Propriety, process and purpose: considerations of the use of the telephone interview method in an educational research study

While the use of the telephone has increased as a means of collecting research data in a range of areas, there are few examples of studies where telephone interviews have been conducted to collect qualitative data. The field of educational research is no exception to this. This paper focuses on a study carried out in Higher Education (HE) investigating student withdrawal. It explores the ethics of interviewing by telephone a group of former students; issues that arose in the carrying out of the research, particularly relating to the quality of the data; and the impact of the study’s purpose on its conduct. The paper discusses the value of telephone interviewing to collect qualitative data and offers some practical suggestions for future use.     

Executive impairment determines ADHD medication response: implications for academic achievement

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to indirect informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes direct neuropsychological or academic assessment data to determine treatment efficacy. Documenting "cool" executive-working memory (EWM) and "hot" self-regulation (SR) neuropsychological impairments could aid in differential diagnosis of ADHD subtypes and determining cognitive and academic MPH response. In this study, children aged 6 to 16 with ADHD inattentive type (IT; n = 19) and combined type (n = 33)/hyperactive-impulsive type (n = 4) (CT) participated in double-blind placebo-controlled MPH trials with baseline and randomized placebo, low MPH dose, and high MPH dose conditions. EWM/ SR measures and behavior ratings/classroom observations were rank ordered separately across conditions, with nonparametric randomization tests conducted to determine individual MPH response. Participants were subsequently grouped according to their level of cool EWM and hot SR circuit dysfunction. Robust cognitive and behavioral MPH response was achieved for children with significant baseline EWM/SR impairment, yet response was poor for those with adequate EWM/ SR baseline performance. Even for strong MPH responders, the best dose for neuropsychological functioning was typically lower than the best dose for behavior. Findings offer one possible explanation for why long-term academic MPH treatment gains in ADHD have not been realized. Implications for academic achievement and medication titration practices for children with behaviorally diagnosed ADHD will be discussed.     

Identification of children at risk of dyslexia: the validity of teacher judgements using ‘Phonic Phases’

We report an investigation of the validity of teachers' ratings of children's progress in ‘phonics’ as a screener for dyslexia. Seventy‐three 6‐year‐olds from a whole school population were identified as ‘at risk’ of dyslexia according to teacher judgements of slow progression through phonic phases. Six months later, children's attainments in literacy and phonological skills were compared with those of their typically developing peers matched on age and gender. Teacher assessments of risk were related to individual differences in performance on a standardised test of reading ability. Teacher assessments overestimated ‘risk of dyslexia’, defined as below‐average reading performance. However, teacher judgements, supplemented by tests of phoneme awareness and rapid naming, allowed a sensitive and specific identification of children who subsequently experienced reading difficulties. These findings show teachers can identify risk of dyslexia; the accuracy of this process can be improved by administering two tests of phonological skills.     

Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform

It is well established that many teachers are resistant to take up the messages of reform if these messages require them to substantially shift their teaching practices. What accounts for this resistance? One well established explanation is that teachers lacks the self-efficacy required to attempt something new in their teaching—they simply do not feel capable of effectively enacting the messages. However, there are a host of studies describing teachers with high self—efficacy who remain resistant to messages of change. The purpose of this article is to address the gap in the application of self-efficacy to understand the change or lack of change of science teachers’ practice through the introduction of a related construct, pedagogical discontentment. This construct reflects a state of cognitive conflict that exists when an individual recognizes a mismatch between her/his science teaching pedagogical goals and classroom practices. One potential result of this mismatch is that a teacher problematizes her teaching practices, prompting an increased receptivity to reform messages. Building on existing literature, we present vignettes of four hypothetical teachers who exemplify variations of pedagogical discontentment. When combined with self-efficacy, pedagogical discontentment provides a useful lens to understand teachers’ consideration and adoption of messages of reform.     

Sexual Activity and Problem Behaviors among Black, Urban Adolescents

This article focuses on whether sexual activity is best considered in the same paradigm as adolescent substance use and assault or separately. Among black, inner-city adolescents (N = 705), followed longitudinally since first grade, 3 questions were examined: (1) how these 3 behaviors co-occur, (2) their early family and school precursors, and (3) their relations with adolescent school behavior and parental supervision. The 3 most frequent patterns were compared: no problem behaviors, only sexual activity, and the combination of sexual activity, heavy substance use, and/or assault. In general, the multiproblem adolescents differed from the other adolescents in their behavior and parental supervision. While sex-only males were similar to the no-problem males, sex-only-females differed from the no-problem girls in their family origins. These results suggest that by examining adolescent behaviors in their co-occurring combinations in epidemiologically defined populations, variations in pathways to deviance can be better understood.     

Home-start: A voluntary home-visiting scheme for young families

Very often statutory intervention in child abuse cases can prove to be costly, inappropriate or even unwelcome. “Home-Start” began as a voluntary home-visiting scheme in Leicester, England, 8 years ago with the objectives of offering support, friendship and a practical approach to any young families experiencing difficulties. A recent evaluation by Willem van der Eyken, suggests that Home-Start enjoys a high success rate, particularly with the 25% of families referred to the scheme, who have children on the nonaccidental injury “At Risk” register. This paper outlines details of the objectives. the volunteers, the families visited and the Home-Start approach with child abuse cases. It highlights some elements of the scheme which have proved vital to its success, such as close liaison with the related statutory agencies, the intensive support to families in their own homes, and the meticulous preparation and support of the volunteers themselves. The Home-Start approach is now being used effectively in many other areas of Great Britain and consequently Home-Start Consultancy has been established at 22 Princess Road West, Leicester. England, to provide the opportunity for consultation, liaison and development with existing and new Home-Start schemes.     

How preschool children learn in Hong Kong and Canada: a cross‐cultural study

This paper reviews literacy learning conducted in two laboratory preschools in Hong Kong and Canada, and examines the link between cultural values and educational practices. Both preschools maintain that a constructivist view of child learning underpins their practice. However, the author's experience in these two settings illustrates how similarities and differences are identified in the scope, focus, implementation strategies and learning outcomes of the activities observed. Reasons for these findings are explored from the perspectives of cultural values and societal beliefs in education of the East and the West, and how the constructivist ideology is espoused in these settings. Implications of this cross‐cultural comparison on the issue of ‘best practice’ in early childhood education are discussed.     

Young people who cut themselves – a growing challenge for educational settings

There has been an increasing pattern of young people seeking to cope with the stresses of modern life by acts of self-harm. The frequency of this has been estimated by one review as between one in 12 and one in 15 across the UK. In this article, Margaret Dimmock, family therapist, Sue Grieves, community psychiatric nurse, both of whom work for the Child and Adolescent Mental Health Service in Hartlepool, and Maurice Place, Professor of Child and Family Psychiatry at Northumbria University, report the results of a survey carried out in a large comprehensive secondary school in the North of England, where the rate of self-destructive behaviour was found to be at least 9.8%. The reasons for this behaviour are explored when the authors look at the differences in coping behaviour that these young people show compared with their peers. The results from this project indicate that, within this sample of young people, there is a tendency to worry far more; to feel rather remote from peers; and to feel less able to cope with setbacks. Drawing on these findings, Margaret Dimmock, Sue Grieves and Maurice Place discuss some approaches that might help young people to avoid self-harming behaviour in future.