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Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers' marking workload. FLASH Marking is a code-based feedback approach involving peer- and self-assessment, reducing the need to use alphanumeric grading while promoting the use of students' metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers' workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils' learning outcomes. [ABSTRACT FROM AUTHOR]

Mathematical proofs are not sequences of arbitrary deductive steps--each deductive step is, to some extent, rational. This paper aims to identify and characterize the particular form of rationality at play in mathematical proofs. The approach adopted consists in viewing mathematical proofs as reports of proof activities--that is, sequences of deductive inferences--and in characterizing the rationality of the former in terms of that of the latter. It is argued that proof activities are governed by specific norms of rational planning agency, and that a deductive step in a mathematical proof qualifies as rational whenever the corresponding deductive inference in the associated proof activity figures in a plan that has been constructed rationally. It is then shown that mathematical proofs whose associated proof activities violate these norms are likely to be judged as defective by mathematical agents, thereby providing evidence that these norms are indeed present in mathematical practice. We conclude that, if mathematical proofs are not mere sequences of deductive steps, if they possess a rational structure, it is because they are the product of rational planning agents. [ABSTRACT FROM AUTHOR]

The increased national focus on racism and white supremacy has encouraged social workers to look more closely at racism in the profession, which includes racism that occurs in social work education. This study specifically examines social work students' experiences with racism in social work classes. A convenience sample of current and former students (n = 293) provided quantitative and qualitative responses to a survey that was sent to social work programs and posted on social work-related websites. Findings indicated that half of the students of color and one-third of the white students experienced or witnessed racist incidents in social work classes, perpetrated by students and faculty alike. Though the vast majority of respondents noted that the classroom generally was a safe environment to discuss race, and that they felt comfortable voicing concerns about racism, only half of the incidents were addressed, and it was usually students, not faculty, who raised concerns about the incidents. Through centering student voices, this study supports the need for actions to be taken by schools of social work to prevent and to address racism in the classroom. [ABSTRACT FROM AUTHOR]

Spinal surgical wound infection can lead to tissue voids between the spine and skin that can be difficult to reconstruct. Previously described techniques include myocutaneous flaps or perforator based fasciocutaneous flaps. However, these procedures can be time-consuming and surgically challenging. This study aimed to assess the effectiveness of a novel technique employing a buried island transposition (BIT) flap, for the repair of non-irradiated dehisced spinal wounds. Fifteen patients with failed conservative management of infected midline posterior spinal wounds, underwent wound repair using a local buried islanded de-epithelialized double-breasted fasciocutaneous transposition flap, performed by joint input from the neurosurgical and plastic surgical teams. Mean age was 58 years (range, 31–76 years) with male-to-female ratio of 8:7. The BIT flap was used to repair four wounds in the cervical spine with underlying fixation; four wounds in the thoracic spine with underlying fixation; and seven wounds in the lumbar-sacral spine, of which three had underlying fixation. Pre-operatively, each of the wounds were either dehiscent with exposed hardware, or had large defects unsuitable for primary closure following debridement. There was no procedure-related mortality. All patients demonstrated good wound healing with no subsequent repeat surgery or removal of spinal fixation at mean 24-month follow-up. We successfully used a novel buried island transposition flap that has not previously been described in repair of spinal wounds. This technique, which led in all cases to good wound healing and prevented removal of metalwork, has comparable efficacy but increased ease of use compared to traditional techniques. It requires redundant skin at the wound site. [ABSTRACT FROM AUTHOR]

Replication studies in education are relatively rare. Of the few which are conducted, many are conceptual rather than direct replications. With so few replication studies, and many of those that are attempted producing null results, the scientific status of the evidence base for educational policy and practice is in question. Replicating Makel and Plucker's review of the education replication literature, conducted in 2014, this paper presents a mapping review looking at rates of replication in education research from 2011 to 2020. We provide an overview of the number of replication studies by replication type, year, outcome, authorship, and journal. Our results are consistent with those of Makel and Plucker, revealing very low but gradually increasing rates of replication study in education. We discuss the role of replication in producing a robust and trustworthy evidence base for policy and practice, and some of the challenges in operationalising definitions of replication we encountered. [ABSTRACT FROM AUTHOR]

This paper describes an independently evaluated randomised controlled trial of a self-affirmation intervention, replicating earlier studies, mostly conducted in the US with ethnic minority students. Self-affirmation theory suggests that some stigmatised groups, such as those from ethnic minority or poor families, face stereotype threats which undermine their academic performance. Engaging in value affirmation writing activities when such threats are most salient can give individuals a positive sense of value, negating harmful feelings, and fostering academic learning. The present study, involving 10,807 pupils aged 14 to 16 in England showed that the intervention can be successfully replicated with children from low socioeconomic backgrounds in England. The analysis showed positive effects for the intervention group. Pupils who completed more exercises also performed better. The findings are worth consideration given that it costs virtually nothing and does no harm. [ABSTRACT FROM AUTHOR]

