bluuebunny/crossref_metadata_2025 huggingface dataset:
Histories of Scottish teacher education: sources for research
Authors: Hulme Moira
Published: April 2022

This article considers sources available to researchers interested in exploring the development of teacher education as a professional field and teacher education research as an educational science. The position of the history of education as a university subject has itself been subject to contestation (producing expansion and contraction) and illustrates aptly the precarious and contingent nature of claims to jurisdiction in specialist professional fields (Robinson, 2000). This article considers the challenge made by historians and sociologists working in a cultural mode to ‘standard’ narrative histories (Novoa, 2001; Popkewitz et al, 2001) and identifies sources for research that might be deployed in constructing a ‘genealogy’ of teacher education (Gale, 2001 ). The purpose of this article is not to offer an account from among the multiple histories of teacher education but to draw attention to the range of source material and value of retaining an historical perspective within interdisciplinary enquiry.
R. F. Mackenzie’s ‘Manifesto for the Educational Revolution’
Authors: Humes Walter
Published: April 2022

This paper examines R. F. Mackenzie’s last extended analysis of Scottish education, ‘Manifesto for the Educational Revolution’, which was written in 1980 but not published at that time and only became available on the internet in 2003. Mackenzie’s standing as a radical voice in Scottish education, offering an alternative account of the aims and values of schooling to the one promoted by the educational establishment, remains high among progressive educators: his legacy has been reviewed positively by commentators and several reunion and memorial events have taken place (see http://www.rfmackenzie.info/). The account offered here first provides a brief outline of his background and career, noting his links with other progressive educators (such as A. S. Neill and John Aitkenhead) and referring to some of the publications which predated the Manifesto. It then examines the content of the Manifesto, drawing attention both to its continuity with earlier themes and to the sharper edge to its critique of the political purposes of schooling. The section that follows seeks to go beyond the celebratory accounts of earlier commentators on Mackenzie by drawing attention to some tensions and limitations in his philosophy, while acknowledging the importance of his sustained challenge to orthodox educational thinking in Scotland and to the dominant narratives promoted by officialdom. A short conclusion sums up the nature of Mackenzie’s radicalism.
Power, control and professional influence: the curious case of Physical Education in Scotland.
Authors: Thorburn Malcolm , Horrell Andrew
Published: April 2022

The policies advanced for physical education in Scottish schools in recent decades have often been influenced by the contrasting stakeholder views of national educational agencies, teacher education institutions and teachers. This article presents in preliminary fashion a historical and contemporary analysis of the major policy interventions and the influences which have characterized their development. We argue that even though physical education has managed to retain its curriculum presence, lack of clarity and consensus on the nature and direction of subject intentions has frequently led to variable progress. What has helped in these circumstances has been physical education’s location as a conduit for various education, health and sport related discussions on achieving policy ambitions. However, further problematic realization of outcomes allied to encroachment from various health and sporting initiatives could mean that the largely fortunate circumstances within which physical education currently operates could change quickly unless identified targets are more clearly met.
Increasing Impact? An analysis of issues raised by the impact agenda in educational research
Authors: Francis Becky
Published: April 2022

The notion of ‘impact’ is interrogated in the context of academic education research. A moral agenda for increasing the impact of academic education research is distinguished from the ‘impact agenda’ reflected in UK research assessment practices. It is argued that, especially in the English case, academic educational research currently has relatively scant impact on policy and practice, and that this comprises a major concern, both with regard to evidence-informed good practice within the education system, and the often retrogressive practices that are undertaken instead. Various explanations for this lack of impact, and impediments to academic engagement with policy and practice, are identified and discussed. It is concluded that there is a moral imperative for education researchers, and the educational research associations that support them, to develop ways to better ensure impact of our vital research.
Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance
Authors: Christie Beth , Higgins Peter
Published: April 2022

This paper explores the role and policy context of residential outdoor learning experiences within Scotland’s school curriculum, and demonstrates that there are fundamental aspects of outdoor learning that have relevance beyond the educational framework of the time. We introduce an on-going example of such provision, Aiming Higher with Outward Bound (an educational initiative developed in 1998 and introduced into 26 secondary schools in North Lanarkshire, Scotland), and review the programme’s evaluation (Christie 2004; Christie, Higgins and McLaughlin in review). Using central themes of progression, connection and relevance we examine that study and the role of residential outdoor learning more generally to consider its continuing curricular relevance. Furthermore we consider the philosophy and theory underpinning outdoor learning and begin to articulate the links to the current educational framework in Scotland (Curriculum for Excellence). In doing so we review recent research and highlight contemporary changes in the structure and nature of the education system, such as the implications of the Learning and Teaching Scotland (LTS) policy document ‘Curriculum for Excellence Through Outdoor Learning’ (LTS 2010a). The paper concludes by offering potential suggestions for future research and development that take account of emerging policy contexts.
The SERA lecture 2103: Scottish Research in a Global Context – Dependence, Independence or Interdependence?
Authors: Menter Ian
Published: April 2022

Educational research in Scotland has a very distinguished history and has made a major contribution in several aspects of methodology, not least in the relationships between researchers, policymakers and practitioners.

