Supporting fathers to engage with their children's learning and education : an under-developed aspect of the Parent Support Adviser pilot

The Parent Support Adviser (PSA) role, piloted in 2006-2008 in 20 Local Authorities (LAs) in England, offered preventative and early intervention support to families where there were concerns about children‟s school attendance or behaviour. Overall, this was a highly successful initiative in terms of supporting parental engagement with their children‟s schools. However, this article presents evidence drawn from 162 interviews (with PSAs, their line managers and coordinators in 12 case study LAs) showing that there was one key area in the PSA pilot that was less successful – the engagement of fathers. The article examines views about how to engage fathers and of the barriers explaining the overall absence of fathers from the PSA project. It highlights the dissonance between policy and practitioner guidance on the one hand and practice on the other with regard to the relative failure to engage fathers with this important initiative

Parent support advisor pilot : first interim report from the evaluation

The Parent Support Adviser (PSA) pilot is a government funded initiative to support 20 Local Authorities (LAs) to introduce PSAs into their workforce. The Department for Children, Schools and Families (DCSF) commissioned the Centre for Educational Development, Appraisal and Research (CEDAR) to evaluate the PSA pilot programme from September 2006 – August 2008. A government grant (£40 million) has been made available to fund employment of PSAs over this period. To date, 717 PSAs are in place, supporting parents in 1167 schools. This first Interim Report is based on semi-structured interviews with 97 PSAs, 85 line managers and 23 other professionals in 12 case study LAs during Phase 1 of the evaluation, which was carried out between April and June 2007. Phase 2 of the study will take place during the period October to December 2007; phase 3 will take place during March to June 2008. In addition to these interview-based studies with the 12 case study LAs, an analysis will be made of the data collected by all 20 LAs over the period of the pilot using a standard database devised by CEDAR. Data are being collected on the PSAs’ work with parents and, where this occurs, with children. Finally, a cost effectiveness study will be undertaken. The findings from these phases of the project will be reported in the final report

Comparing the Measured and Thermodynamically Predicted AFm Phases in a Hydrating Cement

In hydrating Portland cements, more than one of the AFm family of calcium aluminates may exist. Depending on the amount of carbonate and sulfate present in the cement, the most common phase to precipitate is monosulfate, monocarbonate and/or hemicarbonate. It has been reported in the literature that hemicarbonate often appears in measurements such as XRD but not predicted to form/equilibrate in thermodynamic models. With the ongoing use of commercial cements such as CEM I and CEM II containing more and more limestone, it is important to understand which hydrate solids physically precipitate and numerically predict over time. Using 27 cement samples with three w/c ratios analysed at 1, 3 and 28 days, this paper shows that although hemicarbonate was observed in a hydrating commercial Portland cement, as well as being predicted based on its carbonate (CO2/Al2O3) and sulfate (SO3/Al2O3) ratios, thermodynamic analysis did not predict it to equilibrate and form as a solid hydrate. Regardless of the w/c ratio, thermodynamic analysis did predict hemicarbonate to form for calcite contents \u3c 2 wt.%. It appears that the dominant stability of monocarbonate in thermodynamic models leads to it precipitating and remaining as a persistent phase

Hf isotopes in zircon from the western Superior province, Canada: Implications for Archean crustal development and evolution of the depleted mantle reservoir