Mathematics is becoming increasingly specialized, divided into a vast and growing number of subfields. While this division of cognitive labor has important benefits, it also has a significant drawback: it can sometimes impede mathematical progress by making it difficult for mathematicians to make connections to subfields other than their own. Mathematicians can address this by making their own subfield more accessible to researchers working in other areas. One way they can do this is by engaging in exposition, as I illustrate with the User's Guide Project in algebraic topology. However, the current reward structure of mathematics does not appropriately credit mathematicians who make their subfields more accessible via exposition. I thus conclude that the reward structure of mathematics should be changed to more highly value such work, with changes being adopted at the level of departments, professional societies and funding agencies. [ABSTRACT FROM AUTHOR]

This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative design and had robust measurements of recruitment and retention outcomes were considered. Studies were assessed for strength of evidence taking into account threats to trustworthiness which may bias the results. A search of 13 electronic databases and Google/Google scholar identified 20 distinct research reports that met the inclusion criteria. Financial incentives was the only approach that seemsto work in attracting teachers to challenging schools, but not effective in retaining them. To keep teachers working in challenging schools a supportive and conducive working environment would be needed. Other approaches such as mentoring, support, or teacher development do not have strong evidence of effectiveness, largely because much of the research on these approaches was weak. More robust research capable of addressing causal questions is therefore urgently required to determine their impact in attracting and retaining good teachers in areas where they are most needed. Long-term solution would be to change school-allocation policies and improve economic conditions in such areas so that the problem of staffing does not arise. [ABSTRACT FROM AUTHOR]

This study examines parental choice preferences following the introduction of the Free Schools policy in England. It reports on two phases of data collection: first, the analysis of factors that Free School and non-Free School parents reported as important in informing their choices; and, second, findings from semi-structured interviews with parents of children attending a Free School. The findings show that Free School parents' choices were mostly influenced by similar factors to those of parents elsewhere. There were, however, some notable exceptions, particularly in relation to school size, ethos and curriculum. The analyses also highlight how the lack of information available led parents to use proxies to assess potential academic quality and school suitability for their child. The tensions that exist for parents in exercising choice within this new context and the implications for school intakes and diversity within the system are discussed. [ABSTRACT FROM AUTHOR]

The design and evaluation of healthcare work systems requires an understanding of the cognitive work involved in healthcare tasks. Previous studies suggest that a formative approach would be particularly useful to examine healthcare activities for this purpose. In the present study, methods from cognitive work analysis and cognitive task analysis are combined in a formative examination of managing acute kidney injury, an activity that occurs across primary and secondary healthcare settings. The analyses are informed by interviews with healthcare practitioners and a review of practice guidelines. The findings highlight ways in which the task setting influenced practitioners' activity, and ways in which practitioners approached the activity (for example, how they used data to make decisions). The approach taken provided a rich understanding of the cognitive work involved, as well as generating suggestions for the design of work systems to support the clinical task. Practitioner summary: Healthcare tasks often require decision-making in complex and dynamic circumstances, potentially involving collaboration across different practitioner roles and locations. We demonstrate the use of a formative analysis to understand the cognitive work in managing a clinical syndrome across primary and secondary care settings, and consider the implications for work design. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a 1-year efficacy trial of Maths Counts (MC), an intensive, individualised programme delivered by trained teaching assistants. The programme was delivered 3 times a week over 10 weeks. The sample included 291 Year 3 to Year 6 pupils (age 7 to 11) from 35 primary schools in England. Pupils were individually randomised within school to receive MC or business as usual. The results suggest that MC is effective for children struggling with basic maths skills (ES = +0.12 for general maths skills and +0.18 for maths attitude), but there is no evidence that it is particularly effective for children eligible for free school meals. Staff and pupil absences, and other social-emotional and behavioural difficulties may have prevented some pupils from getting the most from the programme. In general, the trial shows that trained teaching assistants can be effectively deployed to support children's maths learning. [ABSTRACT FROM AUTHOR]

In October 2015 the Department for Education (DfE) permitted a grammar school in Tonbridge, Kent, to open up an annexe in Sevenoaks, 10 miles away. Amidst claims that the annexe was essentially a new grammar school, the decision reignited an old debate about the value of academically-selective “grammar” schools in England. The intensity of feeling is perhaps surprising given that all but a small number of grammar schools have long been replaced by mixed-ability “comprehensive” schools. Yet, the matter taps into longstanding debates around standards, social mobility, opportunity and accessibility. A resurgence of these discussions is now playing out in a changed political and educational landscape characterised by school autonomy, diversity of provision and school choice. This article describes the key shifts that have taken place in English school organisation and policy thinking since the establishment of the tripartite system and the recent emergence of new roles and opportunities for grammar schools. This is followed by a review of the evidence on the effectiveness and wider social impact of selective education. The article concludes by reframing the grammar school debate in light of the evidence and the current system, arguing that issues around system performance and social segregation need to be examined more broadly and that the most fruitful debates to be had are around admissions and accountability mechanisms rather than structures and school types. [ABSTRACT FROM PUBLISHER]