The paper considers the Scottish contribution to the development of educational research past, present and future and the significance of interactions at three levels – the UK, European and global. Against the backdrop of the forthcoming independence vote, it is argued that the historic distinctiveness of educational provision in Scotland – both before and after devolution - has been a significant benefit to the research community here. However, there are some internal dependencies that may need active nurturing, if the benefits of this independence are to be sustained. Furthermore there are critical elements of interdependence, at all three levels, which will be important in pursuing an aspiration to maintain research of the highest quality that will support learners and teachers in the years ahead.
Mentoring into higher education: A useful addition to the landscape of widening access to higher education?
Authors: Wilson Alastair , Hunter Katie , Spohrer Konstanze , Bruner Richard , Beasley Anna
Published: April 2022

Alan Milburn, the Chair of the Government’s Social Mobility and Child Poverty Commission recently highlighted the role of education in progressing social mobility in Scotland; ‘In my view it’s a grave social injustice that only one in forty pupils from Scotland’s most deprived households…got three As in their Highers in 2011, compared to one in ten across all income levels’. An analysis of the data on school leavers in Scotland also points towards a considerable inequality in access to higher education in particular. This paper reports on a research and development project that progressed the provision of intergenerational mentoring for young people from communities experiencing social and economic disadvantage. The findings affirm the role of research in such innovation and indicate that intergenerational mentoring offers a process, long awaited, through which young people can gain access to the different forms of social and cultural capital that are implicitly essential for progression into higher education.
Professional Update and Practitioner Enquiry: Old Wine in New Bottles?
Authors: Humes Walter
Published: April 2022

Starting in August 2014, all registered teachers in Scotland are now required to engage in a process of Professional Update (PU) managed by the General Teaching Council for Scotland (GTCS). The aim is to ensure that teachers at every stage of their careers participate in worthwhile professional learning, which can take a variety of forms. PU is, in effect, a system of regular professional reaccreditation. This paper examines the new arrangements, the way in which they have been devised and the thinking that lies behind them. It also looks at the provisions which preceded them and suggests that a change of terminology does not necessarily mean that there will be a significant change of practice. One particular form of Professional Update which is recommended – Practitioner Enquiry (PE) – is shown to have had a long history, but relatively modest results. A number of reasons for the slow pace of change in the field of professional learning and development are considered: these include teacher resistance, bureaucratic obstruction and academic failure. The paper concludes by arguing for greater intellectual freedom in defining what counts as legitimate professional learning and cautioning against the expectation that new systems and structures will by themselves bring about major shifts in attitude.
Leadership in New Zealand high-needs schools: An exploratory study from the International School Leadership Development Network project
Authors: Notman Ross
Published: April 2022

This article outlines a research study into the perceptions of a small sample of New Zealand school leaders about the nature of leading in a high-needs school environment. Reflective data collected from leaders indicated that a broad-based concept of high needs centred on the socially disadvantaged world of families, student-related factors both inside and outside of the school, changing teachers’ pedagogy to meet students’ diverse learning needs, and specific contexts such as those found in geographically isolated schools. Common leadership skills and dispositions were identified in areas of pedagogical, personal and professional leadership that relate both to this high-needs study, and to generic New Zealand research findings on successful leadership practices in schools.
Learning Rounds: what the literature tells us (and what it doesn’t)
Authors: Philpott Carey , Oates Catriona
Published: April 2022

Learning Rounds is a form of professional development that has gained widespread currency in Scotland. It has received official endorsement from Scottish Government funded agencies and has spread as a practice through at least 24 out of 32 local authorities, in part through popular adoption by teachers. However the literature on Instructional Rounds that informs Learning Rounds is not as well known in Scotland as the practice of Learning Rounds itself. An earlier small scale study of Learning Rounds in Scotland suggests that practice varies significantly from school to school and from the original practices of Instructional Rounds. This literature review provides a critical survey of the existing literature on Instructional Rounds and Learning Rounds. This is intended to enable educators to be more informed about whether to adopt the practice and how to develop and evaluate the practice if they do.
Equity in student finance: Cross-UK comparisons
Authors: Blackburn Lucy Hunter
Published: April 2022

