bluuebunny/crossref_metadata_2025 huggingface dataset:
Representing Your Country: Scotland, PISA and New Spatialities of Educational Governance
Authors: Lingard Bob , Sellar Sam
Published: April 2022

This paper focuses on the rescaling and re-spatialization of policy and governance in education, including the constitution of a global education policy field. It deals with the changing education policy work of the OECD, particularly the influential Programme for International Student Assessment (PISA). We argue that PISA has become the most successful OECD ‘product’ and as such has become the prototype for other OECD developments, including PISA-Based tests for schools, PISA for development, PIACC and AHELO. These developments help constitute a global education policy field and contribute to the production of a global data infrastructure in education. At the same time, they also have impacts on other spatial relations, including sub-national and local effects in schooling. For example, the PISA-based test for schools programme can be used directly by schools and sub-national systems as part of the new policy spaces in education. In this paper, we document the role of the OECD’s education work in respect of these matters. We focus specifically on a video, PISA 2012 - Representing Your Country, produced by the Scottish Department of Education and anchored by the Scottish National Party Minister for Education. The aim of the video is to inspire the participation and strong performance of Scottish students in the 2012 PISA sample. As we will show, using a ‘videological analysis’, this video demonstrates how Scottish independence and nationalism involve reaching out to draw on the expertise of supranational organisations such as the OECD, while at the same time the OECD is reaching in to nations to shape policy agendas in sub-national spaces.
Searching for Meaning – Science and Religious Education Teachers collaborating in interdisciplinary Teaching and Learning
Authors: McKinney Stephen , Smith Marjorie , Hall Stuart , Beaumont Paul , Lowden Kevin
Published: April 2022

One of the aims of Curriculum for Excellence (CfE) in Scotland is greater inclusion of interdisciplinary learning and teaching in school education. There is, arguably, a limited amount of guidance in the CfE literature to advise and support secondary teachers in the practical implications of the planning, preparation and implementation of interdisciplinary learning and teaching. This paper examines this guidance and insights from research literature and presents the findings from a research project, Searching for Meaning, which focused on science and religious education teachers collaborating in planned interdisciplinary learning and teaching in secondary schools. The paper identifies some of the key factors for effective interdisciplinary learning and teaching between science and religious education. These include: support from the school leadership; openness to interdisciplinary work and willingness to learn about other disciplines; teamwork, dialogue and joint planning and the need for time and support for teachers. These findings are potentially significant for other forms of interdisciplinary learning and teaching.
The attempt to reform School Councils in the 1980s: a rehearsal for the furore that greeted the proposals for School Boards?
Authors: O’Brien Jim
Published: April 2022

In the light of the Scottish Government’s commitment to the principles enshrined in the Christie Commission and developing approaches worldwide to public administration, this article considers the forces at work and the major arguments for suggesting the need for increased and enhanced participation by parents in educational decision-making and school governance by focusing on the early 1980s. This was another period when participative democracy and partnership between lay-persons and public officials was widely supported at a theoretical level but often met resistance on the ground. An analysis of the responses to the abortive School Council consultative exercise of 1984 conducted by the Scottish Education Department (SED) is offered. The period before the emergence of Michael Forsyth as Education Minister in the Scottish Office in Mrs Thatcher’s era as UK Prime Minister is reviewed. Forsyth’s controversial proposals for the establishment of School Boards that caused such consternation among the educational establishment and parents have subsequently been replaced by Parent Councils.
Catholic schools and attitudes toward religious diversity: An empirical enquiry among 13- to 15-year-old students in Scotland
Authors: Francis Leslie J. , Village Andrew , Penny Gemma , Neil Peter
Published: April 2022

Recognition that the United Kingdom has increasingly become a multi-cultural and multi-faith society has raised questions about the place of church schools or schools with a religious character within the state-maintained sector. The issue was given particular focus by the Runnymede Trusts report Right to divide? Faith schools and community cohesion published in 2008. In response to this challenge, the present study examines attitudes toward religious diversity among 1,012 students attending Catholic schools and 1,518 students attending schools without a religious foundation in Scotland (13- to 15-years of age). Employing a multilevel linear model to allow for the fact that students were nested within schools and after controlling for individual differences in personality and religiosity, the data demonstrated that students attending Catholic schools held a more positive attitude toward religious diversity, compared with students attending schools without a religious foundation.
Articulating ‘understanding’: Deploying mathematical cognition
Authors: Maclellan Effie
Published: April 2022

