Rendering visible teachers' intellectual work: an examination of the recontextualisation of knowledge through geography teachers' professional practice

This thesis examines the recontextualisation of knowledge through geography teachers’ professional practice. Existing theoretical and empirical accounts of recontextualisation lack clarity around the approaches teachers take to recontextualise knowledge for students, including the extent to which teachers engage with the field of production. Rendering visible the intellectual work teachers undertake as they recontextualise knowledge is significant in a policy context where impoverished notions of teacher education are decoupling teachers’ curriculum work from teaching and marginalising its subject specificity. Through adopting a case study approach, this research enabled analysis of how three geography teachers in England recontextualised knowledge for a specific curricular sequence and class of students. The analysis, based on data generated through interviews and lesson observations, was informed by an analytical framework developed from Bernstein’s (1990/2003) pedagogic device and Kemmis et al.’s (2014) theory of practice architectures. Cross-case analysis identified the approaches taken as the teachers recontextualised knowledge, practices, and texts from the field of production to (i) support decision-making for curricula design and teaching, and (ii) use as a resource or as a practice with students in the classroom. This study offers an original contribution through arguing for extending Bernstein’s (1990/2003) pedagogic device to account for how teachers recontextualise knowledge from the field of production for their students, and in doing so introduces a third recontextualising field - the Teacher Recontextualising Field (TRF). The research additionally shows how teachers use their situated expertise to recontextualise knowledge and are also enabled and constrained by their context. This illuminates the ways in which teachers develop a ‘repertoire’ and can draw upon a ‘reservoir’ to recontextualise knowledge with intellectual integrity (Bernstein, 1999). These findings hold implications for how teachers’ work is recognised within frameworks for Initial Teacher Education (ITE) and professional development and supported through subject education infrastructure

Pressures and influences on school leaders as policy makers during COVID-19

Pressure and influences on school leaders as school policy makers during COVID-19 have made the task of interpreting, translating and implementing guidance more a complex and essential operation. School leaders need to prioritise and balance ever-changing government policy advice, against limitations of school buildings, the welfare of students and staff as well as the needs of the communities their schools serve. By surveying and interviewing headteachers, senior leaders and governors, this paper identifies the inputs school leaders have had to react and respond to when creating policy in the context of COVID-19. The paper addresses the nature of, and factors affecting, pressures school leaders feel in authoring policy. The considerable challenges school-based policy makers face in implementing social distancing policy are non-trivial and increase tension to what is already highly stressful work. The report draws on data collected from a randomised, stratified sample of primary and secondary school leaders from across England in early June 2020, during the time of social distancing and school closure for most students. Findings suggest quality, quantity and frequency of top-down communication have contributed to school leader stress, while horizontal communication and collaboration between school leaders and across school communities helped to support leaders during rapid change. We recommend government and the education sector address communication, collaboration and change, to harness the challenges and opportunities identified by school leaders during the COVID-19 pandemic