Comparisons with other parts of the United Kingdom have played an important role in justifying decisions made in relation to student funding in Scotland since devolution. This article considers first what comparative claims have been made for the content of student funding policy in four areas: fees, debt, total living cost support and ‘ability to pay’. It compares the position of Scotland with other parts of the UK for each of these in turn. After considering what sort of relationship might exist between student funding policy and widening participation, it then examines what issues for equity and social justice in Scotland are brought out by detailed cross-UK comparisons and questions whether claims that the arrangements in Scotland are more supportive of widening access and more socially equitable than those adopted elsewhere in the UK can be sustained. It argues that while some short term effects may be uncertain, one long term effect of the Scottish system is highly predictable: a regressive distribution of student loan means that the cost of expanding higher education to enable wider participation will be borne disproportionately by graduates from more disadvantaged backgrounds. It concludes that a different approach is needed to the use of cross-UK comparisons if these are to be used to support rather than distract from the achievement of greater social justice in higher education student support policy.
Barriers to higher education entry – a Scottish rural perspective
Authors: Lasselle Laurence
Published: April 2022

This paper explores some of the unique issues in accessing Higher Education (HE) faced by pupils living in some Scottish rural communities in Argyll & Bute, Highland, Eilean Siar (Western Isles), Orkney Islands and Shetland Islands. Many of these communities are hard to reach and in some of the least deprived areas of Scotland. Despite this, some pupils come from disadvantaged socioeconomic backgrounds. All pupils face large pecuniary and non-pecuniary costs in studying at HE. This paper presents views of barriers to HE entry drawing on interviews with S5 and S6 pupils and their educators living in these areas. All respondents believed that those in rural areas faced higher barriers than for their peers because of additional costs due to their location. The paper also highlights the need for better information about access to HE and improved communication about the transition between secondary schools and HE institutions for all.
University Reputation and Undergraduate Education
Authors: Haldane John
Published: April 2022

The issue of universities’ reputations has been transformed by the development of international university rankings as well as by national publicly funded teaching-quality and research assessment exercises, and by independent discipline-based and institutional reviews and guides. Strictly speaking the attribution of reputational standing is not absolute but aspectual and there are a number of different features in respect of which a university may be well regarded. In guides and rankings, there is also an element of reputational a priorism based on shared assumptions about the nature of universities. It is worth thinking about these assumptions because they relate to what, I suggest, remains the primary role of universities, namely the teaching of undergraduates in traditional disciplines.
The gender ‘gap’ in attainment: the Scottish policy perspective
Authors: Corry Val
Published: April 2022

The ‘gender gap’ in attainment is an issue in Scotland but is also an international phenomenon. In Scotland, this gap continues to be apparent as girls outperform boys in national examinations. This raises challenges for those working in schools and for policymakers in responding to this phenomenon. This article focuses on appraising critically the policy context of gender and, more specifically, attainment within Scotland from the perspective of the national education system, and from the perspective of Scotland being part of the UK, and consequently being subject to UK-wide and European legislation on equality. Attainment data is presented to set this phenomenon in a national and international context and serves to show that the gap is most significant for academically able boys, rather than all boys. The policy examined for this article suggests that the focus has been on all boys rather than considering which groups of boys and girls. In most recent policies in Scotland and the UK there appears to be a ‘gender blindness’ with gender being subsumed into inclusion and diversity. The article concludes by raising some questions for those influencing and making policy if there is to be a deeper understanding of gender, the gender gap and how this is to inform practice.
The SERA lecture 2016: “Jigsaw puzzle" of education policy? Nation, State and Globalised Policy Making.
Authors: Arnott Margaret A.
Published: April 2022

Education policy is a key devolved policy arena in which there are considerable tensions between and within institutions, within and across Scotland and the UK, and in relations with Europe. It may be assumed such tensions could increase during the process of Brexit and the implementation of the 2016 Scotland Act (Arnott 2016; Arnott and Ozga 2016). Since 2007 the SNP Scottish Government has used education as a policy area where it could blend political and civic forms of nationalism through referring ‘inwards’ to myths and traditions which draw on the public form of education and ‘outwards’ to selected European and Nordic comparisons to education’s role in economic progress (Arnott and Ozga, 2010a; 2010b; Arnott, 2012, 2016). The Scottish Government has made explicit links between economic growth and social justice, with education performing a key role in policy interventions aimed at creating a ‘fairer society’ and alienating problems of poverty (Arnott 2016; Arnott and Ozga 2012). The lecture considers the changing context, political and constitutional, in which educational policy has developed in Scotland in recent years and reflects on possible implications for the future of governance of UK and UK territorial politics.
Introducing reform through prescribed policy discourse(s): a critique of policy rhetoric in Maltese education
Authors: Mifsud Denise
Published: April 2022

