The Effects of Peer‐Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis

The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed.     

Iron deficiency anaemia: Effect on congnitive development in children: A review

Iron deficiency evolves slowly through several stages. Early iron deficiency caused a depletion in iron stores as shown by a reduction in the levels of hepatic non-heme iron in the new born of iron deficient mothers. Of particular importance is the effect on central nervous system, which leads to the defects in the cognition and learning processes in humans. Evidence is strong that in many under developed countries iron deficiency is the main cause of anaemia and supplementation under trial conditions may prevent some defects of iron deficiency but not all.     

Chemoprotective Role of Triphala Against 1,2-Dimethylhydrazine Dihydrochloride Induced Carcinogenic Damage to Mouse Liver

The present study was carried out to investigate the protective role of Triphala (a combination in equal proportions by weight of fruit powder of Terminalia belerica, Terminalia chebula and Emblica officinalis) against 1,2-dimethylhydrazinedihydrochloride (DMH) induced Endoplasmic reticulum stress (ER stress) in mouse liver. An oral dose of 3 mg/kg body wt in drinking water for 5 weeks significantly (P < 0.001) increased the levels of serum glutamate oxaloacetate transaminase (SGOT), serum glutamate pyruvate transaminase (SGPT), serum Alkaline phosphatase (ALP) and total bilirubin thus suggesting damage to mouse liver and biliary dysfunction. The DMH administration invariably led to increase in the liver microsomal proteins of molecular weight of about 29 (ERp29) and 53 kDa (ERp53) and decrease in the protein of molecular weight of 36 kDa (ERp36) thereby suggesting the interference of DMH and its metabolites with normal protein biosynthesis and folding, in the reticular membranes of the liver cells thus developing ER stress. Histological studies show necrosis, large sized hepatocytes with increased N:C ratio, aberrant mitotic figures and prominent nucleoli in the liver of DMH treated mice. In animals fed 5% Triphala in diet (w/w) during DMH administration, there was significant decrease in the above changes in the liver suggesting the suppression of DMH induced ER stress in liver. Triphala significantly (P < 0.05) decreased lipid peroxidation and also the activity of lactate dehydrogenase (LDH) in mouse liver. It simultaneously increased the level of reduced glutathione (GSH) and the activity of glutathione-S-transferase (GST) thereby suggesting that it prevents peroxidative damage and also diverts the active metabolites (electrophiles) of DMH from their interactions with critical cellular bio-molecules which could be responsible for its protective action against DMH.     

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.     

How effective are working memory training interventions at improving maths in schools: a study into the efficacy of working memory training in children aged 9 and 10 in a junior school?

This study evaluates the validity of claims that Working Memory (WM) training is an effective and legitimate school-based maths intervention. By analysing the current developments in WM in the fields of neurology and cognitive psychology, this study seeks to analyse their relevance to the classroom. This study analyses memory profiles of children and maths performance previous to, and after a 3 week school-based, teacher led, intervention programme. Results indicate that although WM improved, it also improved for the control group, who did not undergo training. No significant far-transfer to maths results were demonstrated during the study.     

How are leaders integrating the ideology of globalisation in primary school contexts?

This study carried out research focusing on diverse learners, such as pupils who have English as additional language (EAL) in primary schools in the Midlands, England. Essentially, we wanted to know how they are supported to become global learners. Therefore, questions were posed to school leaders on their understanding of the concept of globalisation; how globalisation is developed, supported, monitored and evaluated. Research on the concept of globalisation is contentious, with as many definitions as there are cultural contexts. But the central message is that the movement of a global economy brings with it the potential to make knowledge and information accessible to all. We interviewed senior leaders in primary schools over a period of 3 months and our sampling isopportunistic rather than truly random. The findings suggest the need for strong leadership for embedding globalisation in the curriculum, an enabling team structure, and partnership development locally and globally.