U-Pb and Hf isotopic measurements on zircons from the western Superior province confirm that the area contains at least three distinct terrane types. Juvenile terranes that formed mostly within the time span 2.75-2.68 Ga occupy much of the western Wabigoon subprovince as well as granite-greenstone belts to the south. Juvenile 3.0 Ga terranes that were reworked over the time span 2.7-3.0 Ga occupy the south-central part of the Wabigoon subprovince and the North Caribou block in the Sachigo subprovince. Rocks with mantle extraction ages as old as 3.5 Ga and zircon U-Pb ages extending to 3.3 Ga characterize a third type of terrane represented by the Winnipeg River subprovince. This terrane was strongly reworked during the late Archean. Arc-related magmatism was ongoing at 2.71-2.75 Ga in the different terranes, which probably accreted over the time span 2.71-2.68 Ga. Enriched Hf and high O isotopic signatures in late sanukitoid-suite plutons appear to be correlated, which suggests that assimilation of Mesoarchean crust was an important factor in their magmatic evolution. Enriched Hf isotopic signatures in detrital and igneous zircon from parts of the north-central Wabigoon subprovince support previous suggestions that the Winnipeg River terrane extends eastward beyond the Winnipeg River subprovince. The Winnipeg River subprovince was probably being uplifted and eroded into the Quetico sedimentary basin shortly after 2700 Ma, as shown by detrital zircons with enriched Hf isotopic signatures and Meso- to Paleoarchean ages. The pattern of ages and isotopic signatures from the North Caribou block and the south-central Wabigoon subprovince are similar, suggesting that these terranes are correlative. If so, the south-central Wabigoon terrane may have been tectonically transported from the north. Hf isotopic compositions of zircon from juvenile Archean sources are remarkably consistent and define an average εHf value of +3.5 ± 0.2 for samples with an average age of 2724 Ma and a best estimate of +2.7 ± 0.4 at 3000 Ma. Thus, the Neaoarchean depleted mantle reservoir beneath the Superior province appears to have been isotopically well mixed. εHf values were calculated using a value of 1.865 × 10-5 Ma-1 [Scherer, E., Munker, C., Mezger, K., 2001. Calibration of the Lutetium-Hafnium clock. Science 293, 683-687] for the 176Lu decay constant, which is thus far the best reproduced estimate and the one most consistent with depleted mantle evolution results based on Nd isotopes and Nb/Th ratios. A linear Hf mantle growth curve defined by these values and recent MORB intersects the chondritic Hf growth curve during the early Archean (3.4-4.0 Ga). This could indicate that the earliest formation of significant amounts of enriched crust coincides with ages of the oldest preserved rocks, but such a conclusion is contradicted by evidence from 142Nd and 143Nd in early Archean rocks for significant mantle depletion during the Hadean eon (>4.0 Ga). Both lines of evidence might be reconciled if Hadean enriched crust were largely remixed with its depleted mantle source near the beginning of the Archean, leaving only fragmentary evidence of its existence in the oldest rocks

Stabilising Lyme Regis – a strategic approach

Coastal erosion and landslides have been a constant threat to Lyme Regis in West Dorset, UK for over 250 years. By the 1980s, the frequency and scale of coastal erosion and land instability had reached a point whereby the local council realised that a change from the previous ad hoc repair and protection approach was needed to secure the long-term future of the town. An environmental improvements initiative was developed from then onwards to provide a strategic and integrated programme of coast protection and cliff stabilisation measures designed to mitigate the increasing threat of climate change, coastal erosion and landslides, while respecting the site’s unique heritage and environmental interests. This paper outlines the background and principal phases of the project that have been successfully delivered over the period 1990–2015

Mathematics students’ aspirations for higher education: class, ethnicity, gender and interpretative repertoire styles

This paper reports how students talk about their aspirations in regard to higher education (HE) and their mathematics, what ‘repertoires’ they use to mediate this discourse, and how students’ predominant ‘repertoire style’ relates to their cultural background. Our analyses draw on an interview sample (n=40) of students selected because they are ‘on the cusp’ of participation or non‐participation in mathematically demanding programmes in further and higher education. The interviews explored the students’ aspirations for their future in general and HE in particular, influences on these choices, and the place of mathematics in these. Thematic analysis revealed four interpretative repertoires commonly in use, which we call ‘becoming successful’, ‘personal satisfaction’, ‘vocational’, and ‘idealist’ repertoires. Most of the sample was found to use a single, predominant repertoire, which we call their repertoire ‘style’: what is more, this style is found to be strongly related to background factors independently obtained. The implications for policy and practice are discussed

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in postcompulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development

Students' views on their transition from school to college mathematics: rethinking ‘‘transition’’ as an issue of identity

We examine the transition from school (compulsory education) to college (postcompulsory/ pre-university) of students who are continuing their mathematical education. Previous work on transition between institutions suggests that transitional problems can be critical, and students often regard mathematics as ‘difficult’ during transitional periods. However, our analysis of students’ interviews showed a more positive discourse, one of reported challenge, growth and achievement; transition was not seen as an obstacle but as an opportunity to develop a new identity. Particularly in relation to mathematics, this was reflected in a need for a better understanding of the subject, and for being more responsible for their learning. Thus, we propose to re-think transition as a question of identity in which persons see themselves developing due to the distinct social and academic demands that the new institution poses. Conceptualising transition in this way could have important practical implications for the way that institutions support students’ transition

Mathematics coursework as facilitator of formative assessment, student-centred activity and understanding

We seek to illuminate reasons why undertaking mathematics coursework assessment as part of an alternative post-compulsory, pre-university scheme led to higher rates of retention and completion than the traditional route. We focus on the students’ experience of mathematical activity during coursework tasks, which we observed to be qualitatively different to most of the other learning activities observed in lessons. Our analysis of interviews found that these activities offered: (i) a perceived greater depth of understanding; (ii) motivation and learning through modelling and use of technology; (iii) changes in pedagogies and learning activities that supported student-centred learning; and (iv) assessment that better suited some students. Teachers’ interviews reinforced these categories and highlighted some motivational aspects of learning that activity during coursework tasks appears to provide. Thus, we suggest that this experience offered some students different learning opportunities, and that this is a plausible factor in the relative success of these students