A central issue in system improvement is the propagation of a common sense of purpose where individual institutions can simultaneously bond with the wider system while exercising autonomy in context – hence the centrality of networks and collaboration (Hopkins 2007). The Maltese state education system responded to this concomitant move towards ‘network governance’ through the introduction of school networks (legally termed ‘colleges’), mandated by the policy document For All Children to Succeed (Ministry of Education, Youth and Employment 2005). I explore the implications of this move for the policy actors involved and the system within which this policy reception, translation and enactment unfold through a documentary analysis of the policy document FACTS, thus depicting how a relatively small state education system utilized multi-site school collaboratives to implement system-wide reform. Despite FACTS’ promise of autonomy, the state’s struggle for the retention of hegemony emerges very strongly – this has implications for policy and practice.
Teachers and Learning for Sustainability: Rights, democracy and social justice
Authors: Hunter Sharon , Cassidy Claire
Published: April 2022

Educational institutions have an important role in the achievement of the United Nations’ sixteenth Sustainable Development Goal (SDG) to promote just, peaceful and inclusive societies. In Scotland, all teachers must meet Professional Standards, at the heart of which is a set of goods that include sustainability, democracy, equality, human rights, and social justice. The contemporary parlous state of certain social goods and basic liberties is a spur to a long-overdue interrogation of key values and commitments in the context of Learning for Sustainability. This article aims to explore and problematize the notion of Learning for Sustainability in relation to the work of the teacher.
From rhetoric to reality: Examining the policy vision and the professional process of enacting Learning for Sustainability in Scottish schools.
Authors: Christie Beth , Higgins Pete , King Betsy , Collacott Mary , Kirk Katie , Smith Heidi
Published: April 2022

Learning for Sustainability (LfS), as conceived by Education Scotland and the General Teaching Council for Scotland (GTCS), spans all curricular areas and it is positioned as the responsibility of all - teachers, learners and educational leaders (Scottish Government 2016). Yet, such comprehensiveness has the potential to render the term and its purpose equivocal and perfunctory. Our experience working with teachers in this area suggests that the concept and term ‘Learning for Sustainability’ are not widely understood, leading teachers to raise questions about the relevance of LfS policy in relation to their everyday professional practice. Beginning from this position our paper explores the tension between the policy vision and the professional reality. We follow three lines of enquiry: first, we outline the existing policy architecture in Scotland; second, we examine the basic understanding of the terminology and conceptual understanding of LfS across Scotland through a recent study conducted by Kirk (2017); third, we review a professional learning programme we have developed and deployed across Scotland. We suggest four key areas for change that would support the enactment of LfS within Scottish schools and so realise some of the potential the LfS agenda affords - namely, high quality professional learning, motivated staff working with others, interdisciplinary learning tailored to the needs of the students, and leadership within a clear strategic framework. We conclude with a note of caution, that although there is evidence that LfS can have a positive impact on attainment, helping learners to strive towards ‘sustainable futures’ is too important to be reduced to the current narrow national focus on attainment outcomes.
Partnership within the Context of Mentoring Initial Teacher Education Students in Scotland: Progress or Maintaining the Status Quo?
Authors: Mackie Lorele
Published: April 2022

This qualitative research study concerns mentoring primary education student teachers within the context of Scottish Initial Teacher Education. With reference to partnership in ITE, it focuses on understandings about relationships between local authority and school, and between school and university within the mentoring process. Within an instrumental, collective case study research design, semistructured interviews of mentors and student teachers were used to gather data alongside a constructivist grounded theory approach to analysis. Findings suggest that relationships are remote, in contrast with recent recommendations made by the previous and latest reviews of Scottish teacher education, and in the literature about effective ITE partnership. Conclusions provide examples of evolving enhanced partnerships and suggest the need for continued consideration of such developments to promote quality and consistency across ITE placement mentoring experiences.
Truth be told ... it’s my job and I’m told to do it’: Teachers’ Perspectives on Supporting Young people from black and minority ethnic groups in Glasgow Schools onto Positive Destinations.
Authors: Riaz Nighet
Published: April 2022

This paper presents a qualitative case study which explores the perceptions of teachers who are responsible for students on the cusp of leaving compulsory education, and in particular, students who have been identified as having the propensity to fall out of education, employment and training. With a disproportionate percentage of young people identified as needing additional support coming from the Black and Minority Ethnic group (BME), this research looks at teachers’ perceptions of the nature of support which can be offered.