Scotland's Curriculum for Excellence (CfE), constitutes the demands that teachers are supposed to meet. Its intentions for the mathematics curriculum are similar to those in many countries: that learners be sufficiently mathematically literate to use mathematics in the personal, professional and societal dimensions of their lives. But like many attempts to reform mathematical curricula elsewhere, CfE does not address the fundamental issue of mathematical understanding. Of course, learner understanding transcends the mathematical curriculum per se, but the significance of mathematical understanding for competent functioning exemplifies the imperative of teaching for understanding or 'deep learning'. The article begins with some conceptual 'ground clearing' to establish mathematical understanding as a neglected issue. It then considers what mathematical understanding is, why it is important, the increasingly important role of metacognition, and the very necessary role of teachers. At each of these points, implications for pedagogical practice are raised.
Risk behaviours in transition to adulthood for people with autism spectrum disorder.
Authors: Rydzewska Ewelina , Pirrie Anne
Published: April 2022

This article explores risk behaviour in adults with a diagnosis of Asperger's syndrome (AS) or high-functioning autism (HFA) during the transition to adulthood, drawing on interviews with twelve individuals and on two focus groups comprising members of other families affected by autism spectrum disorder (ASD). The authors examine the subtle interplay between engagement in a variety of risk behaviours and the health and wellbeing of particular individuals with ASD. Feelings of anger, hopelessness and self-harming were common responses to bullying and pervasive difficulties with social interaction. There appears to be no clear causal relationship between risk behaviours and transition, which is characterised by protracted and complex period of identity formation. The current orthodoxy of service provision emphasises the importance of integration with the local community, irrespective of the challenges this may present to people with ASD. There is scope for further elaboration of the concept of ‘emerging adulthood’ in relation to people with disabilities in general and people with ASD in particular.
Sectarianism and State Funded schooling in Scotland. A critical response to the Final Report of the Advisory Group on Tackling Sectarianism in Scotland
Authors: McKinney Stephen
Published: April 2022

The Scottish Government has recently invested considerable energy and resource into tackling sectarianism in Scotland. They have commissioned reviews of existing research, commissioned new research and funded community based projects. They also appointed an independent Advisory Group in 2012 to investigate the scope of sectarianism and provide some recommendations on how to address sectarianism. This article is focused on the Final Report of the Advisory Group on Tackling Sectarianism in Scotland - April 2015 (Scottish Government, 2015a) and the key statements in this Final Report that refer to state funded school education. The article argues that there is much to commend in the Final Report and provides a critical examination of the discussion of the relationship between school education and sectarianism and the contribution of school education to antisectarian activities and education.
The educational achievements of a ‘great visionary’: William Boyd (1874-1962)
Authors: Humes Walter
Published: April 2022

This paper examines the contribution of William Boyd (1874-1962) to the development of educational studies in the first half of the twentieth century. It traces his involvement in, and contribution to, many different fields of enquiry that were important in the subsequent evolution of education as an academic discipline. As Head of the Education Department at the University of Glasgow for nearly forty years, Boyd was able to initiate a range of activities which prepared the ground for the efforts of later researchers. It will be shown that he was ahead of his time in promoting progressive ideas (partly through the New Education Fellowship), in advocating the involvement of classroom teachers in educational research, and in realising the importance of adult education as part of community development. Although Boyd was a prominent public figure and acquired an international reputation, he was never awarded a professorship: the paper concludes by discussing possible reasons for this and by suggesting areas for more detailed investigation of his achievements.
Do advanced qualifications equate to better mathematical knowledge for primary teaching?
Authors: McKechan Sandra , Day Stephen
Published: April 2022

This study tests the hypothesis that raising the entry requirement to programmes of Initial Teacher Education in Scotland to Higher Mathematics, would enhance students’ subject content knowledge as required for primary teaching. A sample of 149 students entering initial teacher education was investigated using an assessment that measured competence in aspects of numeracy. Students holding Higher Mathematics scored better (Median [interquartile range]) (69.6% [58.7 – 78.3]) than those holding an Intermediate Two scoring (54.3% [41.3 – 63.0]) and a Standard Grade Credit (64.1% [50.0 – 73.9]). However, further analysis shows no statistical difference in the marks of students holding a Higher compared to those holding a Credit Standard Grade (p=0.079), but that those holding an Intermediate two performed significantly poorly compared to those holding a Higher (p<0.0001). Therefore these findings affirm concerns raised by Donaldson (2010) that current requirements relating to qualifications in mathematics do not seem to provide a sufficient guarantee of competence required for teaching.
The spectre of poverty in distant futures without university: reflecting on aspirations for their pre-adolescent children among parents from deprived neighbourhoods in Glasgow
Authors: McKendrick John H.
Published: April 2022

