Search

This paper explores service-learning as a mode of cultivating student stakeholders in university education. Previous studies have examined increasing student engagement through experiential learning, writing across the curriculum, and recognizing the interdisciplinarity of general education classrooms, but few have brought these elements into conversation as contexts that might foster students' sense of ownership of their education. While students are recipients of carefully planned faculty-designed curricula, this study suggests that cross-curricular programs, such as writing in the disciplines, could benefit from student input given their direct experience of writing assignments and expectations in multiple classroom environments. This study investigates, in hybrid mode (intersectional pedagogy and auto-ethnographic case study), a plan aimed at developing cross-campus knowledge about writing instruction through an inter-campus service-learning project. The featured project underscores the importance of experiential learning that enhances student estimation of writing as a mode of learning, involves students in the evaluation of campus writing curricula, and develops a sense of writing as highly valuable to university education and integral to all fields in subsequent professional lives.

Traditional principal preparation programs (PPPs) that include coursework and internship opportunities are most commonly the basis by which aspiring school leaders are prepared for future work (Dickens, et al., 2021; Grissom, Jason A., et al., 2018; Kearney & Valadez, 2015; Oliver, et al., 2018). The COVID-19 pandemic provided a challenge for aspiring school administrators, regardless of their personal dispositions or form of preparation (Fernandez & Shaw, 2020; Author & Author, 2021). Using Situational Leadership as a conceptual frame (Hersey & Blanchard, 1977), the purpose of this study was to compare perceptions by school leaders, pre- versus post-principal preparation program, who rely on a particular use of framing (Bolman & Deal, 2013) to guide their professional practice. In the spring of 2023, eight school administrators in their first three years of professional service, all of whom had been enrolled in an online principal preparation program (PPP), were interviewed to compare responses that they provided during their PPP to those expressed while serving as school administrators. In addition to the interviews, the study participants completed the Principal Self-Efficacy Survey (PSES) to indicate feelings of professional confidence. Results of this investigation showed high levels of self-efficacy among participants, especially with regard to instructional leadership, as well as a general agreement among participants regarding their use of situational framing. In addition, results showed a general increase in professional maturity, pre- to post-PPP, gleaned from self-reports about relationships and tasks in the workplace.

Cannabis has demonstrated anticonvulsant properties, and about thirty percent of epileptic patients do not have satisfactory seizure management with standard treatment and could potentially benefit from cannabis-based intervention. Here, we report the use of cannabinoids to treat pentylenetetrazol (PTZ)-induced convulsions in a zebrafish model, their effect on gene expression, and a simple assay for assessing their uptake in zebrafish tissues. Using an optimized behavioral assay, we show that cannabidiol (CBD) and cannabichromene (CBC) and cannabinol (CBN) are effective at reducing seizures at low doses, with little evidence of sedation, and our novel HPLC assay indicates that CBC is effective with the lowest accumulation in larval tissues. All cannabinoids tested were effective at higher concentrations. Pharmacological manipulation of potential receptors demonstrates that Gpr55 partially mediates the anticonvulsant effects of CBD. Treatment of zebrafish larvae with endocannabinoids, such as 2-arachidonoylglycerol (2-AG) and anandamide (AEA), altered larvae movement, and the expression of genes that regulate their metabolism was affected by phytocannabinoid treatment, highlighting the possibility that changes to endocannabinoid levels may represent one facet of the anticonvulsant effect of phytocannabinoids.

People with autism spectrum conditions (ASC) have difficulties mentally simulating events, perhaps due to a difficulty mentally generating and maintaining a coherent spatial scene -- that is, 'scene construction'. The current study compared scene construction ability between autistic adults (N = 55) and age-, gender- and Intelligence Quotient-matched neurotypical adults (N = 63), using a task in which participants were asked to vividly imagine and describe fictitious scenes. Results showed that scene construction was diminished in autistic compared to neurotypical participants and was negatively associated with autistic traits. ASC diagnosis did not influence the frequency of self-reference or sensory experiences, which followed the same pattern in both groups: sight was referenced more than sound, sound was referenced more than both touch and smell, which were both referenced more than taste. Exploratory analysis of some of the cognitive predictors revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia.

Language development can be framed as the process of learning how to mean (Halliday, 1975). From this perspective, the role of communicative function is central to the language-learning process with development being guided by interaction with experienced others. In the current study, we present a detailed analysis of the communicative functions used in interaction with prelinguistic infants aged 10-12 months from three cultural groups living in the United Kingdom. The findings indicate that caregivers from all three groups used a wide range of communicative acts when interacting with their infants, ranging from directives to discussions of inner thoughts and feelings. In addition, we identified significant differences in the frequency with which different communicative acts were used across our three groups. The study complements the positive contributions made by pivotal studies on language socialisation by highlighting the diversity and variation of caregiver speech at the functional level.