Bourdieu’s theoretical framework of habitus, field and capital is used to explore findings from semi-structured interviews with teachers. Key themes were identified from the interview data to better understand policy and practice. Findings suggest that policy interventions are outcome based, while school is an environment where the teachers are constrained by dominant practices. However, what is evident is the lack of BME teachers’ voices, which would have added to the study.
Interdisciplinary Learning: Addressing the Implementation Gap
Authors: Harvie Julie
Published: April 2022

Interdisciplinary learning (IDL) features heavily within Scotland’s Curriculum for Excellence and is promoted as a way to develop skills building and conceptual creativity in students, factors which are now seen as crucial for the twenty-first century education system (Khadri, 2014; Kolmos, 2016). Recent studies suggest, however, that although teachers welcome the idea of IDL in principle, there is a serious policy implementation gap (Harvie, 2018, Graham, 2019). While it is recognised that the structure as well as the culture of organisations can hinder policy enactment (Thorburn, 2017), this article focuses on the issue of conceptual clarity as a barrier to implementation and aims to address this by considering an epistemology and conceptual framework through which IDL can be better understood. Factors which promote IDL are explored along with examples of practice which match the conceptual model. A structure for planning IDL tasks is also suggested with the intention of opening discussion around this topic and providing teachers with practical ideas.
Fostering Teachers’ Understanding of Leadership through a Programme of Professional Learning
Authors: Cassidy Claire , Holmes Joanna , Ferguson Erin C. , Christie Donald
Published: April 2022

This article examines the implementation of a programme of professional learning, designed to support understanding of school leadership in a school that sought to effect change through teachers’ professional learning. Working with a university-based tutor who adopted a responsive approach, participants shaped the programme over a seven-month period. The evidence is presented from teachers’ reflections on leadership, observations of the sessions, and post-programme interviews. The evidence is presented under six themes, which emerged through an iterative process of content analysis, as follows: the individual versus community; relationships; culture; reflection; emotions; and impact/action. Participants indicated their understanding of leadership had evolved over the course of the programme. This led to a more collegiate and collaborative approach being welcomed, where leadership at all levels was valued. They considered that this was achieved largely through having opportunities to engage in professional dialogue with peers, which was normally seen as difficult given day-to-day priorities.
Presbyterian dissent and the campaign for Scottish education reform, 1843-72
Authors: Mallon Ryan
Published: April 2022

The debates surrounding the reform of national education in Britain and Ireland in the mid-nineteenth century were often framed as a binary struggle between the religious establishment, which sought to retain control of the national schools, and dissenters who viewed education reform as an important step towards dismantling the state churches’ traditional privilege and control over society. In Scotland, however, the picture was somewhat more complicated. While the 1843 Disruption, which split the Church of Scotland in two, was viewed by many within the non-established churches as a victory for dissent, the church that formed out of it – the Free Kirk – retained its belief in national and state-supported religion. This establishmentarian stance led the majority of the Free Church to oppose the creation of a non-denominational education system proposed by Scotland’s voluntary dissenters, and indeed some within their own church, and especially one which failed to secure a place for religious instruction in the national schools. This article assesses how the fractious ecclesiological context of Scottish Presbyterian dissent influenced the direction of the education debates, particularly over religious instruction, in the almost three decades between the Disruption and the eventual passing of the 1872 Education (Scotland) Act. The education debates tended to reflect broader trends within Scottish dissent after 1843, offering dissenters the opportunity to unite against the weakened establishment in the aftermath of the Disruption, while also highlighting and often exacerbating the ideological divisions which hindered the emergence of a truly unified dissenting movement in Scotland for almost thirty years.
The Catholic and Episcopal Churches and the Education Act (Scotland) 1872
Authors: McKinney Stephen J. , Edwards Roger
Published: April 2022

The Education (Scotland) Act 1872 offered the different Christian denominational schools the opportunity to transfer their schools and become non-denominational Board schools. This option was rejected by the Catholic and Episcopal churches. There were serious anxieties about issues such as the loss of denominational status and the proposal that religious instruction and observance was confined to the beginning and/or end of the school day to facilitate the conscience clause. Retaining the schools was a courageous move especially as there were very serious financial implications in the continued support for school buildings, resources and teacher salaries. There were many serious challenges for the teachers, pupils, parents and congregations (providing funds for the schools) that are addressed in the article. This article provides an examination of the Catholic and Episcopal schools in the lead up to the act, the reaction of the two churches to the Act and the consequences of the non-transfer of the schools.
The Barrier Layer Effect on the Heat and Freshwater Balance from Moored Observations in the Eastern Pacific Fresh Pool
Authors: Katsura Shota , Sprintall Janet , Farrar J. Thomas , Zhang Dongxiao , Cronin Meghan F.
Published: May 2022