This research note argues that emerging research on poverty and education in Scotland needs to adopt a longer-term focus. Drawing on the work of Glasgow Caledonian University’s Caledonian Club, it reflects on evidence that one-third of parents who consider that their primary and nursery school children will not attend university when they are older also perceive that the cost of a university education will be a barrier to participation.
Widening access to higher education for disabled students: the intersection of socio-economic background and impairment
Authors: Weedon Elisabet
Published: April 2022

The proportion of disabled students in higher education across the UK has increased over the last 20 years as a result of equalities legislation and widening access measures promoted by the Scottish Government. For monitoring and reporting purposes, disabled students have often been treated as a homogeneous group. Drawing on an analysis of administrative data published by the Higher Education Statistics Agency (HESA), as well as student case studies, this paper identifies important within-group differences, questioning whether certain sub-groups of disabled students have benefitted from systemic expansion more than others. The main finding of the paper is that the increase in participation by disabled students mainly reflects the growth in the number of those with specific learning difficulties, who are disproportionately drawn from middle class backgrounds. By way of contrast, there has been only a very small increase in the proportion of disabled students from less advantaged backgrounds and with severe low incidence disabilities. Despite the fact that disabled students tend to be from more advantaged backgrounds than others, the case studies illustrate the types of barriers they encounter, which may be compounded by socio-economic disadvantage. The paper concludes by suggesting that, in the future, regulatory regimes might encourage institutions to undertake a more fine-grained analysis of the participation of disabled students in higher education, taking account of both type of impairment and social class background.
Developing Teachers as the Learning Profession: Findings from the State of Educators’ Professional Learning in Canada Study
Authors: Campbell Carol , Osmond-Johnson Pamela , Faubert Brenton
Published: April 2022

Teachers’ professional development and learning is of high interest in educational reform internationally. We present findings from the State of Educators’ Professional Learning in Canada study. We identify ten features proposed for effective professional learning: evidence-informed; subject-specific and pedagogical content knowledge; a focus on student outcomes; a balance of teacher voice and system coherence; active and variable learning; collaborative learning experiences; job-embedded learning; ongoing in duration; resources; and supportive and engaged leadership. Our findings indicate that these features are present in current professional learning experiences within Canada. However, we also found important differences in the details of professional learning within and across Canada. We suggest it is important to research, value and understand the diversity of professional learning needs, activities, experiences and outcomes within and across countries. We discuss potential considerations for the study of teachers’ professional learning in Scotland to contribute to improvements locally and to inform global debates.
System leadership for school improvement: A developing concept and set of practices
Authors: Dimmock Clive
Published: April 2022

System leadership is a developing concept and practice increasingly seen as a tool for school improvement, as policy makers switch from traditional top-down reform to professional models of schools working collaboratively. System leadership is being championed by the Scottish College for Educational Leadership (SCEL), but is still in its infancy in Scottish education. Adopting an international perspective on system leadership, but with reference to the Scottish context, the paper aims first, to clarify the concept and its various connotations, and to focus on the notion of head teachers and other school-level professionals as system leaders. Secondly, it goes on to describe the range of roles that system leaders can play and how these present a degree of choice – and a trajectory - for head teachers in choosing appropriate roles that reflect their expertise, experience, self efficacy, credibility, and interest. Finally, adopting a critical stance towards the concept and practice of system leadership – to date the focus has been more on roles and less on substantive capacity building competences required by system leaders for school improvement - the paper redresses the imbalance.
Understanding professional issues in physical education - a Scottish insight
Authors: Craig Murray , Thorburn Malcolm , Mulholland Rosemary , Horrell Andrew , Jess Mike
Published: April 2022

Key to the effective enactment of policy and high quality learning and teaching in schools is a contemporary understanding of teachers’ beliefs, and an awareness of the professional issues which are particularly important to them. Despite a surge in academic and policy interest in physical education in Scotland, only two studies have examined teachers’ views on a range of professional issues in the last 25 years. To address this limitation, researchers at the University of Edinburgh designed the ‘Professional Issues in Physical Education Survey’ (PIPES) which aims to inform and support professional learning and research in physical education in future years. The article reports on the systematic development and piloting of PIPES, and how this reflected in the high degree of consensus the teachers reported for the professional issues identified. Findings indicated that concerns over pupil engagement, subject aims, curriculum time, resources and workload took precedence over more generic curriculum ambitions such as interdisciplinary learning and transitions. In addition, it is anticipated that the methodological groundwork undertaken in PIPES will be helpful in supporting other Anglophone countries to develop similar survey instruments particular to their own contexts.
Educational Commitments in the 2016 Election to the Scottish Parliament: An Analysis of Party Manifestos
Authors: Humes Walter
Published: April 2022