Developing a Caregiver Educational Tool for Children with Behavior Issues

Developing a Caregiver Educational Tool for Children with Behavior Issues The team was tasked to create a health-based solution for problems facing a non-profit agency. The agency is a branch of an organization in King County, where providing critical familial needs, strengthening familial bonds, and preventing homelessness are the primary aims. Last year, the agency was able to assist 669 families, and the numbers are continuing to grow as more resources become available. The team included six Seattle Pacific University nursing students, who are enrolled in a Nursing Leadership in Community Engagement course. After collaborative meetings with the managers at the agency, there was a concern about the lack of resources to help caregivers of children with challenging behaviors. With this information, we developed the goals of our project: providing educational strategies to assist caregivers of children with challenging behaviors and creating a path for individuals to access pediatric behavioral health resources. Background The population that is served by the agency includes low-income families, those with young children, individuals with special needs, and populations experiencing homelessness or housing instability. These vulnerable individuals are at a higher risk for financial hardship, knowledge deficits, and housing insecurities. The mission of the agency is to meet one-on-one with families to provide community-based services to support those who are at risk of homelessness. Resources through the agency include housing, employment, food, and healthcare access, focusing on families with young children. The agency has stated that they want to be a critical resource for families, helping them overcome barriers to access services, find resources for financial stability, and even prevent homelessness. When the team completed a windshield survey of the community, our most significant observation was a large homeless encampment across the street from the agency. The surrounding area included infrastructure neglect such as various boarded up buildings. There was heightened security seen on numerous buildings including bars on the windows. Schools in the area consisted of a diverse student population. An assortment of public transportation modes exists in the region, primarily light-rail stations, and multiple bus routes. Overall, the community displayed signs of low socio-economic status, with a large population of unhoused individuals, including children. Activities with rationale In the beginning of our project, we performed a thorough assessment of the surrounding areas. It was revealed that the population faced significant challenges due to low socio-economic status, housing instability, and homelessness. The agency identified a lack of resources to deal with children who have behavioral issues as a pressing concern. With this information, we formulated a nursing diagnosis of a population at risk for knowledge deficits regarding caregiver management of children with behavioral conditions related to the lack of resources. This diagnosis indicates that caregivers in the community do not have access to adequate resources or information to effectively manage behavioral issues in children, potentially putting the children at risk for further behavioral problems. The planning phase involved developing strategies and interventions to meet the needs of the community. In this case, the goal was to provide caregivers with practical strategies for managing behavioral challenges in children despite limited resources. The primary step in this plan included developing an educational brochure. Through researching evidence-based resources, we developed several applicable strategies for some of the most common challenges caregivers face such as difficulty regulating emotions, difficulty focusing, self-harm behaviors, elopement, social indiscrimination, and sensory seeking. A nursing expert in neurodivergent childcare, a pediatric nursing professor, and the agency team validated the content of the project. We decided to utilize an educational brochure due to its convenience for individuals without access to technology. We used simple, inclusive language to ensure accessibility for individuals with lower levels of healthcare literacy. The brochure can be folded into fourths, and the agency will offer plastic badge holders that can protect against the elements. The intervention carried out will be distributing the educational brochure. Distributing the brochure to caregivers and other community organizations will be beneficial in evaluating the effectiveness. Furthermore, continuously monitoring the intervention and gathering feedback from caregivers will prove useful in evaluating the impact on caregiver knowledge, confidence, and ability to manage behavior challenges in children. Outcome The project had two primary objectives: to provide an educational tool for caregivers dealing with behavioral challenges in children and create a path for individuals experiencing housing instability to access pediatric behavioral health care resources. The first goal was met, as the group created an educational brochure. Through communication with our agency, we narrowed down six commonly faced issues for caregivers in our target population. These concerns were then assessed by lay people and experts in children’s behavioral health for readability and applicability. Our second goal has yet to be actualized, however we provided resources for pediatric behavioral health in the QR code. The agency will be disseminating the pamphlets, which is a limitation in our ability to evaluate the effectiveness of the brochure. Assessing the effectiveness of the second goal proved challenging, as there was limited contact with the target population. Due to this lack of interaction with our community, input from peers, agency representatives, and an outside expert in pediatrics proved incredibly beneficial. Given the unstable nature of many individuals’ housing and geographic location in our community of focus, it would be exceptionally difficult to track what resources are utilized in the long term. Conclusion The behavioral brochure will provide a convenient and accessible resource for low income families and those experiencing housing instability in Seattle. We have accomplished this by creating a resource that is easily accessible, where caregivers can access effective strategies wherever they are. Limitations identified pertain to the inability to directly interact with the target population and evaluate the implementation of the strategies within the community. Furthermore, language barriers along with limited education and financial resources proved to be a setback. The goals were met by providing information in simple language to caregivers whose children experience behavioral challenges and a QR code with detailed resources. Lastly, future projects could include direct interactions with the surroundings communities. References ADHD – ways to help children at school and home. (2018). The Royal Children’s Hospital Melbourne. https://www.rch.org.au/kidsinfo/fact_sheets/ADHD_ways_to_help_children_at_school_a nd_home/ Boyle, M. A., Keenan, G., Forck, K. L., & Curtis, K. S. (2017). Treatment of elopement without blocking with a child with autism. Behavior Modification, 43(1), 132–145. https://doi.org/10.1177/0145445517740871 Call, N. A., Alvarez, J. P., Simmons, C. A., Lomas Mevers, J. E., & Scheithauer, M. C. (2016). Clinical outcomes of behavioral treatments for elopement in individuals with autism spectrum disorder and other developmental disabilities. Autism, 21(3), 375–379. https://doi.org/10.1177/1362361316644732 Dao, V., Guetta, M., Giannitelli, M., Doulou, F., Leullier, M., Ghattassi, Z., Cravero, C., & Cohen, D. (2023). Severe self-injurious behaviors in an autistic child with sensory seeking, depressive disorder and anxiety disorder: A focus on the therapeutic interventions. Neuropsychiatrie de L\u27Enfance et de L\u27Adolescence, 71(6), 295-300. https://doi.org/10.1016/j.neurenf.2023.05.007 England-Mason, G., & Gonzalez, A. (2020). Intervening to shape children’s emotion regulation: A review of emotion socialization parenting programs for young children. Emotion, 20(1), 98-104. https://doi.org/10.1037/emo0000638 7 Family in home behavior support ideas: Resource guide. The Arc of King County. (n.d.). https://arcofkingcounty.org/resource-guide/family-in-home-behavior-supportideas/familyin-home-behavior-support-ideas.html How can we help kids with self-regulation? (2023, November 6). Child mind institute. Retrieved 2024, February 14, from https://childmind.org/article/can-help-kids-self-regulation/ Pereira‐Smith, S., Boan, A., Carpenter, L. A., Macias, M., & LaRosa, A. (2019). Preventing elopement in children with autism spectrum disorder. Autism Research, 12(7), 1139–1146. https://doi.org/10.1002/aur.2114 School of Education and Human Sciences, University of Kansas. (2023, December 26). Social difficulties in autism spectrum disorder. KU SOE. https://educationonline.ku.edu/community/social-difficulties-in-autism-spectrum-disorder Sensory issues. (n.d.). Autism Speaks. https://www.autismspeaks.org/sensory-issues Shkedy, G., Shkedy, D., & Sandoval-Norton, A. H. (2019). Treating self-injurious behaviors in autism spectrum disorder. Cogent Psychology, 6(1). https://doi.org/10.1080/23311908.2019.1682766 Stack, A., & Lucyshyn, J. (2018, December 11). Autism spectrum disorder and the experience of traumatic events: Review of the current literature to inform modifications to a treatment model for children with autism. Journal of Autism Developmental Disorders, 49, 1613- 1625. Taylor, A., Novo, D., & Foreman, D. (2019). An exercise program designed for children with attention deficit/hyperactivity disorder for use in school physical education: Feasibility and utility. Healthcare (Basel), 7(3), 102. https://doi.org/10.3390/healthcare7030102 Why do autistic people have issues with social skills? (n.d.). Applied Behavioral Analysis Edu. https://www.appliedbehavioranalysisedu.org/why-do-autistics-have-issues-with-social-skills