Formation and evolution of barrier layers (BLs) and associated temperature inversions (TIs) were investigated using a 1-yr time series of oceanic and air–sea surface observations from three moorings deployed in the eastern Pacific fresh pool. BL thickness and TI amplitude showed a seasonality with maxima in boreal summer and autumn when BLs were persistently present. Mixed layer salinity (MLS) and mixed layer temperature (MLT) budgets were constructed to investigate the formation mechanism of BLs and TIs. The MLS budget showed that BLs were initially formed in response to horizontal advection of freshwater in boreal summer and then primarily maintained by precipitation. The MLT budget revealed that penetration of shortwave radiation through the mixed layer base is the dominant contributor to TI formation through subsurface warming. Geostrophic advection is a secondary contributor to TI formation through surface cooling. When the BL exists, the cooling effect from entrainment and the warming effect from detrainment are both significantly reduced. In addition, when the BL is associated with the presence of a TI, entrainment works to warm the mixed layer. The presence of BLs makes the shallower mixed layer more sensitive to surface heat and freshwater fluxes, acting to enhance the formation of TIs that increase the subsurface warming via shortwave penetration.
Impact of Gulf Stream Warm-Core Rings on Slope Water Intrusion into the Gulf of Maine
Authors: Du Jiabi , Zhang Weifeng (Gordon) , Li Yizhen
Published: May 2022

Intruding slope water is a major source of nutrients to sustain the high biological productivity in the Gulf of Maine (GoM). Slope water intrusion into the GoM is affected by Gulf Stream warm-core rings (WCRs) impinging onto the nearby shelf edge. This study combines long-term mooring measurements, satellite remote sensing data, an idealized numerical ocean model, and a linear coastal-trapped wave (CTW) model to examine the impact of WCRs on slope water intrusion into the GoM through the Northeast Channel. Analysis of satellite sea surface height and temperature data shows that the slope sea region off the GoM is a hotspot of ring activities. A significant linear relationship is found between interannual variations of ring activities in the slope sea region off the GoM and bottom salinity at the Northeast Channel, suggesting the importance of WCRs in modulating variability of intruding slope water. Analysis of the mooring data reveals enhanced slope water intrusion through bottom-intensified along-channel flow following impingements of WCRs on the nearby shelf edge. Numerical simulations qualitatively reproduce the observed WCR impingement processes and associated episodic enhancement of slope water intrusion in the Northeast Channel. Diagnosis of the model result indicates that baroclinic CTWs excited by the ring–topography interaction are responsible for the episodically intensified subsurface along-channel inflow, which carries more slope water into the GoM. A WCR that impinges onto the shelf edge to the northeast of the Northeast Channel tends to generate stronger CTWs and cause stronger enhancement of the slope water intrusion into the GoM.
Whole Child Well-Child Visits: Implementing ACEs and SDOH Screenings in Primary Care
Authors: Yaun Jason A. , Rogers Lisa W. , Marshall August , McCullers Jonathan A. , Madubuonwu Sandra
Published: May 2022

Adverse childhood experiences (ACEs) and social determinants of health (SDOH) negatively affect health outcomes. This program was developed to screen for ACEs and SDOH in the primary care setting in families with children 9 months to 5 years of age at well-child checks and provide interventions that support families and build resiliency. Programmatic criteria were identified, referral resources were developed, and a database was implemented, with 246 families enrolled in year 1; 56.9% of caregivers reported 1 or more ACEs for their child, 63% of caregivers reported an SDOH need, and 39.4% of caregivers reported both. The average number of ACEs was 0.94. This program was created to address ACEs and SDOH, to empower families, build resiliency, and provide buffers to mitigate and prevent ACEs. It provides a model that can be implemented in a primary care setting while providing wraparound resources, including integrated mental health resources and referrals, to measure the success of these interventions.
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning Disabilities
Authors: Mattison Richard E. , Woods Adrienne D. , Morgan Paul L. , Farkas George , Hillemeier Marianne M.
Published: April 2022

