Reviews

Vivienne Gross, Hackney Child and Family Consultation Service, Child Abuse and the School's Response: A Workshop for Professionals Involved with Ghildren/Young People from Nursery to Further Education by Eve Brock. Harlow, Essex: Longman, 1992. 22pp. ISBN 0 58210060 7, £25.00

Louise O'Connor, Roehampton Institute, Social Education and Personal Development Studies in Primary Education by Delwyn and Eva Tattum. London: David Fulton, 1992. 194pp. pb ISBN 185346 110 5, £12.99

Sue Smedley, Froebel Institute College, Stress in Teaching by Jack Dunham. London and New York: Routledge, 1992. 200pp. hb ISBN 0 415 06634 4, £35, pb ISBN 0 415 06635 2, £12.99

David Thomas, Department of Education University of Liverpool, Learning Support for Young People in Transition: Leaving School for Further Education and Work by Jean McGinfy and John Fish. Milton Keynes: Open University Press. 116pp. pb ISBN 0 335 09765 0, n.p.     

A Comprehensive Approach to Handling Sensitive Issues in Schools,with Special Reference to Loss and Grief

The School Watch initiative is centred in South Wales and involves police liaison officers, primary schools and their pupils. In each interested school, the scheme is explained and the pupils then decide if they want to take part. A pupils' committee is elected which is given support and guidance by the liaison officer. A key element of the scheme is the involvement of the pupils themselves and the way the pupils' committee plays a major part in the choice and running of activities. The scheme benefits pupils both in terms of their personal and social development and in their attitudes to the police. The paper ends with a number of examples of the type of work that schools have undertaken within this scheme.     

Subjected to review: engendering quality and power in higher education

Both feminism and quality assurance movements have attempted to deconstruct and reconstruct the academy. Both have called for more transparency in procedures, accountability from elite professional groups and the privileging of the student experience. Both are globalized systems calling for transformation. However, it is questionable as to whether these two forces for change can form strategic alliances, or whether indeed they are in oppositional relationship. As a dominant regime of power in the UK academy today, quality assurance both exposes the micropolitics of gendered power in organizations and creates its own structures and systems of power. Quality assurance is part of the modernization process of the public services. However, gender equity is not a performance indicator in UK quality audits. In this paper, I interrogate the gendered implications of quality assurance, with particular reference to the assessment of teaching and learning in the UK (the Quality Assurance Agency's Subject Review). Drawing on empirical data and conceptual critiques, I will argue that quality assurance, as a regime of power, is gendered in its conception and practice.     

老龄澳大利亚籍华人的身体活动观

身体活动指“由骨骼肌产生的体能消耗运动”．是保持身体健康、增进社会交往的重要方式和途径。在澳大利亚，虽然有研究调查民族群体身体活动的各个层面，但总体而言．多数研究更侧重于民族群体的同质性，而忽视了其异质性。本研究探讨在新南威尔士州居住的澳籍香港老年华人对身体活动的概念理解及对身体活动的态度。研究使用开放性问卷进行个体深度访谈，受访者22人。研究发现，大多数受访者不清楚“身体活动”这一术语的含义，对他们来说，“身体活动”是一个模糊的、复杂的术语。该群体对身体活动的态度反映了他们在预防性卫生保健方面的文化和健康观念。显然，提升澳籍香港老年华人的身体活动水平．需要一种基于文化特殊性的健康促进策略以解决对身体活动的误解，同时也需要具体的身体活动态度与华人整体性保健观念相匹配。     

Physical activity patterns of ethnic children from low socio-economic environments within the UK

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.     

Assessment is learning: the preposition vanishes

Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes.     

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning

Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,...     

Fish-out-of-office: How managerialised university conditions make administrative knowledge inaccessible to academics

Academics report feeling unable to cope in the managerialised university. To confirm these feelings are symptoms of managerialism's tightening grip, we use Bourdieusian concepts of field and capital to compare academics and professional staff experiential statements in an Australian university. We compare their field conditions and examine how their differences enable or hinder the accumulation of capital that defines their field. Findings show that managerialism requires professional staff to share work tasks and be on-campus, which enables them to accumulate the capital they require. Managerialism also permits and resources academics to working out-of-office to accumulate their required capital. Consequentially though, university operational knowledge becomes informal and only accessible to professional staff who accumulate the required social capital to access it. Professional staff are thus fish-in-water; easily accumulating social capital through day-to-day activities. But academics become fish-out-of-water (office); they flounder to access operational knowledge, which leads to feelings of not coping.     

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.