Teacher Representation and Some Problems for Changing Structures of Teacher Education

Two issues concerning the structure of teacher education are important in Australia today, and have significance for how the substance of that education, and of what is involved in being a teacher, are conceived. One is a long established debate about the role of teachers in the schools (in contrast to \u27academics\u27) in deciding the direction which teacher education should take and in taking responsibility for it. The second issue of structure concerns the function and relation to each other of different education programmes which a teacher may undertake in the course of his career. These include, for example, the relationship of \u27general education\u27 to preparation for teaching, of initial to in-service education and of both of these to provisions for the new teacher in his first year in the school

Keeping connected : identity, social connection and education for young people living with chronic illness

The ‘Keeping Connected’ project was a three year project \ud (2006-2009) co-funded by the Australian Research Council\ud and The Royal Children’s Hospital Education Institute.\ud Its focus was on young people who experience chronic illness-related \ud interruptions to their schooling. Its aims were to make visible the young\ud people, their experiences, voices, and concerns, and to explore the ways\ud in which they were being supported or hampered in various aspects\ud of their education trajectories. \ud The project brought together a large multi-disciplinary research team working\ud in collaboration with the RCH Education Institute with the aim of achieving\ud a better understanding of issues related to the support and engagement\ud of young people living and learning with ongoing health conditions.\ud Who and what do young people feel is important in creating, strengthening,\ud and maintaining educational and social connections in their lives? What do \ud parents feel are significant supports or challenges for young people (and their \ud families) experiencing interrupted schooling due to ongoing health issues?\ud What do education and health care professionals see as key areas of focus\ud in supporting young people to maintain social and educational connections?\ud This report highlights the clear and pressing need for a system of advocacy\ud on the part of young people and families within both health and education\ud systems—and between schools and hospitals. The Royal Children’s Hospital \ud Education Institute is well positioned to influence policy and practice\ud across these sectors

Information (and library) science at City University London; 50 years of educational development

The development of education for information and library science at City University London over a 50-year period is described in this article. The development of the Masters course in Information Science, and the later equivalent courses in Library Science and in Information Management in the Cultural Sector are described in detail, together with shorter-lived Masters courses in pharmaceutical and health information. The rationale for changes to the courses, and the influence of the professional and educational contexts, are analysed. Issues emerging from this analysis are discussed in seven themes: the nature of the discipline; the library/information spectrum; the student group; the academic/professional balance; curriculum design; local and global issues; and teaching methods. The discussions of the courses are set in the wider context of changes in library/information education over the period in the UK and worldwide

Multiorgan MRI findings after hospitalisation with COVID-19 in the UK (C-MORE): a prospective, multicentre, observational cohort study

Introduction: The multiorgan impact of moderate to severe coronavirus infections in the post-acute phase is still poorly understood. We aimed to evaluate the excess burden of multiorgan abnormalities after hospitalisation with COVID-19, evaluate their determinants, and explore associations with patient-related outcome measures. Methods: In a prospective, UK-wide, multicentre MRI follow-up study (C-MORE), adults (aged ≥18 years) discharged from hospital following COVID-19 who were included in Tier 2 of the Post-hospitalisation COVID-19 study (PHOSP-COVID) and contemporary controls with no evidence of previous COVID-19 (SARS-CoV-2 nucleocapsid antibody negative) underwent multiorgan MRI (lungs, heart, brain, liver, and kidneys) with quantitative and qualitative assessment of images and clinical adjudication when relevant. Individuals with end-stage renal failure or contraindications to MRI were excluded. Participants also underwent detailed recording of symptoms, and physiological and biochemical tests. The primary outcome was the excess burden of multiorgan abnormalities (two or more organs) relative to controls, with further adjustments for potential confounders. The C-MORE study is ongoing and is registered with ClinicalTrials.gov, NCT04510025. Findings: Of 2710 participants in Tier 2 of PHOSP-COVID, 531 were recruited across 13 UK-wide C-MORE sites. After exclusions, 259 C-MORE patients (mean age 57 years [SD 12]; 158 [61%] male and 101 [39%] female) who were discharged from hospital with PCR-confirmed or clinically diagnosed COVID-19 between March 1, 2020, and Nov 1, 2021, and 52 non-COVID-19 controls from the community (mean age 49 years [SD 14]; 30 [58%] male and 22 [42%] female) were included in the analysis. Patients were assessed at a median of 5·0 months (IQR 4·2–6·3) after hospital discharge. Compared with non-COVID-19 controls, patients were older, living with more obesity, and had more comorbidities. Multiorgan abnormalities on MRI were more frequent in patients than in controls (157 [61%] of 259 vs 14 [27%] of 52; p<0·0001) and independently associated with COVID-19 status (odds ratio [OR] 2·9 [95% CI 1·5–5·8]; padjusted=0·0023) after adjusting for relevant confounders. Compared with controls, patients were more likely to have MRI evidence of lung abnormalities (p=0·0001; parenchymal abnormalities), brain abnormalities (p<0·0001; more white matter hyperintensities and regional brain volume reduction), and kidney abnormalities (p=0·014; lower medullary T1 and loss of corticomedullary differentiation), whereas cardiac and liver MRI abnormalities were similar between patients and controls. Patients with multiorgan abnormalities were older (difference in mean age 7 years [95% CI 4–10]; mean age of 59·8 years [SD 11·7] with multiorgan abnormalities vs mean age of 52·8 years [11·9] without multiorgan abnormalities; p<0·0001), more likely to have three or more comorbidities (OR 2·47 [1·32–4·82]; padjusted=0·0059), and more likely to have a more severe acute infection (acute CRP >5mg/L, OR 3·55 [1·23–11·88]; padjusted=0·025) than those without multiorgan abnormalities. Presence of lung MRI abnormalities was associated with a two-fold higher risk of chest tightness, and multiorgan MRI abnormalities were associated with severe and very severe persistent physical and mental health impairment (PHOSP-COVID symptom clusters) after hospitalisation. Interpretation: After hospitalisation for COVID-19, people are at risk of multiorgan abnormalities in the medium term. Our findings emphasise the need for proactive multidisciplinary care pathways, with the potential for imaging to guide surveillance frequency and therapeutic stratification

