A new model of collaborative action research; theorising from inter-professional practice development

The development of pedagogies to meet the needs of diverse communities can be supported through inter-professional practice development. This article explores one such experience, that of speech and language therapists developing a new video-based coaching approach for teachers and teaching assistants in multi-cultural settings with high numbers of children learning English as an additional language. To support them in developing and trialling the coaching approach, the expertise of a teacher-educator and educational researcher was provided through a university business voucher. It is this working relationship that the article has as its practical focus, as it transformed to one of collaborative action research. The action research is described, providing the context for a discussion of the characteristics of collaborative action research and the proposal of a new model. This model offers a way of conceptualising collaborative action research through time, and of recognising the importance of the partners’ zones of proximal, contributory and collaborative activities in sustaining change and knowledge-creation

How effective are risk assessments/measures for predicting future aggressive behaviour in adults with intellectual disabilities (ID): A systematic review and meta-analysis

Background: Risk assessments assist professionals in the identification and management of risk of aggression. The present study aimed to systematically review evidence on the efficacy of assessments for managing the risk of physical aggression in adults with intellectual disabilities (ID). Methods: A literature search was conducted using the databases PsycINFO, EMBASE, MEDLINE, Web of Science, and Google Scholar. Electronic and hand searches identified 14 studies that met the inclusion criteria. Standardised mean difference effect sizes Area Under Curve (AUC) were calculated for studies. Random effects subgroup analysis was used to compare different types of risk measures (Actuarial, Structured Professional Judgment and dynamic), and prospective vs. catch-up longitudinal study designs. Results: Overall, evidence of predictive validity was found for risk measures with ID populations: (AUC) = 0.724, 95% CI [0.681, 0.768]. There was no variation in the performance of different types of risk measures, or different study design. Conclusions: Risk assessment measures predict the likelihood of aggression in ID population and are comparable to those in mainstream populations. Further meta-analysis is necessary when risk measures are more established in this population

Contextual coaching: levering and leading school improvement through collaborative professionalism

Purpose The research examines how contextual coaching (Gorrell and Hoover, 2009; Valentine, 2019) can act as a lever to build collaborative professionalism (Hargreaves and O’Connor, 2018) and lead to school improvement. Design/methodology/approach The multicase study (Stake, 2013) draws on two bespoke examples of contextual coaching in education and uses the 10 tenets of collaborative professionalism as a conceptual framework for its abductive analysis. Data from both cases were collected through interviews, focus groups and documentation. Findings The findings demonstrate that effective contextual coaching leads to conditions underpinning school improvement. Specifically, there are patterns of alignment with the 10 tenets of collaborative professionalism. Contextual coaching is founded on mutual dialogue, joint work, collective responsibility and collaborative inquiry. In more mature coaching programmes, collective autonomy, initiative and efficacy emerge. There is also evidence that opportunities exist for contextual coaching to be further aligned with the remaining tenets. The study offers insight into how school improvement can be realized by the development of staff capacity for teacher leadership through contextual coaching. Research limitations/implications The impact of coaching in education is enhanced by recognizing the importance of context and the value of iterative design and co-construction. Practical implications The principles of contextual coaching are generalizable, but models must be developed to be bespoke and to align with each setting. Collaborative professionalism offers a useful framework to better design and implement contextual coaching programmes. Originality/value The research introduces contextual coaching in education and how coaching can enhance collaborative professionalism in schools

Image lag optimisation in a 4T CMOS image sensor for the JANUS camera on ESA's JUICE mission to Jupiter