This paper examines the 2016 manifestos of the main political parties seeking election to the Scottish Parliament, with particular reference to their educational commitments on issues of equality and inclusion. The policy context is described and related to academic accounts of the policy-making process. Use is made of discourse analysis as a method of highlighting key concepts and recurring textual motifs. After some general observations about manifestos as a sub-genre of political discourse, the proposals of five parties (SNP, Conservative, Labour, Liberal Democrat and Green) are considered in more detail. Education is located within the overall political programmes of the parties and points of tension and contradiction, both within and between manifestos, are noted. In the discussion section, reference is made to theoretical perspectives on policy narratives and to George Orwell’s critique of political language as measures against which the manifestos might be judged. Among the features that receive attention are the need for a stronger knowledge-base about the economics of education to evaluate policy proposals, ambivalence over the use of evidence to generate policies, and the omission of some controversial educational topics. The paper concludes by suggesting that the rhetorical invocation of concepts such as fairness, justice and equity is inevitably compromised by the practical constraints of the policy-making process.
Education and Democratization: Moving Beyond the Service of Goods to Write the Poetry of the Future
Authors: Clarke Matthew
Published: April 2022

2016 marks the centenary of Democracy and Education, in which Dewey argued for the mutually dependent relationship linking a legitimate education system and a thriving democracy. A century later, it seems, democracy and education have been decoupled, with both undermined by developments such as growing inequality, declining participation and trust in democratic processes, techno-rationalism that reframes political issues in terms of efficiency, and growing political extremism. Meanwhile, recent years have seen the increasing grip of market-based principles and techniques of measurement and evaluation as state-endorsed norms across various sectors and domains of society, including education, reflecting an instrumentalism Lacan described in terms of ‘the service of goods’. Against this background, this paper draws on resources from political and psychoanalytic theory to rethink and reanimate the links between education and democracy, thereby encouraging and emboldening educators to, in David Harvey’s words, “write the poetry of their own future”.
New Scotland to (old) Scotland: Lessons learned from an international student teacher practicum
Authors: Robinson Daniel Bruce , Foran Andrew
Published: April 2022

This paper reports on results from a recently completed research study conducted with pre-service teachers from Nova Scotia, Canada who completed their final student teacher practicum in Dumfries and Galloway, Scotland. With our attention directed towards a primary research question related to pre-service teachers’ own development, data were collected through synchronous online focus group interviews. Results revealed that pre-service teachers experienced both professional and personal growth, while also experiencing some unanticipated conflict and angst. Herein we present and discuss these results, especially as they relate to relevant literature and our own experiences with international student teacher practicums. This paper should be of particular relevance to those who share an interest in teacher education, practicums/field experiences/internships, and/or international education initiatives.
Building a bridge between pedagogy and methodology: emergent thinking on notions of quality in practitioner enquiry
Authors: Wall Kate
Published: April 2022

This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education Reform Movement, I will ask questions about how a practitioner enquiry frame as located within Scottish education professional learning model, encourages thinking about how teachers engage with research. Focusing on how we judge the tools we use (in research and teaching and learning) and how both perspectives might provide helpful insight into judgements of quality, a productive space will be created. With origins in my own pedagogical repertoire, examples of visual tools will be used to exemplify this thinking demonstrating how the data arising from their use can be translated into the research domain. I will conclude by suggesting that for practitioner enquiry to be perceived as more realistic for the majority of the profession then a productive synergy is needed between research methodology and pedagogy, where assumptions about ‘good practice’ on either side are not mutually exclusive but rather complementary in supporting practitioners’ reflective and strategic thinking.
The Journey from Further Education to Higher Education: an investigation into the ‘lived experiences’ of learners as they transition into and through the first year of higher education
Authors: O’Donnell Patrick , Smith Kyle , McGuigan Aileen
Published: April 2022

The global trend towards the expansion of student participation in higher education study has resulted in unprecedented challenges to the sector as it seeks to respond to greater diversity in the student body and increased demand for academic support and flexibility in entry pathways. Unsurprisingly, this trend has been accompanied by a proliferation of research examining how universities and higher education are responding to the challenge of meeting the needs of a diverse population of students. This qualitative study, using a dual sector further education and higher education academic partner institution of a dispersed Scottish university as a case-study, investigates the ‘lived experiences’ of learners as they transition into and through the first year of higher education. The data analysis revealed three dominant enablers to student transitions: ‘higher education demystification’, ‘student-centred peer support’ and ‘pastoral care’. The study recognises that student transitions are entangled in circumstances of time and place, as well as the unique dynamics of individual agency and interaction with others. However, by linking the student experiences to wider arcs of understanding on educational transitions, this small-scale study aims to contribute to broader discussions on how to forge better progression pathways between further education and higher education.
Educators’ Attitudes at an Informal Learning Environment in the Society of Christian Doctrine in Malta: Insights for Teacher Education
Authors: Mizzi Emanuel
Published: April 2022

Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres try to facilitate the learning and participation of all. A qualitative approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the adoption of inclusive attitudes towards learner diversity. Reflection on this theme provides nourishing insights to teachers, teacher educators, student teachers and educators in the informal learning environment on how to further enhance their inclusive practice.
How Can Initial Teacher Education Tackle "Super-Wicked" Problems?
Authors: Nicol Robbie , Rae Ann , Murray Rosa , Higgins Peter , Smith Heidi
Published: April 2022

The concept of "Super-wicked" problems is attracting increasing attention and scrutiny through research and publication in wide-ranging interdisciplinary areas. The concept is being lionised in the literature to draw attention to the urgency that is required to act immediately on problems such as climate change and sustainability. Importantly, the solutions to super-wicked problems are not based on defeatist attitudes but seek instead to build resilience among key stakeholders specifically to bring about change. This paper charts the internationally unique alignment in Scotland between Scottish Government education policy and the General Teaching Council for Scotland's Professional Standards. In so doing, it distinguishes between the international concept of Education for Sustainable Development (ESD) and the more expansive Scottish concept known as Uearning for Sustainability (UfS). A qualitative case study based on Appreciative Inquiry was adopted to answer the Research Question: “How do students and their Programme Director on a Programme designed to promote teacher activism understand and engage with LfS?” The Programme Director and then four students from the recently-accredited MSc in Transformative Uearning and Teaching (TUT) were interviewed to discover how they were navigating their way through the UfS policy landscape and whether, and to what extent, the Professional Standards for UfS were embedded in the Programme. The study found that all five were very aware of some of the implications of UfS because they valued contested interpersonal relationships, views and ideologies. Furthermore, they advocated the use experiential learning in diverse places in order to include the emotional and cognitive domains of learning. As such, the Programme was found to be an early innovator of UfS implementation, specifically in demonstrating an ethical disposition towards the human community. In keeping with the essential UfS concept of interconnectedness, this study recommends that these ethics should be extended beyond the human community to include care for the non-human. Furthermore, if one of the purposes of the Professional Standards is to embed UfS within Scottish Programmes, and by extension educational responses to sustainability worldwide, the early innovators who are working to embed this into their practices need greater support from the registration bodies responsible for monitoring and enhancing professionalism. Finally, in keeping with the concept of super-wicked problems, in order to bring about systemic change to ITE programmes worldwide, there is a need for additional support from bold, futurethinking, decision makers at all levels of leadership among stakeholders, including universities that offer ITE programmes.
How do ITE programmes support pre-service primary teachers to become competent and confident teachers of mathematics? A systematic review of interventions trialled in Scotland and the Republic of Ireland.
Authors: Pisaneschi June
Published: April 2022

Supporting pre-service primary teachers to develop the required specialist knowledge for teaching mathematics is a complex task. The knowledge required for mathematics teaching at primary level is multi-faceted and the efficacy of mathematics teaching is inextricably intertwined with a teacher’s own beliefs and attitudes about mathematics and mathematical ability; the challenge for teacher educators, then, is to deliver a comprehensive programme covering mathematics content, pedagogy and curriculum within time-limited programmes of Initial Teacher Education (ITE). This paper presents a systematic review of the recent interventions to pre-service mathematics programmes that have been trialled in ITE institutions across Scotland and the Rep. of Ireland over the last 10 years. The findings and key issues addressed in this paper will have both national and international significance, as educators in ITE establishments strive to provide a comprehensive programme of study and practice, to prepare the very best new teachers for primary education.
The Normalcy of Racism in the School Experience of Students of Colour: “The Times When It Hurts”
Authors: Kennelly Jacquelyn-Marie , Mouroutsou Stella
Published: April 2022

This paper focuses on racism in Scottish schools drawing on data from focus groups with secondary students of colour. The study explores racial inequity in schools through students’ reflections on enactments of bias and privilege. Findings demonstrate that 1) students of colour experience racism but race is being ignored or deflected in their interactions in schools; 2) students feel discriminated against due to race; and 3) they do not feel that they are heard and supported by their school. Employing a Critical Race Theory perspective, the article argues for the necessity of race talk in schools and the need for student voice. The study concludes with implications for teachers, research, and education policy, and suggestions for more explicit focus on race in the classrooms, curriculum and policies.
Developing a context-appropriate framework for measuring quality in initial teacher education
Authors: Kennedy Aileen , Beck Anna , Shanks Rachel
Published: April 2022