We examined to what extent subgroups of students identified with learning disabilities (LDs; N = 630) in the Early Childhood Longitudinal Study, Kindergarten Class of 1998 to 1999 (ECLS-K): 1998 national longitudinal study displayed heterogeneity in longitudinal profiles of reading and mathematics achievement from first to eighth grades. Multivariate growth mixture modeling yielded four classes of combined reading and mathematics trajectories for students with LD. The largest class of students with LD (Class 2, 54.3%) showed mean T-scores for both achievement domains that averaged about 1 SD below the mean, with modest decline over time. Almost a quarter of the sample (Class 1, 22.3%) displayed mean T-scores in both achievement areas near the peer-normed average; these students were mostly White, from higher socioeconomic status (SES) backgrounds, and had experienced earlier identification as having an LD as well as shorter duration of LD service. Classifying heterogeneity in longitudinal trajectories of both achievement areas shows promise to better understand the educational needs of students identified with an LD.
Associations Among Adolescents’ Mindfulness, Sympathy, Cognitive Empathy, and Sibling Relationships
Authors: Barata Özge , Acar Ibrahim H. , Bostancı Selen
Published: April 2022

In the current study, we examined the direct and indirect paths from mindfulness to adolescents’ sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years ( M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.
School teams’ regulation strategies for dealing with school-external expectations for school improvement
Authors: Wullschleger Andrea , Rickenbacher Ariane , Rechsteiner Beat , Grob Urs , Maag Merki Katharina
Published: April 2022

School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).
Levels and Predictors of Knowledge, Attitude, and Practice Regarding the Health Hazards Associated With Barber’s Profession in Fiji
Authors: Chand Dip , Mohammadnezhad Masoud , Khan Sabiha
Published: May 2022

Introduction: This study aimed to determine the level and predictors of Knowledge, Attitude and Practice (KAP) among barbers regarding health hazards associated with their profession in Fiji. Methods: A quantitative study was used to assess the levels and predictors of KAP using a structured questionnaire among 117 barbers who were chosen between June and November 2020 in Suva, Fiji. All those barbershops that operated at least for 6 months, were licensed, and 18 years and above were included. A self-administrative closed-ended structured questionnaire was used to collect data. The level of KAP was assessed using the modified Bloom’s cut-off points. A correlation test was used to determine predictors of KAP. Results: The majority of participants had a medium level of knowledge (62.4%), medium level of attitude (63.2%), and low level of practice (64.1%) towards health hazards associated with barbering the profession. However, 28.2% had low knowledge and attitude scores. The major source of knowledge was through the internet. The results of the correlation test showed that religion, education level, and weekly income were significantly correlated with knowledge (<.05) whereas age and weekly income was significantly correlated with the level of attitude of participants towards health hazards associated with their profession (<.05). Conclusion: Barbers had medium knowledge and attitude towards health hazards associated with the barbering profession while their practice was poor. These findings call for prompt and target group interventions such as strengthening enforcement, awareness, training on equipment decontamination and Good Hygiene Practices to be conducted.
Ten Theses on Technology and Organization: Introduction to the Special Issue
Authors: Beyes Timon , Chun Wendy Hui Kyong , Clarke Jean , Flyverbom Mikkel , Holt Robin
Published: April 2022

We advance ten theses on the nature of technology and organization studies. We suggest there has been very little theorizing and reflection on technology (as technology) in the study of organization. Though technology has been addressed extensively, it is nearly always as a tool deployed for organizational ends; technology itself is assumed to have no consequence. In contrast, the ten theses state, in various ways, what it is to think organization through the mediation of technology, and to think of technology as more than an array of (mute) material objects.
Stressful family contexts and health in divorced and married mothers: Biopsychosocial process
Authors: Wickrama Kandauda AS , Klopack Eric T , O’Neal Catherine W
Published: April 2022

Past research suggests that social, psychological and biological processes underlying common health problems are highly interrelated and may be comonents of a larger biopsychosocial process. This process may be influenced by marital status. The current study investigated a biopsychosocial process involving social, psychological and physcial health problems over the second half of the life course, comparing women who were mothers with different marital histories (e.g., consistently married, married to divorced) and investigated the association between this biopsychosocial process and marital stress for consistantly maried women over the middle years. The current study used structural equation modeling to assess this biopsychosocial process longitudinally using prospective data over 25 years from a sample of 416 women. The results showed that compared to being married, divorcing in early midlife contributed to an adverse biopsychosocial process for women, including physical pain, physical limitations, and depressive symptoms over their mid-later years, regardless of later recoupling. For consistently married mothers, both marital stress and financial stress uniquely influenced biological and psychological problems throughout their mid-later years, and these health problems also selected mothers into further escalating financial and marital stress. Elucidating differential short- and long-term health influences of competing marital and financial stressors for divorced and married mothers provides valuable information for targeted economic and relationship intervention efforts and policy formation. Such interventions can reduce family stressors and develop resiliency factors, thereby preventing the escalation of biopsychosocial processes in middle-aged mothers.
Investigation of the Effects of Compaction on Compressive Strength and Porosity Characteristics of Pervious Concrete
Authors: Anburuvel Arulanantham , Niruban Subramaniam Daniel
Published: April 2022