The CIS115, the imager selected for the JANUS camera on ESA’s JUICE mission to Jupiter, is a Four Transistor (4T) CMOS Image Sensor (CIS) fabricated in a 0.18 µm process. 4T CIS (like the CIS115) transfer photo generated charge collected in the pinned photodiode (PPD) to the sense node (SN) through the Transfer Gate (TG). These regions are held at different potentials and charge is transferred from the potential well under PPD to the potential well under the FD through a voltage pulse applied to the TG. Incomplete transfer of this charge can result in image lag, where signal in previous frames can manifest itself in subsequent frames, often appearing as ghosted images in successive readouts. This can seriously affect image quality in scientific instruments and must be minimised. This is important in the JANUS camera, where image quality is essential to help JUICE meet its scientific objectives. This paper presents two techniques to minimise image lag within the CIS115. An analysis of the optimal voltage for the transfer gate voltage is detailed where optimisation of this TG “ON” voltage has shown to minimise image lag in both an engineering model and gamma and proton irradiated devices. Secondly, a new readout method of the CIS115 is described, where following standard image integration, the PPD is biased to the reset voltage level (VRESET) through the transfer gate to empty charge on the PPD and has shown to reduce image lag in the CIS115

Understanding coaching efficacy in education through activity systems: privileging the nuances of provision

Purpose The research demonstrates the role of activity systems based in cultural historical activity theory as a means of analysing characteristics and efficacy of specific provisions of coaching in education. Design/methodology/approach Three examples of coaching in education were selected, involving 51 schools in England. The three examples were reanalysed using activity systems. This drew on existing evaluation evidence gathered through interviews, questionnaires, focus groups and recordings of coaching. Findings In each example, the object of the coaching was to address a specific challenge to secure the desired quality of education. Using activity systems, it is possible to demonstrate that coaching has a range of functions (both intended and consequential). The individual examples illustrate the potential of coaching to support change in complex and diverse education settings. Research limitations The use of existing data from evaluations means that direct comparisons between examples are not made. While data was collected throughout the duration of each coaching programme, no follow-up data was available. Practical implications The analysis of the examples of coaching using activity systems provides evidence of the efficacy of specific coaching provision in achieving individually defined objectives related to sustaining and improving specific educational practices. Originality/value The research offers insights into how coaching in education might be better tuned to the specific needs of contexts and the challenges experienced by the individuals working in them. In addition, it demonstrates the value of activity systems as an analytical tool to make sense of coaching efficacy

Glutamate cycling may drive organic anion transport on the basal membrane of human placental syncytiotrophoblast

The organic anion transporter OAT4 (SLC22A11) and organic anion transporting polypeptide OATP2B1 (SLCO2B1) are expressed in the basal membrane of the placental syncytiotrophoblast. These transporters mediate exchange whereby uptake of one organic anion is coupled to efflux of a counter-ion. In placenta, these exchangers mediate placental uptake of substrates for oestrogen synthesis as well as clearing waste products and xenobiotics from the fetal circulation. However, the identity of the counter-ion driving this transport in the placenta, and in other tissues, is unclear. While glutamate is not a known OAT4 or OATP2B1 substrate, we propose that its high intracellular concentration has the potential to drive accumulation of substrates from the fetal circulation. In the isolated perfused placenta, glutamate exchange was observed between the placenta and the fetal circulation. This exchange could not be explained by known glutamate exchangers. However, glutamate efflux was trans-stimulated by an OAT4 and OATP2B1 substrate (bromosulphothalein). Exchange of glutamate for bromosulphothalein was only observed when glutamate reuptake was inhibited (by addition of aspartate). To determine if OAT4 and/or OATP2B1 mediate glutamate exchange, uptake and efflux of glutamate were investigated in Xenopus laevis oocytes. Our data demonstrate that in Xenopus oocytes expressing either OAT4 or OATP2B1 efflux of intracellular [14C]glutamate could be stimulated by conditions including extracellular glutamate (OAT4), estrone-sulphate and bromosulphothalein (both OAT4 and OATP2B1) or pravastatin (OATP2B1). Cycling of glutamate across the placenta involving efflux via OAT4 and OATP2B1 and subsequent reuptake will drive placental uptake of organic anions from the fetal circulation.<br/

Current Progress and Future Directions for Tau-Based Fluid Biomarker Diagnostics in Alzheimer’s Disease

Funding: Research activity relating to tau-based immunodiagnostics performed by the Scottish Biologics Facility was funded by Genting TauRx Diagnostic Centre Sdn. Bhd. Acknowledgments: Figures were created using www.BioRender.com.Peer reviewedPublisher PD