Against a backdrop of increasing pressure globally to enhance the quality of teacher preparation, and a corresponding push to ‘measure’ this performatively, we present a context-specific framework for identifying the quality of initial teacher education (ITE). The framework derives from a project involving all Scottish ITE providers. It adopts a vernacular globalisation perspective, drawing on international literature and local knowledge to create a mutually agreeable framework. In sharing the process, as well as the product, we offer a unique perspective on how one jurisdiction has reconciled global neoliberal pressures with a national educational ideology which values democratic approaches to schooling.
Compassion Fatigue and Behaviours that Challenge in the Classroom
Authors: Paterson Brodie , Taylor James , Young Jennifer
Published: April 2022

Concerns regarding levels of stress and increases in the prevalence of mental health issues have focused mainly on the general well-being of the teaching workforce. In contrast, this paper examines the issues around well-being potentially associated with the support of children whose distress may present as behaviour that challenges. In doing so, it critically explores whether the concept of 'compassion fatigue' originally emanating in health care provides a compelling explanation of the negative emotional consequences experienced by individuals, teams and schools, and its implications for how we approach sustaining well-being. The discussion concludes that the concept has utility and that its impact on individual teachers and whole school well-being is potentially significant.
The Prevent Duty: a proactive dispositif to manage the risk of extremism in the UK
Authors: Morantes-Africano Leonardo
Published: April 2022

The Counter-Terrorism and Security Act 2015 places a specific duty on clearly identified actors to prevent terrorism. This paper adopts a poststructuralist approach to deconstruct the Prevent Duty’s ideology and discourse. Using Foucauldian terminology, Prevent is conceptualised as a proactive dispositif to manage the risk of extremism in the UK, in that it is an ‘ensemble of discourses,’ ‘regulatory decisions’ and ‘moral positions’ (Foucault, 1980: 194) that constitute a complex system of response to the threat of terrorism. A globalised state of (in)security is posited as a major influence for Prevent’s inception. The formulation of the policy text is underpinned by the neoliberal governmentality of the Big Society. The paper problematises its implementation in the education sector through the analysis of the ‘duty’ to promote British values in the classroom and the expectation of ‘preventing people from being drawn into terrorism’ (HM Government, 2011; 2019). It concludes that the dispositif is driven by principles of human rights and proactivity, however, it has been largely misinterpreted due to lack of clarity and the assumption of shared values.
The lead up to the 1872 Act: challenges to the national tradition in education
Authors: McDermid Jane
Published: April 2022

In 1972, this journal published opposing views of the state of education in the period running up to the 1872 Education (Scotland) Act. J.C Myers painted a pessimistic picture of the national system based on the parish school and dominie whereas Donald Withrington presented a positive assessment of the contribution of non-parish schools. Both focused on the tradition fostered by the Reformation, especially by the 1696 Act of Settling Schools. Neither paid much attention to the schooling of girls or of the growing migrant Catholic community, yet reformers saw the former as vital for social stability and the latter a threat to national harmony. This survey of factors leading up to the 1872 Act will consider both within the context of the educational tradition, focusing on the schooling of the poor which was central to concerns that an ill- or even un-educated population was undermining the established order.
The Education (Scotland) Act 1872 and its significance for the Church of Scotland.
Authors: Stevenson John
Published: April 2022

During the 1850’s and 60’s there was increasing discontent regarding the provision of school education as controlled and managed by the Church of Scotland. This led to a number of Parliamentary Bills being brought forward proposing a new national system. The Church opposed these mainly on the grounds that there was no guarantee that Religious Instruction would continue to have a place in the school curriculum. In February 1872 Lord Advocate George Young presented in the Commons an Education Bill ‘To extend and amend the provisions of the law of Scotland on the subject of education’ in order that ‘the means of procuring efficient education … may be furnished and made available to the whole people of Scotland.’ This was passed on 2nd August as The Education (Scotland) Act 1872 and transferred the full control of schools from church to state. The Act included a Preamble allowing for Religious Instruction to be taught according to ‘use and wont’. The removal of its management of school education may be seen as a major blow for the Church of Scotland, removing a historic contribution to national life. In actual fact, the consequence was the revitalising of the Church enabling it to concentrate its energy on strengthening its influence in the community and in outreach to its parishes with a new sense of social mission. Although the Church had lost its direct control of the school curriculum it continued to support Religious Instruction through its Teacher Training, its Sunday schools and its ministerial representation on school boards.
The relationship of the 1918 and 1872 Education (Scotland) Acts
Authors: Paterson Lindsay
Published: April 2022