In the course of the COVID-19 pandemic, education policy debates have thrust a heightened focus on the provision of adequate school resources and on educator well-being and turnover, concerns particularly critical for school districts that serve large shares of economically disadvantaged students. In this article, we investigate voter and parent support for school spending initiatives in Missouri by analyzing data from two representative statewide surveys, one of the state's voters and one of the state's parents, focusing on total school spending and spending on teacher salaries. Missouri presents an especially salient setting in which to examine issues of equity in school spending, with below-average school spending and bottom-decile average teacher salaries. In this context, we investigate longstanding predictors of school spending support, including political ideology, alongside new hypotheses, including those pertaining to regional spending inequality and differences between voter and parent constituencies. While political ideology predicted school spending and teacher salary preferences, it did so more strongly for voters than for parents, an important consideration amid heightened political tensions in policy debates. Parent preferences, on the other hand, were more likely to be predicted by opinions of local and statewide school quality. Both voters and parents indicated sensitivity to regional spending inequality with respect to total school spending but not with respect to teacher salaries. Collectively, these findings may inform policymaking efforts in Missouri and similar prevailingly conservative contexts to use constituent preferences to guide legislative efforts.

Fishing gear-based landings or survey methods are often used to make assessments of species stock abundance. In order to convert catch into abundance values, estimates or assumptions are made on the catch efficiency of the gear-based method. This is the case in areas where flat oysters, Ostrea edulis, are surveyed for fisheries and conservation objectives in a range of projects across Europe. Flat oyster dredge efficiency assumptions vary widely from 5–30% in published studies and uncertainty in what is an appropriate efficiency estimate has led some survey teams to switch to Catch-per-unit-effort (CPUE), where CPUE is also of concern should catch efficiency change with shellfish density, ground type or some other unmeasured variable such as shellfish distribution. We undertook an experimental approach to estimate dredge efficiency in a standard ladder dredge used to harvest and survey adult flat oysters in the UK and Ireland. The dredge efficiency trials assessed how efficiency was influenced by oyster density (between 1 and 2.2 oysters m2), distribution (clumped vs uniform) and ground types across a gradient of more hard to more soft surface sediments. Dredge efficiency was significantly affected by oyster distribution, but also density and ground hardness as well as their interactions. While a median value between 7 and 10% seems an appropriate universal ladder dredge efficiency to adopt, ground type and distribution had such an effect that local conditions may effect this considerably. Catch efficiency was negatively density-dependent, this makes CPUE methods challenging where oyster densities are likely to vary. Practitioners, regulators and researchers conducting surveys can improve CPUE approaches through standard techniques and knowledge of how catch efficiency varies as we have presented here.

The European flat oyster, Ostrea edulis, is a habitat-forming bivalve which was historically widespread throughout Europe. Following its decline due to overfishing, pollution, sedimentation, invasive species, and disease, O. edulis and its beds are now listed as a threatened and/or declining species and habitat by OSPAR. Increasing recognition of the plight of the oyster, alongside rapidly developing restoration techniques and growing interest in marine restoration, has resulted in a recent and rapid growth in habitat restoration efforts. O. edulis seed supply is currently a major bottleneck in scaling up habitat restoration efforts in Europe. O. edulis has been cultured for centuries, however, research into its culture declined following the introduction of the Pacific oyster, Crassostrea gigas to Europe in the early 1970 s. Recent efforts to renew both hatchery and pond production of O. edulis seed for habitat restoration purposes are hampered by restoration project timelines and funding typically being short, or projects not planning appropriately for the timescales required for investment, research-and-development and delivery of oyster seed by commercial producers. Furthermore, funding for restoration is intermittent, making long-term commitments between producers and restoration practitioners difficult. Long-term, strategic investment in research and production are needed to overcome these bottlenecks and meet current ambitious restoration targets across Europe.

Encouraging children to become 'good citizens' who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under-researched. This article presents findings from a multi-survey study that seeks to unpick 'what' and 'how' active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood.

Early Childhood Education and Care (ECEC) services are critical points of intervention for children impacted by trauma. Intervention Mapping was utilised to develop an initiative for trauma-informed organisational change in ECEC. This paper describes how the research team understood the need and opportunity for the program using Intervention Mapping Step 1. This included: (i) convening a planning group, (ii) conducting needs assessment, (iii) describing the context for intervention, and (iv) establishing program goals. Benefits, challenges, and recommendations on using Intervention Mapping for program development in ECEC settings are discussed.

