Reading intervention at age 6: Long-term effects of Reading Recovery in the UK on qualifications and support at age 16

One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10-year follow-up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, after which they provide one-to-one tutoring and typically act as literacy advisors. In a quasi-experimental, intention to treat, design, 293 6-year-olds with reading difficulties in 42 London schools were assigned to Reading Recovery (RR), standard provision in Reading Recovery schools (RRS) or standard provision in comparison schools (CS). Children were traced at ages 14 (204) and 16 (271) and data collected from the National Pupil Database. At age 14 and 16, significantly fewer RR than CS pupils were officially identified as having special educational needs, a potential consequence of reading difficulties. Using multi-level modelling and controlling for baseline reading and Free School Meal status (an indicator of poverty), at age 16 the RR group significantly outperformed the CS group on academic qualifications (GCSEs) (d = 0.52). However, the RRS group also performed significantly better than the CS group (d = 0.37), consistent with the fact that standard provision for weaker readers in RR schools differed from that provided in CS. Thus, these results support the long-term effects of early intervention but raise questions about the importance of whole-school effects and systemic intervention

Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes

Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are associated with school-average teacher adaptability. We also examined the association that school-average teacher adaptability has with teacher self-efficacy and, in turn, student self-efficacy. Findings showed, for example, that greater school-average teacher adaptability was positively associated with teacher self-efficacy and, in turn, student self-efficacy. Findings were similar across the eight nations

Who is more likely to feel ostracized? A latent class analysis of personality traits

Perceived ostracism (e.g., feeling ignored or excluded) is a painful and distressing experience. However, little empirical research has investigated the types (profiles) of people more likely to perceive ostracism. The present study (N = 395) used latent class analysis to (a) identify potential classes based on the big five personality traits (i.e., openness, agreeableness, negative emotionality, extroversion, and conscientiousness) and (b) examine whether such classes could reliably differentiate levels of self-reported perceived ostracism. We extracted three classes: (a) Moderate Traits (MT), (b) the Quiet Over-Reacting Procrastinators (QORP), and (c) the Active and Adaptable Thinkers (AAT). Those in the QORP class reported the highest levels of perceived ostracism, whereas those in the AAT class reported the lowest levels of perceived ostracism compared to the MT class. This study provides new insight into the profiles of individuals who may be more likely to perceive ostracism. However, further research is needed to explore the association between personality and ostracism (e.g., as ostracism may lead to changes in personality), so that potential risk markers to trigger early psychological interventions of such ostracized individuals can be identified

Transition and adaptability in educational and organisational contexts.

The Division of Academics, Researchers and Teachers in Psychology (DART-P) hosted a symposium at the British Psychological Society’s Annual Conference 2018, at which the concepts of transition and adaptability were explored within the context of higher and pre-tertiary education and in academic organizational contexts. The talks and discussions which occurred during the symposium considered some of the challenges and opportunities experienced by students and academic staff over the course of their respective academic journeys—in and through university, to postgraduate study, and into employment within academic organizations—with a focus on ‘adaptability’ during these transitional moments. The ultimate aim of the symposium, reflected in this article, was to explore current thinking, developments, and practice in this area, and stimulate debate, in order to better understand and support students and academic staff during transitional moments of their lives

Adaptability and Social Support: Examining Links With Psychological Wellbeing Among UK Students and Non-students

The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed that, beyond variance attributable to social support, adaptability made a significant independent contribution to psychological wellbeing (life satisfaction, psychological wellbeing, flourishing, and general affect) and psychological distress across all studies. Beyond the effects of adaptability, social support was found to make a significant independent contribution to most wellbeing outcomes (but not psychological distress in university students). In a multi-group analysis comparing predictors of psychological wellbeing in university students and non-studying adults, where the same outcome measures were used (Study 4; N = 243), it was found that adaptability played a stronger role (relative to social support) for university students, whereas social support played a stronger role for non-studying adults. Finally, (contrary to expectations) there was no evidence of an interaction between adaptability and social support predicting psychological outcomes—adaptability and social support operated as independent main effects. These findings demonstrate the importance of adaptability and social support in uniquely predicting psychological wellbeing in different sample groups. It is argued here that these two factors, should be given greater consideration in discussions of psychological wellbeing, and are relevant to psychological wellbeing at different major developmental life stages

Behavioral changes in mice caused by Toxoplasma gondii invasion of brain

Toxoplasma gondii, a protozoan parasite, is capable of infecting a broad range of intermediate warm-blooded hosts including humans. The parasite undergoes sexual reproduction resulting in genetic variability only in the intestine of the definitive host (a member of the cat family). The parasite seems to be capable of altering the natural behavior of the host to favor its transmission in the environment. The aim of this study was to evaluate the number of parasite cysts formed in the hippocampus and amygdala of experimentally infected mice as these regions are involved in defense behaviors control and emotion processing, and to assess the influence of the infection on mice behavior. The obtained results revealed the presence of parasite cysts both in the hippocampus and the amygdala of infected mice; however, no clear region-dependent distribution was observed. Furthermore, infected mice showed significantly diminished exploratory activity described by climbing and rearing, smaller preference for the central, more exposed part of the OF arena and engaged in less grooming behavior compared to uninfected controls

'Duck to water' or 'fish out of water'? Diversity in the experience of negotiating the transition to university

Winstone and Hulme present a critical discussion of the notion of transition to university. They argue that the common emphasis on the challenging nature of the transition fails to acknowledge the diversity in students’ experiences; for some students, the liminality and discomfort experienced during this critical period in their educational journey can be a transformational and empowering rite of passage. Rather than homogenising students’ experiences, Winstone and Hulme argue that it is beneficial to explore the transition experience through the lens of students’ expectations and subsequent experiences and to view the transition to university as part of a trajectory of transition experience within a student’s educational journey. The chapter also presents practical suggestions for engaging multiple student voices in understanding and facilitating positive transition experiences