Two large changes link the 1872 and 1918 Education (Scotland) Acts. One is the development of secondary education, which happened gradually between the two dates, with searching debates about the meaning, purpose, and demographic reach of advanced education of this kind. The main purpose of the 1918 Act was to make secondary provision more coherent, ensuring that its gradual extension to female, Catholic and working-class students would be sustained. The other is modernising educational governance, which meant combining a partly democratic oversight with the growing professionalism of teachers. These changes laid the basis for Scottish school education in the welfare state. So 1872 started a process which 1918 made into a stable system that, in significant respects, persists to the present.
Multiple Intraabdominal and Pelvic Cystadenomas From Ovarian Remnant Syndrome
Authors: Wills Emory , Grenn Emily E. , Orr W. Shannon
Published: April 2022

Serous cystadenomas are benign epithelial neoplasms of the ovary, and they typically have an average size of around 10 cm. Our patient is a 68-year-old female who originally presented with abdominal page. Our patient’s prior surgical history includes a bilateral salpingo-oophorectomy. Computed tomography scans showed five abdominal and pelvic masses of significant size. Our patient elected to undergo exploratory laparotomy and mass excision, and all five masses were able to be removed successfully. Final pathology confirmed the diagnosis of serous cystadenomas consistent with ovarian origin despite our patient undergoing a previous bilateral salpingo-oophorectomy. Our patient presented with a rare syndrome known as ovarian remnant syndrome that is thought to be caused by difficult hysterectomy procedures and prior abdominal surgeries that can unknowingly leave ovarian remnants. Second, the patient was found to have 5 abdominal and pelvic masses, and most of the masses were a very large size.
“Delayed-Immediate” Hernia Repairs in Infected Wounds: Clinical and Economic Outcomes
Authors: Hackenberger Paige N. , Eiferman Daniel , Janis Jeffrey E.
Published: April 2022

Background

Wound class in hernia repairs impacts surgical technique and outcomes. Hernia recurrence and complications are high when dirty wounds are treated in one stage. We hypothesize patients who undergo intentionally staged repairs are less likely to have adverse outcomes and associated costs.

Methods

Patients were identified by retrospective chart review. Patient characteristics and outcome variables were collected. An economic analysis of cost variables was performed using medical records and published meta-analyses.

Results

There were 8 patients in the staged repairs group and 10 patients in the control group. Length of stay was 14.9 days (±8.8), and 8.7 days (±6.4), respectively. Rate of hernia recurrence within 1 year was 14.3% and 37.5%. Rate of mesh infection at 30 days was 0% and 10%. Compared to controls, delayed-immediate repairs had a nearly 2-fold index surgical cost.

Discussion

Although there is an increased cost associated with delayed-immediate repairs, this cost may be offset by the decreased infection, seroma, dehiscence, enterocutaneous fistula formation, and hernia recurrence rate that necessitates future interventions. Further data collection is required to determine if clinical and economic benefit is seen long-term.
The Potential Impact of Food Insecurity in an Urban Trauma Population
Authors: Crichton Emma S. , Manhan Andrew J. , Wang Zhensheng , Woodard Jessica , Thompson Alexis N. , Sheaffer Kristin , Williams Keneeshia , Schenker Mara L. , Smith Randi N.
Published: April 2022

Background

Food insecurity (FI) has been defined as a lack of consistent access to enough food for a healthy active lifestyle. As of 12.7% of the United States are suffering from FI, which has been correlated with increased hospital costs and poorer health outcomes. Currently, limited data exists examining the relationship between trauma populations and FI despite both having similar root causes. We sought to determine this and validate a screening tool for FI in this population.

Methods

A cross-sectional survey study of trauma patients was conducted at a level 1 trauma center in Atlanta, Georgia. Survey questions included the first two items of the Core Food Security Module. Zip codes were used to determine FI, defined by the USDA Food Access Research and compared to individual participant survey responses. Binary classification test metrics were calculated to validate the two items as a screening tool in this population.

Results

The cohort included 136 patients, of which the majority were black (60.3%) and male (60.3%). Thirty-one respondents affirmed food security (22.8%) despite over half (51.5%) living in a food insecure community. The sensitivity and specificity for this screening to predict FI were 25 and 80%, respectively.