In Victoria, Australia, senior secondary mathematics students are expected to use technology and thus need to make decisions about using pen-and-paper (P&P) or technology when solving mathematics problems. The predominant technology is a Computer Algebra System (CAS). This study investigated the beliefs about CAS held by twelve Year 11 students as they learnt to use CAS and whether these beliefs were stable over time. These students held a range of beliefs related to the usefulness of CAS, speed of CAS compared to P&P, whether CAS is proper mathematics, choice of CAS or P&P, ease of use, the correctness of answers and solving problems in Mathematical Methods (i.e. the mathematics subject studied). Beliefs are often described as being stable (e.g. McLeod, 1992), but some researchers stress stability needs to be determined empirically rather than being seen as a characteristic of beliefs (e.g. Liljedahl et al., 2012). For this sample of students, stability (rather than instability) is a feature of students' beliefs about CAS.

Blended Synchronous Learning (BSL) refers to when students located in physical classrooms learn together with peers who attend remotely, via networked digital technologies. The COVID-19 pandemic, along with ambitions to increase flexibility in learning delivery mode for students, has led to the increased implementation of BSL in tertiary education. The current evidence-base around BSL provides important principles for its use, but relatively little research has examined the experiences of teaching staff in depth. This article uses a self-study methodology to explore educators' experiences of BSL implementation in a post-graduate Initial Teacher Education course in Australia. Six teaching staff, all co-researchers for the study, contributed reflective data, and engaged in analysis and interpretation of the data via structured critical friendships. Insights related to four key themes were derived from the analysis: institutional and pedagogical factors; educator wellbeing, self-efficacy and professional identity; staffing support; and collegial professional learning. The implementation of BSL, while aligned with existing recommendations, produced significant challenges for educators in relation to institutional support and training, pedagogical practices, operation of BSL technologies, professional identity and self-efficacy. Cognitive overload was a prominent feature of the BSL teaching experience. On the whole, while drawing on existing skills and teaching experience, educators held significant concerns with the overall quality of student learning in BSL--especially for remote students. Training, practice, technical and co-teaching support, as well as collegial relationships, were important mediators of educator experience. The findings suggest that the implementation of BSL requires substantial investment in staffing, training, skill development, and opportunities for authentic, meaningful practice and prototyping. The findings also affirm the value of timely, organisationally supported and collaborative professional learning as part of BSL implementation.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co-curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

This article, co-authored with a group of undergraduate secondary music student teachers, shares their experiences as they learned about additional support needs and inclusive practice through a series of 10 problem-based learning (PBL) sessions. Drawing from their reflections on the weekly sessions, the paper explores the students' learning experiences through the themes of motivation, self-directed learning, critical skill development and collaboration. The students' accounts indicate a deep engagement with the process of PBL and recognition of growth in their understanding and knowledge relating to inclusive practice and additional support needs. The process has supported their development in ways that may help them to navigate the complexities of inclusive education and support their own professional practice as they embark on their careers.

Purpose: Competence in fundamental movement skills (FMS) is purported to be linked with increased physical activity participation. Yet, recent research suggests a low level of FMS proficiency in children. The aim of this study was to evaluate the efficacy, impact on gender, and influence of teacher fidelity on the Moving Well-Being Well intervention. Method: The intervention was delivered in 18 primary schools (n = 925, M[subscript age] = 7.55 years). Data were gathered on six FMS and two balance skills pre- and postintervention using the Test of Gross Motor Development--Third Edition and Bruininks--Oseretsky Test of Motor Proficiency 2. Results: The mean postintervention FMS score was higher than preintervention, with a mean increase of 7.85 (23%). A two-way analysis of covariance found gender was not statistically significant (p = 0.74), but teacher fidelity was statistically significant (p = 0.000; moderate effect size). Conclusions: The intervention significantly improved children's FMS, having a similar effect on boys and girls. Teacher fidelity of implementation had a significant impact on FMS improvement.

This paper utilizes anonymous qualitative survey commentary from seventy-three faculty to explore how perceptions of teaching undergraduate researchers during the COVID-19 pandemic reflect the practice of resilient pedagogy. By examining faculty motivations, experiences in times of disruption, and resiliency beyond the pandemic, this paper contributes to and extends the existing scholarship on resilience and resilient pedagogy in higher education.