title: Tootling for supporting the inclusion of students with special needs in general education classrooms: A systematic literature review

authors: Kabalinskaya, Alevtina

abstract: Disruptive behaviours negatively impact students’ academic and social progress, leading to poor outcomes later in life. The effects can be especially detrimental for students with additional needs. After decades of reliance on a punitive approach to behaviour management in schools, positive behaviour interventions are gaining recognition for their ability to manage problematic behaviours by teaching students the appropriate ways to interact and creating positive and supportive environments. The Schoolwide Positive Behaviour Interventions and Support (SWPBIS) framework provides a proactive, flexible approach to behaviour management through a tiered system of supports. Supports are provided in accordance with the needs of a student, with the strategies of Tier 1 designed to support the needs of the majority of students. Considering that physical placement of special needs students in general education classrooms does not always mean meaningful inclusion of those students on academic and social processes of the classrooms, strategies for inclusion are needed. As inclusion strategies should target both typical and special needs students, they should be implemented schoolwide, as Tier 1 strategies. In this systematic literature review a positive behaviour intervention called Tootling is evaluated as a potential strategy for enhancing inclusion of students with special needs in general education classrooms. Being implemented classwide Tootling has a potential improving behaviour of special needs students without separating or singling them out in any other way.

The review examined sixteen studies that assessed the effects of Tootling at the classwide level in inclusive classrooms, alongside three studies that focused on individual students with special needs. Studies were evaluated using the What Works Clearinghouse (WWC) standards for research design quality (Institute of Education Studies, 2017). Data were systematically aggregated to provide an overview of participants, methodologies, and findings. Additionally, the outcome data was subjected to systematic visual analysis for additional validation.

Findings indicate that Tootling is an effective, evidence-based intervention for reducing disruptive behaviour and increasing appropriate behaviour in inclusive classrooms, meeting the WWC “5-3-20” threshold (Institute of Education Studies, 2017). The evidence for the effect of Tootling on passive off-task behaviour was insufficient with a small number of studies that evaluated passive off-task and inconclusive results of those studies. The results regarding the effect of Tootling on disruptive and appropriate behaviour in individual students with special needs were promising. Further research from various research teams covering larger numbers of diverse participants is needed to strengthen the evidence base and explore long-term impacts.

text: Tootling for supporting the inclusion of students with special needs in general education classrooms: A systematic literature review Disruptive behaviours negatively impact students’ academic and social progress, leading to poor outcomes later in life. The effects can be especially detrimental for students with additional needs. After decades of reliance on a punitive approach to behaviour management in schools, positive behaviour interventions are gaining recognition for their ability to manage problematic behaviours by teaching students the appropriate ways to interact and creating positive and supportive environments. The Schoolwide Positive Behaviour Interventions and Support (SWPBIS) framework provides a proactive, flexible approach to behaviour management through a tiered system of supports. Supports are provided in accordance with the needs of a student, with the strategies of Tier 1 designed to support the needs of the majority of students. Considering that physical placement of special needs students in general education classrooms does not always mean meaningful inclusion of those students on academic and social processes of the classrooms, strategies for inclusion are needed. As inclusion strategies should target both typical and special needs students, they should be implemented schoolwide, as Tier 1 strategies. In this systematic literature review a positive behaviour intervention called Tootling is evaluated as a potential strategy for enhancing inclusion of students with special needs in general education classrooms. Being implemented classwide Tootling has a potential improving behaviour of special needs students without separating or singling them out in any other way.

The review examined sixteen studies that assessed the effects of Tootling at the classwide level in inclusive classrooms, alongside three studies that focused on individual students with special needs. Studies were evaluated using the What Works Clearinghouse (WWC) standards for research design quality (Institute of Education Studies, 2017). Data were systematically aggregated to provide an overview of participants, methodologies, and findings. Additionally, the outcome data was subjected to systematic visual analysis for additional validation.

Findings indicate that Tootling is an effective, evidence-based intervention for reducing disruptive behaviour and increasing appropriate behaviour in inclusive classrooms, meeting the WWC “5-3-20” threshold (Institute of Education Studies, 2017). The evidence for the effect of Tootling on passive off-task behaviour was insufficient with a small number of studies that evaluated passive off-task and inconclusive results of those studies. The results regarding the effect of Tootling on disruptive and appropriate behaviour in individual students with special needs were promising. Further research from various research teams covering larger numbers of diverse participants is needed to strengthen the evidence base and explore long-term impacts.