Use of industrial by-products and natural media to adsorb nutrients, metals and organic carbon from drinking water

• The use of waste media in the water sector results in a robust, sustainable option. • Fly ash and Bayer residue successfully adsorb TOC, nutrients and Cu. • Granular blast furnace slag and pyritic fill have good adsorption potential. • pH adjustment is not necessary for optimal adsorption of contaminants. • Kinetic studies show that at least 60% of adsorption had taken place after 8 h. a b s t r a c t a r t i c l e i n f o Filtration technology is well established in the water sector but is limited by inability to remove targeted contaminants, found in surface and groundwater, which can be damaging to human health. This study optimises the design of filters by examining the efficacy of seven media (fly ash, bottom ash, Bayer residue, granular blast furnace slag (GBS), pyritic fill, granular activated carbon (GAC) and zeolite), to adsorb nitrate, ammonium, total organic carbon (TOC), aluminium, copper (Cu) and phosphorus. Each medium and contaminant was modelled to a Langmuir, Freundlich or Temkin adsorption isotherm, and the impact of pH and temperature (ranging from 10°C to 29°C) on their performance was quantified. As retention time within water filters is important in contaminant removal, kinetic studies were carried out to observe the adsorption behaviour over a 24 h period. Fly ash and Bayer residue had good TOC, nutrient and Cu adsorption capacity. Granular blast furnace slag and pyritic fill, previously un-investigated in water treatment, showed adsorption potential for all contaminants. In general, pH or temperature adjustment was not necessary to achieve effective adsorption. Kinetic studies showed that at least 60% of adsorption had occurred after 8 h for all media. These media show potential for use in a multifunctional water treatment unit for the targeted treatment of specific contaminants

Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice

As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our particular vantage points to identify a range of influences – both heritages that we work with and challenges that we face – that shape the interplay of geography and education in our pedagogical contexts. We argue that the GeogEd Research Group can create spaces of productive exchange between three communities of practice: geographies of education research, geography education research, and pedagogic research. As the research group brings these communities of practice together, it facilitates dialogue, creates new avenues for research, and connects and enhances geography teaching practice across education levels

Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice

As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our particular vantage points to identify a range of influences – both heritages that we work with and challenges that we face – that shape the interplay of geography and education in our pedagogical contexts. We argue that the GeogEd Research Group can create spaces of productive exchange between three communities of practice: geographies of education research, geography education research, and pedagogic research. As the research group brings these communities of practice together, it facilitates dialogue, creates new avenues for research, and connects and enhances geography teaching practice across education levels

Looking ahead to the future of GeogEd: creating spaces of exchange between communities of practice

As part of the special issue marking the transition of the Higher Education Research Group to the Geography and Education Research Group, in this final paper we argue that the reformed group has a key role to play in promoting spaces of exchange between the communities of practice that have a stake in the shared endeavours of geography and education. We draw on structured conversations from the group’s launch event, existing literature, and our particular vantage points to identify a range of influences – both heritages that we work with and challenges that we face – that shape the interplay of geography and education in our pedagogical contexts. We argue that the GeogEd Research Group can create spaces of productive exchange between three communities of practice: geographies of education research, geography education research, and pedagogic research. As the research group brings these communities of practice together, it facilitates dialogue, creates new avenues for research, and connects and enhances geography teaching practice across education levels

Effects of sedentary behaviour interventions on biomarkers of cardiometabolic risk in adults: systematic review with meta-analyses.

CONTEXT/PURPOSE: Observational and acute laboratory intervention research has shown that excessive sedentary time is associated adversely with cardiometabolic biomarkers. This systematic review with meta-analyses synthesises results from free living interventions targeting reductions in sedentary behaviour alone or combined with increases in physical activity. METHODS: Six electronic databases were searched up to August 2019 for sedentary behaviour interventions in adults lasting for ≥7 days publishing cardiometabolic biomarker outcomes covering body anthropometry, blood pressure, glucose and lipid metabolism, and inflammation (54 studies). The pooled effectiveness of intervention net of control on 15 biomarker outcomes was evaluated using random effects meta-analyses in the studies with control groups not providing other relevant interventions (33 studies; 6-25 interventions analysed). RESULTS: Interventions between 2 weeks and 0.05) were also small, and beneficial in direction except for fat-free mass (≈ 0.0 kg). Heterogeneity ranged widely (I2=0.0-72.9). CONCLUSIONS: Our review of interventions targeting sedentary behaviour reductions alone, or combined with increases in physical activity, found evidence of effectiveness for improving some cardiometabolic risk biomarkers to a small degree. There was insufficient evidence to evaluate inflammation or vascular function. Key limitations to the underlying evidence base include a paucity of high-quality studies, interventions lasting for ≥12 months, sensitive biomarkers and clinical study populations (eg, type 2 diabetes). PROSPERO TRIAL REGISTRATION NUMBER: CRD42016041742.PD is supported by a National Health and Medical Research Council (NHMRC) of Australia Fellowship (#1142685) and the UK Medical Research Council [#MC_UU_12015/3]. NO, DD, GH are supported by NHMRC of Australia Fellowships (#1003960, #1078360 & #1086029). The funders had no role in the data analysis or interpretation of the results