Negotiating methodological dilemmas in a range of chilly climates: a story of pressures, principles and problems

This is a postprint of an article whose final and definitive form has been published in Asia-Pacific Journal of Teacher Education © 2001[copyright Taylor & Francis]; Asia-Pacific Journal of Teacher Education is available online at: http://www.tandf.co.uk/journals/titles/1359866X.aspThis article discusses methodological, ethical and material issues related to the author’s work on a qualitative, longitudinal research project, the 12 to 18 Project. It discusses the difficulty of balancing concerns about reactivity with concerns about obligations to the research subjects; the effects of the current Australian university funding regime on the shaping and conduct of research; and the difficulty of taking up particular research questions in certain political climates

Gender equity and the boys debate: what sort of challenge is it?

This is a post-print of an article submitted for consideration in British Journal of Sociology of Education ©1997 Copyright Taylor and Francis Routledge; http://www.tandf.co.uk/journals/carfax/01425692.htmlRecently public and policy discussions about gender equity have become strongly concerned with boys. This article discusses some aspects of the form, the context and the implications of these developments in Australia (and notes some points of similarity and difference with developments in the UK). It focuses on three main areas: the ways examination and other 'indicators' have been used in public policy constructions of gender inequality; secondly the issue of what types of reforms constitute gender equity as a project; and thirdly, the issue of research agendas and the entry of masculinity to gender research

Effectiveness, difference and sociological research

Article for Discourse symposium (“Making the Difference – twenty years on”).This is a pre-print of an article submitted for consideration in Discourse ©2002 Copyright Taylor and Francis Routledge; Discourse is available on-line at Informaworld TM http://www.tandf.co.uk/journals/titles/01596306.aspFor Australian sociology of education, Making the Difference (Connell, Ashenden, Kessler and Dowsett 1982) was not just a major argument, and a ‘classic’ point of reference. It was also an event, an intervention in ways of doing research and speaking to practice, a methodology, a textual style. In some respects its influence on the latter dimensions has been even more pervasive and long-lasting than its influence as argument or theory. It seemed, simultaneously, to mark the high point of Reproduction theories of schooling (though its authors did not see it in this way) and also a thoughtful and orchestrated attempt to intervene in the processes. For a considerable time both before and after the publication of the book itself, the research team was a prominent roadshow in Australia, speaking to and writing for many specific audiences: teachers, teacher unions, parents, press. The book itself was designed to be read by a much wider audience than the standard sociological texts, and it succeeded in this aim. Subsequently it has become more commonplace to see research and writing as constructing and powerful practices, not just neutral paths to knowledge or communication, but Making the Difference helped to show other researchers what different ways of embarking on this might look like

[Review of the book The male in the head: young people, heterosexuality and power]

Review for Journal of Education Policy. Review of a book titled "The male in the head: young people, heterosexuality and power" by Janet Holland, Caroline Ramazanoglu, Sue Sharpe and Rachel Thomson, Tufnell Press, London (1998), ISBN 1 872767 95 8. This is an electronic version of an article published in Journal of Education Policy is available online at: http://www.tandf.co.uk/journals/titles/02680939.aspThe Male in the Head is an account of how young people in England construct heterosexual sexual relationships, and an argument that the process, for both women and men, is controlled by male interests. The book is based on two major interview projects carried out in London and Manchester between 1989 and 1992 and these, in turn, arose out of a concern to investigate ‘risk-taking’ in sexual relationships in the wake of concerns about AIDS. The authors argue that the privileging of male bodily pleasure and the lack of a speaking space for an ‘independent female sexuality’ not only reproduces the power inequalities of men and women, but contributes to a culture of sexuality in which ‘safe sex’ is difficult to consistently enact