need for literacy and the English curriculum to attend to digital literacies in the twenty-first century is well established. Although studies in digital literacies have examined the inclusion of computer games in schools, there has not been an extended study of English teachers incorporating computer games into their teaching and learning through action research projects. This paper outlines the structure and progress of a research project exploring the uses of computer games in English classrooms. We argue that much can be learned about the teaching of both print and digital literacies from examining computer games and young people's engagement in online digital culture in the world beyond school.     

Factors associated with physical activity referral uptake and participation

The aim of this study was to examine participant and scheme characteristics in relation to access, uptake, and participation in a physical activity referral scheme (PARS) using a prospective population-based longitudinal design. Participants (n = 3762) were recruited over a 3-year period. Logistic regression analyses identified the factors associated with the outcomes of referral uptake, participation, and completion (> or = 80% attendance). Participant's age, sex, referral reason, referring health professional, and type of leisure provider were the independent variables. Based on binary logistic regression analysis (n = 2631), only primary referral reason was associated with the PARS coordinator making contact with the participants. In addition to the influence of referral reason, females were also more likely (odds ratio 1.250, 95% confidence interval 1.003-1.559, P = 0.047) to agree to be assigned to a leisure provider. Referral reason and referring health professional were associated with taking up a referral opportunity. Older participants (1.016, 1.010-1.023, P < 0.001) and males were more likely to complete the referral. In conclusion, the PARS format may be less appropriate for those more constrained by time (women, young adults) and those with certain referral reasons (overweight/obesity, mental health conditions). More appropriate targeting at the point of referral could improve participation rates by revealing or addressing barriers that might later result in dropout.