An experimental study was conducted to evaluate the effect of compaction layer configuration, effort, and blow pattern on compressive strength and porosity characteristics of pervious concrete. Distinct types of compactions were applied to pervious concrete mixes with aggregate-to-cement (A/C) ratios ranging from 2.5 to 7.0. The results obtained from the experimental study revealed that three-layer compaction improved compressive resistance significantly compared with single-layer. In contrast, reduction in porosity was observed in three-layer compaction. Overall, by optimizing compaction effort and A/C ratio in three-layer compaction, compressive strength and porosity could be improved to be in the ranges 20.0 MPa to 30.0 MPa and 15% to 35%, respectively. In the three-layer compaction configuration, blow patterns have been identified to influence compressive strength and porosity. Findings of the study recommend deploying an A/C ratio between 3.5 and 4.5 with three-layer compaction to cast pervious concrete that would produce elements with compressive strength and porosity ranging from 10.0 MPa to 25.0 MPa and from 11% to 30%, respectively.
Unplanned Disruption Analysis and Impact Modeling in Urban Railway Systems
Authors: Chen Xin , Ma Zhenliang , Li Zhibin
Published: April 2022

Unplanned disruptions bring challenges to urban railway system operations because of their impacts on safety, operation efficiency, and service quality. Identifying the contributing factors of operation delays and affected areas under unplanned disruptions is critical for agencies to make effective and informed management decisions. Despite its importance, few studies have been reported on unplanned disruption analysis in urban railway systems or they have been limited in their analysis and modeling because of the lack of disruption data. This paper collects a complete set of unplanned disruption data for 7 years in Hong Kong and explores important factors affecting operation delays and affected areas. Quantile regression (QR) models are developed to explore the causes of operation delays under unplanned disruptions. The significant factors include the time of day, weather condition, signal control system (moving/fixed block), line types (urban/suburban), line operation direction, disruption location (underground/ground/elevated), the number of affected stations, and disruption types (e.g., tracing, locomotive and rolling stock, passengers, and operation). A binary logit model is developed to explore the variables contributing to the affected areas (single or multiple stations). The results show that the affected area is significantly influenced by the signal control system, line types, line operation direction, disruption location, terminal/departure station involved or not, transfer station involved or not, and disruption types. The findings provide useful insights into unplanned disruptions and support the development of engineering and policy countermeasures to prevent and mitigate unplanned disruption effects on operations and services.
Apatite-forming ability of sandblasted and acid-etched titanium surfaces modified by ultraviolet irradiation: An in vitro study
Authors: Li Shaobing , Lin Jiating , Lin Xi , Liu Xiangning , Jia Fang , Gao Yan , Ni Jia , Xu Shulan , Shao Longquan , Cao Li
Published: May 2022

Introduction:

Contamination of large grit sandblasting and acid-etching (SLA) with hydrocarbons make the surface hydrophobic and influence its bioactivity. Preservation in dH2O (modified SLA, modSLA) and ultraviolet (UV) irradiation were proven to be effective in decreasing hydrocarbon contamination and keeping the SLA surface hydrophilic.

Aims:

The aim of this study was to detect the in vitro bioactivity of SLA, modSLA and UV-SLA surfaces.

Design:

The SBF model was used to compare the bone-like apatite forming ability.

Setting:

The experiment was conducted at Southern Medical University.

Materials and methods:

The quantity of apatite was assessed by SEM and weighed on an electronic balance. The elemental composition and crystal phase were assessed by EDS and XRD analysis, respectively.

Results:

The sediments that completely covered the modSLA and UV-SLA surfaces after 4 weeks of soaking reached 3.23 ± 0.35 mg and 2.13 ± 0.95 mg, respectively. They were eight- and five-fold than that on the SLA surface (0.43 ± 0.15 mg) with statistical significance ( p < 0.05 and p < 0.01, respectively). EDS and XRD tests recognized the sediments on the modSLA and UV-SLA surfaces as apatite with similar elemental compositions, Ca/P ratios and crystal phases.

Discussion:

Hydrophilicity and abundant hydroxyl groups drive modSLA and UV-SLA surfaces to absorb more Ca2+ to accelerate the formation of apatite.

Conclusion:

SLA preservation in dH2O and UV irradiation were recognized as trustworthy methods to acquire greater bioactivity of the SLA surface.