Listening to teachers: teacher and student roles in the New South Wales Sustainable Schools Programme

This paper reports on an interview study of eight teachers engaged in the Sustainable Schools Programme (SSP) in New South Wales, Australia. Teacher views on key components of education for sustainability are compared with the underlying socially critical approach of the SSP and the NSW policy on environmental education. Their views on active student engagement in the SSP are also revealed. The findings, which indicate that some teachers hold a view of education for sustainability consistent with key assumptions inherent in the SSP, are encouraging. However, remarks by most of the teachers suggest that wider professional support is needed if the SSP, and indeed the NSW policy on environmental education more broadly, are to be implemented as intended.     

The wigner distribution in speech processing applications

Recently the Wigner distribution has been shown to be a potentially useful tool for analysing the time varying frequency domain phenomenon. In this paper, some of the salient features of the Wigner distribution are presented; properties of this important discrete distribution are derived, and an efficient digital implementation is presented. Effective Wigner throughput rates, in excess of those obtainable with an equivalent length FFT, are shown to be feasible. In particular, the Wigner distribution is studied in the context of enhancing speech analysis and recognition systems. It is suggested that this class of distribution is consistent with the mechanics of human speech and, using experimentation, produces a very robust spectral signature. This enriched data space can be used to uncover some frequency domain attributes of human speech which may be lost using a discrete Fourier transform.     

A “Grand Challenge”: Measuring Information Societies

Even though there has been a proliferation of e-society measures in recent years, analyses of the metrics of the “information society” are still far from responsive to the needs of many stakeholders and continue to suffer from a number of serious limitations. Issues in eight critical areas are briefly presented. They include: definition of the universe to be measured; definition of the objects and phenomena to include in the universe; need to establish measurements based upon solid theories; units of measurements; data sources and collection; methods of analysis and construction of indicators; target audiences; and purpose and utilization of measurements. An organized collective effort, which could provide the impetus for the development of a coherent academic field of study, is called for to address this “grand challenge.”     

Effects of turf and cleat footwear on plantar load distributions in adolescent American football players during resisted pushing

Metatarsal and midfoot injuries are common in American football. Footwear design may influence injury rates by altering plantar foot loading patterns in these regions. The purpose of this study was to determine the effect of cleat design on in-shoe plantar foot loading during a football-specific, resisted pushing task. Twenty competitive football players (age 14.7 ± 1.8 years, height 1.72 ± 0.10 m, and mass 71.8 ± 26.9 kg) completed three trials of pushing a weighted sled at maximal effort in a standard shoe (CLEAT) and artificial turf-specific shoe (TURF), with flexible in-shoe force measuring insoles. Repeated measures ANOVAs identified mean differences in maximum force and relative load under all regions of the foot. Results showed higher forces in the CLEAT under the medial (p < 0.001) and lateral (p = 0.004) midfoot, central (p = 0.007) and lateral (p < 0.001) forefoot, and lesser toes (p = 0.01), but lower forces in the hallux (p = 0.02) compared to the TURF shoe. Additionally, relative loading was higher in the CLEAT under the medial (p < 0.001) and lateral (p = 0.002) midfoot and lateral (p < 0.001) forefoot, but lower in the medial forefoot (p = 0.006) and hallux (p < 0.001) compared to the TURF shoe. The two shoes elicited distinct plantar loading profiles and may influence shoe selection decisions during injury prevention or rehabilitation practices.     

Decoding the Digital Campus Climate for Prospective LGBTQ+ Community Colleges Students

LGBTQ+ students are increasingly visible on community college campuses, and a safe and welcoming campus climate is critical to LGBTQ+ students’ academic success and well-being. Campus climate is difficult to assess for prospective LGBTQ+ community college students, and institutional websites may be a source of information about campus climate. This study used content analysis to document and analyze the digital campus climate for prospective LGBTQ+ students in the community colleges context by examining institutional websites. Using a mixed methods approach, website content of nine community colleges was analyzed, and both the quantity and nature of the content were used to make sense of colleges’ digital campus climate for prospective LGBTQ+ students. With the exception of a couple colleges, we found that the digital campus climate was not welcoming to prospective LGBTQ+ students. The results suggest that community colleges need to enhance their website in several ways and expand their overall programming (academic and non-academic) to ensure prospective LGBTQ+ students feel welcomed and safe on community college campuses.     

The Impact of Teacher Study Groups in Vocabulary on Teaching Practice,Teacher Knowledge,and Student Vocabulary Knowledge: A Large-Scale Replication Study

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to treatment and control conditions. A total of 182 first-grade teachers and their 1,811 students formed the sample. Treatment teachers received the TSG professional development from October to March. Teachers in the business-as-usual control condition received school/district professional development. A multilevel analysis was conducted to detect impacts. Significant impacts were found for teacher knowledge and observed teaching practice. No impacts were found at the student level.     

The Reliability of Free School Meal Eligibility as a Measure of Socio-Economic Disadvantage: Evidence from the Millennium Cohort Study in Wales

Over the last 20 years, the use of administrative data has become central to understanding pupil attainment and school performance. Of most importance has been its use to robustly demonstrate the impact of socio-economic status (SES) on pupil attainment. Much of this analysis in England and Wales has relied on whether pupils are eligible for free school meals (eFSM). However, very little is known about the validity of this measure as a proxy for SES. Using a recent major birth cohort study, this paper examines the relationship between pupils’ eFSM and their more detailed socio-economic circumstances.     

Education in early postcolonial India: expansion,experimentation and planned self-help

After independence India’s leaders committed the country to democracy with universal franchise and to pursuing a socialistic pattern of society. As part of these interlocking projects, it was widely recognised that India’s educational systems needed reform. However, with scarce resources, Indian policy-makers faced the dilemma of whether to improve the existing system, which served a narrow, urban elite, or expand it to the entire population, as the Constitution promised they would. This overview of education policy in the first two decades after 1947 finds that, at the centre, Indian planning did not monopolise control over education. Rather, India’s was a socialism of scarcity, which relied on self-help efforts by the people to build the institutions of the welfare state. However, by relying on communities to use their own resources to build local schools, this DIY socialism entrenched existing inequalities.