year: 2025

title: The metabolism of parts of seeds during early germination

authors: Collins, Desmond Michael

abstract: There have been few studies of the metabolism of germinating seeds during the first minutes and hours of imbibition. This is partly because most biochemical techniques are unsuitable for studying these biological systems. One technique that has been developed for studying such systems involves using tritiated water as a tracer. In this technique the biological material is placed in tritiated water for a known time and then extracted. The extracts are chromatographed on paper and the tritium labelled compounds are detected by scintillation radioautography. The technique has already been successfully applied to the study of intact seeds of two species of dicotyledons. In this present work the technique was used to study the metabolic development during the first six hours of imbibition of the different parts of seeds from four species: a monocotyledon (barley), two dicotyledons (Phaseolus vulgaris and castor oil), and a gymnosperm (Pinus radiata). The seeds of these species are representative of the majority of seeds in the plant world. The results show that performing experiments on excised parts of seeds provides additional information to that obtained from using intact seeds. The most important conclusion of this work is that the axes and embryos of all seeds develop the same basic metabolic pathways during the first hours of imbibition and that these pathways develop in a similar order. Amino acid metabolism begins during the first few minutes of imbibition, followed by the metabolism of Krebs cycle acids and, after two hours, sucrose metabolism. Ten different labelled compounds were identified and labelled groups of compounds described as lipids and sugar phosphates were also present. Detailed conclusions are made about the metabolism based on the tritium labelled compounds formed, together with any other relevant information available. A number of additional experiments, including ¹⁴C tracer experiments, were performed on parts of two of the seeds. These experiments enabled more definite conclusions to be made about the metabolism of sucrose and 4-aminobutyrate, two of the compounds labelled in the tritiated water experiments. Most and in some cases all the labelled compounds formed in the axes and embryos were also found in the storage organs. However, the rate of metabolic development of the storage organs was slower than that of their corresponding axes or embryos, and a comparison of water absorption to metabolism indicated that initially this may have been due to their slower water absorption. The metabolic development was not as uniform among the storage organs as it was among the embryos and axes. In particular, the barley endosperm appeared to have a much simpler metabolism than the castor oil endosperm and it was shown that its metabolism occurred entirely in the aleurone layer of cells on its surface. It is concluded that the metabolic development of seed storage organs depends more on their morphology and function than on their embryological origin.

text: The metabolism of parts of seeds during early germination There have been few studies of the metabolism of germinating seeds during the first minutes and hours of imbibition. This is partly because most biochemical techniques are unsuitable for studying these biological systems. One technique that has been developed for studying such systems involves using tritiated water as a tracer. In this technique the biological material is placed in tritiated water for a known time and then extracted. The extracts are chromatographed on paper and the tritium labelled compounds are detected by scintillation radioautography. The technique has already been successfully applied to the study of intact seeds of two species of dicotyledons. In this present work the technique was used to study the metabolic development during the first six hours of imbibition of the different parts of seeds from four species: a monocotyledon (barley), two dicotyledons (Phaseolus vulgaris and castor oil), and a gymnosperm (Pinus radiata). The seeds of these species are representative of the majority of seeds in the plant world. The results show that performing experiments on excised parts of seeds provides additional information to that obtained from using intact seeds. The most important conclusion of this work is that the axes and embryos of all seeds develop the same basic metabolic pathways during the first hours of imbibition and that these pathways develop in a similar order. Amino acid metabolism begins during the first few minutes of imbibition, followed by the metabolism of Krebs cycle acids and, after two hours, sucrose metabolism. Ten different labelled compounds were identified and labelled groups of compounds described as lipids and sugar phosphates were also present. Detailed conclusions are made about the metabolism based on the tritium labelled compounds formed, together with any other relevant information available. A number of additional experiments, including ¹⁴C tracer experiments, were performed on parts of two of the seeds. These experiments enabled more definite conclusions to be made about the metabolism of sucrose and 4-aminobutyrate, two of the compounds labelled in the tritiated water experiments. Most and in some cases all the labelled compounds formed in the axes and embryos were also found in the storage organs. However, the rate of metabolic development of the storage organs was slower than that of their corresponding axes or embryos, and a comparison of water absorption to metabolism indicated that initially this may have been due to their slower water absorption. The metabolic development was not as uniform among the storage organs as it was among the embryos and axes. In particular, the barley endosperm appeared to have a much simpler metabolism than the castor oil endosperm and it was shown that its metabolism occurred entirely in the aleurone layer of cells on its surface. It is concluded that the metabolic development of seed storage organs depends more on their morphology and function than on their embryological origin.

year: 1973

title: Te Puni Rumaki – Strengthening Māori medium initial teacher education

authors: Tamatea, Karaitiana

abstract: The delivery of initial teacher education for Māori medium contexts in Aotearoa seeks to support the revitalization of the indigenous language and practices in collaboration with the current education system. This presentation introduces a research project begun early in 2013 with providers, student teachers, schools and communities involved in respective Māori medium programmes. This research project has a "positive output approach" where fundamental elements to the success of these various programmes are shared. The wide range of Māori medium initial teacher education settings is investigated. Consequences from the research findings will also be discussed.

text: Te Puni Rumaki – Strengthening Māori medium initial teacher education The delivery of initial teacher education for Māori medium contexts in Aotearoa seeks to support the revitalization of the indigenous language and practices in collaboration with the current education system. This presentation introduces a research project begun early in 2013 with providers, student teachers, schools and communities involved in respective Māori medium programmes. This research project has a "positive output approach" where fundamental elements to the success of these various programmes are shared. The wide range of Māori medium initial teacher education settings is investigated. Consequences from the research findings will also be discussed.

year: 2014