Risking Autonomy: Comparing Teachers and Senior Leaders in England and Turkey

Increasing workloads are allowing less time for teachers to recuperate and recover in periods of rapid change (Skaalvik & Skaalvik, 2011) leading to teacher, teacher compliance and loss of motivation, pride and creativity (Lundström, 2015). Engagement in decision-making can be both a solution, where this facilitates a sense of teacher autonomy, or a problem, where engagement in decision-making becomes an additional burden against a heavy workload (Van Droogenbroeck, Spruyt, & Vanroelen, 2014). As Pietarinen et al. (2013) argue, workload distress is exacerbated where teachers feel a lack of control, meaninglessness and a sense of unfairness

Does autonomy exist? Comparing the autonomy of teachers and senior leaders in England and Turkey

Countries regarded as holding high levels of educational autonomy face a different set of constraints to that of countries with low levels of autonomy, these constraints being linked to the marketisation of schools. As schools become decentralised and given greater autonomy, school leaders are steered by a responsibilising framework that includes bureaucratic regulation, the discourses and practices of competitive enterprise, and external public accountability measures (Gobby, Keddie, & Blackmore, 2018; Wermke & Forsberg, 2017). This paper contrasts data gathered from school teachers and senior leaders from one high autonomy, high accountability context, England, with one low autonomy, low accountability context, Turkey. Through a process of semi-structured interviews with teachers and senior leaders, we investigated approaches to managing change. Responses revealed differences between countries with very different systems of accountability and the degree of autonomy available to staff. We also found that there were significant similarities in terms of the attitudes and pressures experienced by teachers and senior leaders that raise questions for our understandings and application of notions of teacher autonomy and accountability

Outcomes of salvage total hip arthroplasty after failed osteosynthesis for collum femoris fractures

BACKGROUND: This study is an investigation of the outcomes of salvage total hip arthroplasty (THA) to treat collum femoris fractures that resulted in complications or failure after osteosynthesis

The effect of screw thread length on initial stability of Schatzker type 1 tibial plateau fracture fixation: A biomechanical study

Background: This study compares the cyclic loading properties and failure loads of two screw combinations on a synthetic Schatzker type 1 tibia fracture model. Our hypothesis was that after adequate compression with first a partially threaded screw, addition of a fully threaded screw would provide more stability than an addition of a second partially threaded screw

Quality of life after lower extremity amputation due to diabetic foot ulcer: the role of prosthesis-related factors, body image, self-esteem, and coping styles

Objective: The purpose of this study was to identify clinical and psychosocial factors that predict an individual's subjective quality of life after having undergone a lower limb amputation secondary to diabetic foot ulcer

High Rates of Psychiatric Disorders and Below Normal Mental Capacity Associated With Spastic Peroneal Flatfoot: A New Relationship

Spastic peroneal flatfoot (SPFF) is a rare hindfoot pathology usually seen in the adolescent age group that is characterized by painful spasms in the peroneal muscles. We have clinically observed that patients with SPFF also have some behavioral and emotional difficulties and problems in their academic achievements. Because of these observations, we investigated the prevalence and patterns of psychiatric disorders and intellectual disability among young subjects with SPFF. Our cohort consisted of 16 patients with SPFF. Their mean age at presentation was 21 (range 13 to 31) years. Only 6 patients had a tarsal coalition as an underlying condition. The psychometric evaluation was conducted using validated instruments (Wechsler Intelligence Scale for Children-revised form, Stanford Binet intelligence quotient IIQI test, and Cattell IQ test). Psychiatric disorders were assessed using a semistructured diagnostic instrument (Schedule for Affective Disorders and Schizophrenia for School Age Children Present and Lifetime Version). The testers and psychiatrists were unaware of the orthopedic condition and the preliminary psychiatric diagnoses. The ethical committee approved the study protocol. The mean follow-up period was 41 (range 12 to 97) months. The mean IQ score of the patients was 75.1 +/- 17.9 (range 52 to 107). Compared with the general population, the rate of intellectual disability was significantly greater (p = .0001) and the rate of normal intelligence significantly lower (p = .0015) in our patient group. Furthermore, according to the community schooling ratio, our cohort also had lower junior high and secondary education rates compared with the general population. The rate of most psychiatric disorders diagnosed in the SPFF patients was greater than that in the normal population. The most commonly identified psychiatric disorders were social phobia and attention deficit and hyperactivity disorder (75%). Timely interventions of the psychosocial and academic problems of patients with SPFF might increase their compliance with orthopedic treatment and help with their psychological well-being and academic achievement. In addition, this relationship might be a clue for uncovering the etiology of this disease, which has not yet been clarified. (C) 2017 by the American College of Foot and Ankle Surgeons. All rights reserved