Conclusion

Although the specificity is high, this screening tool has a low sensitivity, accuracy, NPV, and PPV to determine food insecurity in this population. Community-level statistics suggests that food insecurity is a significant public problem amongst trauma patients. Prevention efforts should, therefore, aim to address both issues simultaneously.
Investigation of hybridization effect on ballistic performance of multi-layered fiber reinforced composite structures
Authors: Sinan Üstün Hikmet , Kaan Toksoy Ahmet , Tanoğlu Metin
Published: April 2022

The aim of this study is enhancing the ballistic performance of multi-layered fiber reinforced composite structures by hybridization approach against fragment simulating projectile (FSP). For manufacturing of homogeneous and hybrid composite structures, 170 g/m2 twill weave aramid and 280 g/m2 plain weave E-Glass fibers were used with epoxy resin systems and two different thickness values for each composite panel were fabricated and tested to obtain a relationship between areal density and V50 parameters. Tensile, 3-point bending, and short beam strength tests of composite panels were performed, and ballistic performance of composite structures were measured by V50 test method with 1.1 g FSP threat. Ballistic performance of hybrid composite structures was compared with high-performance composite ballistic panel test results reported in literature. As a result, it was found that E-Glass fabric layers together with aramid fabrics increased the energy absorbing capability of hybrid composite panels and ballistic performance was enhanced to be similar or higher than ballistic fiber reinforced composites. Hence, hybridization was found to be an effective way to enhance ballistic performance of fiber reinforced composite structures.
Culture Shapes the Distinctiveness of Posed and Spontaneous Facial Expressions of Anger and Disgust
Authors: Fang Xia , Sauter Disa A. , Heerdink Marc W. , van Kleef Gerben A.
Published: April 2022

There is a growing consensus that culture influences the perception of facial expressions of emotion. However, relatively few studies have examined whether and how culture shapes the production of emotional facial expressions. Drawing on prior work on cultural differences in communication styles, we tested the prediction that people from the Netherlands (a low-context culture) produce facial expressions that are more distinct across emotions compared to people from China (a high-context culture). Furthermore, we examined whether the degree of distinctiveness varies across posed and spontaneous expressions. Dutch and Chinese participants were instructed to either pose facial expressions of anger and disgust, or to share autobiographical events that elicited spontaneous expressions of anger or disgust. Using a supervised machine learning approach to categorize expressions based on the patterns of activated facial action units, we showed that both posed and spontaneous facial expressions of anger and disgust were more distinct when produced by Dutch compared to Chinese participants. Yet, the distinctiveness of posed and spontaneous expressions differed in their sources. The difference in the distinctiveness of posed expressions appears to be due to a larger array of facial expression prototypes for each emotion in Chinese culture than in Dutch culture. The difference in the distinctiveness of spontaneous expressions, however, appears to reflect the greater similarity of expressions of anger and disgust from the same Chinese individual than from the same Dutch individual. The implications of these findings are discussed in relation to cross-cultural emotion communication, including via cultural products.
A Systematic Review of the Consequences of Stigma and Stereotype Threat for Individuals With Specific Learning Disabilities
Authors: Haft Stephanie L. , Greiner de Magalhães Caroline , Hoeft Fumiko
Published: April 2022

Exposure to stigma and stereotype threat is detrimental for numerous marginalized groups. Research has demonstrated that individuals with specific learning disabilities (SLDs) are vulnerable to stigmatization. The purpose of this systematic review was to summarize the studies investigating associations between SLD-related stigma and stereotype threat and psychological and academic outcomes in individuals with SLDs, as well as examine the overall effect size of these associations across studies. A total of 16 studies met inclusion criteria—12 studies (52 effect sizes) examined SLD stigma with psychological adjustment or academic outcomes, and six studies (eight effect sizes) examined SLD stereotype threat. Greater SLD stigma scores had a medium-sized and significant correlation with less self-esteem across nine effect sizes ( r = −.39, p = .002). Other outcomes were not powered enough for meta-analyses, although studies generally showed that greater SLD stigma and stereotype threat was related to less optimal psychological adjustment. These results suggest that these negative experiences should be a target of intervention and support efforts for individuals with SLDs. The associations between SLD stigma and stereotype threat and academic performance outcomes were comparatively more heterogeneous and less robust. These findings highlight the need for more research on SLD-related stigma and stereotype threat.
A retrospective study of physical fitness and mental health among police students in Sweden
Authors: Krugly Sandra , Bjärsholm Daniel , Jansson Alexander , Rosendal Hansen Arne , Hansson Olof , Brehm Kajsa , Datmo Angelica , Hafsteinsson Östenberg Anna , Vikman Jenny
Published: April 2022

Little is known about the physical and mental health among police students. Based on data on Swedish police students’ physical fitness ( N = 1736) and mental health ( N = 407), the results show that: (a) there are gender differences; (b) the physical fitness changes during police education; in general, the students get stronger but less flexible, and the aerobic endurance increases for women but decreases for men; and (c) students’ self-reported physical activity and mental health affect their perceived police ability differently in relation to gender. Consequently, this study questions if the Swedish police education is preparing the students adequately for their future profession.