This paper presents the results of an analysis of the admissions criteria used by the first two waves of secondary Free Schools in England. The type of criteria and their ranked order is explored and their potential impact on the school composition is considered. The findings demonstrate the diversity of criteria being used by this new type of school and give some insight in to how Free Schools appear to be prioritising access. As Free Schools operate outside Local Authority control with regards to admissions procedures they are able to choose their own feeder schools, set their own catchment areas, prioritise particular postcode districts, guarantee places for children of the school’s founders or opt to use banding systems. Whilst the admissions policies of the majority of secondary Free Schools appear to be adhering to the 2012 Admissions Code legislation, this study highlights the influence that such criteria may have in creating intakes which are less balanced in terms of socioeconomic status, ethnicity or religious affiliation. [ABSTRACT FROM PUBLISHER]

Adolescent and young adult cancer survivors face unique challenges not systematically addressed by cancer clinicians. Four focus groups and two individual interviews were conducted with 19 survivors to profile experiences and identify key concerns for future interventions. The resultant themes reflect cancer care continuum challenges (such as delays in diagnosis, problems with adherence), psychosocial concerns (such as infertility and reproductive concerns, changing social relationships, financial burden), and the paradox of being diagnosed with cancer as a young adult. Future intervention development for adolescent and young adult survivors should involve patient voices at each stage of the research process. [ABSTRACT FROM PUBLISHER]

This study investigated whether approach-avoidance goals predicted enjoyment, concentration disruption, and worry, and compared approach-avoidance versus task/ego goals in predicting these variables. British youth athletes (139 males, 110 females, 5 did not report gender), with a mean age of 13.57 (SD = 1.69) years and a mean sport experience of 4.81 (SD = 2.80) years, completed questionnaires measuring approach-avoidance and task/ego goals, enjoyment, concentration disruption, worry, and perceived competence. Mastery-approach goals positively predicted enjoyment, and negatively predicted concentration disruption and worry. The two avoidance goals positively predicted concentration disruption and worry, while performance-approach goals did not predict any outcome variable. In hierarchical regression analyses, task/ego goals were the most important predictors of enjoyment, whereas approach-avoidance goals were the most important predictors of concentration disruption and worry. Both sets of goals accounted for unique variance in the variables examined, suggesting the approach-avoidance distinction is a valuable addition to achievement goal theory. [ABSTRACT FROM AUTHOR]

The chronic pain experience is the product of a complex interaction of many factors including biological, social, psychological, environmental, and familial. The presence of chronic pain can impact the family system with significant, negative consequences; the family may also be responsible, in part, for maintaining and perpetuating pain problems. The need to examine the family dimension of the chronic pain experience and offer family/couple therapy, should it be indicated, is vital to comprehensive pain management. Operant behavioral, cognitive-behavioral, and structural family therapy approaches are advocated for such families, along with a clear need for controlled evaluations of these approaches. [ABSTRACT FROM AUTHOR]

Multicultural aspects of management are increasingly integrated into the business curricula as colleges and universities respond to the recognized need for a workforce that has a broad appreciation for the issues faced by managers in a multicultural setting, whether abroad or at home. This exercise is designed to provide students with an interesting and fun way to experience some of the frustrations encountered by managers in overseas assignments while also providing a “safe” environment for their experimentation with coping strategies. Participants are assigned one of three roles. Participants taking the first role serve as “international experts” hired by a foreign government to train its people in the manufacture of a much valued product called a Hexaflexagon (Joint Council on Economic Education, 1992). A second group of participants play the role of the citizens of Copernia, an intensely private and collectivist society with cultural customs and taboos that are unknown to outsiders. The third group of participants serve as anthropologists conducting research on the customs of the Copemians. Difficulties in coping with cultural differences are revealed as Ihe international experts attempt to train the Copemians in the construction of Hexaflexagons. Because the exercise involves a mythical culture and hypothetical training task, it can be effectively utilized to develop sensitivity to cultural differences in a variety of instructional settings. Suggestions for effective use of the exercise, responses to frequently asked questions and complete directions for conducting the exercise are provided. [ABSTRACT FROM AUTHOR]

Multicultural aspects of management are increasingly integrated into the business curricula as colleges and universities respond to the recognized need for a workforce that has a broad appreciation for the issues faced by managers in a multicultural setting, whether abroad or at home. This exercise is designed to provide students with an interesting and fun way to experience some of the frustrations encountered by managers in overseas assignments while also providing a “safe” environment for their experimentation with coping strategies. Participants are assigned one of three roles. Participants taking the first role serve as “international experts” hired by a foreign government to train its people in the manufacture of a much valued product called a Hexaflexagon (Joint Council on Economic Education, 1992). A second group of participants play the role of the citizens of Copernia, an intensely private and collectivist society with cultural customs and taboos that are unknown to outsiders. The third group of participants serve as anthropologists conducting research on the customs of the Copemians. Difficulties in coping with cultural differences are revealed as Ihe international experts attempt to train the Copemians in the construction of Hexaflexagons. Because the exercise involves a mythical culture and hypothetical training task, it can be effectively utilized to develop sensitivity to cultural differences in a variety of instructional settings. Suggestions for effective use of the exercise, responses to frequently asked questions and complete directions for conducting the exercise are provided. [ABSTRACT FROM PUBLISHER]