The impact of Lesson Study on the development of two primary student teachers

This small-scale research project investigated the learning experiences of two student-teachers, enrolled on the primary School Direct Salaried course at the University of Hertfordshire, as they participated in Lesson Study (LS), a form of teacher-led professional development. Various data sources (interviews, audio recordings of meetings, field notes and reflective journal entries) were analysed and findings showed that although the individual learning outcomes were different for each of the student-teachers, both felt that they had learned about teaching and learning from their participation in the LS process. In addition, having been given the chance to demonstrate ‘expertise’ concerning pupils’ learning, their confidence and participation in their community of practice was increased. This research concludes that participation in the LS process firstly provided the student-teachers with a way to piece-together their newly formed ideas about teaching and learning and, secondly, changed their self-identified position within their community of practice, which helped them to make ‘moves’ towards becoming a teacher.Final Published versio

Developing teachers as leaders of science in primary schools

Julia Mackintosh, Elizabeth White, and Josephine Dickerson, 'Developing teachers as leaders of science in primary schools', Paper presented at the Enquiry+ Conference 'Teacher, Action, Research in Primary School Settings', University of Hertfordshire, Hatfield, UK, 12 July 2016.Non peer reviewedDownloa

Developing teachers as science leaders in primary school

Julian Mackintosh, Elizabeth White, Josephine Dickerson, ‘Developing teachers as science leaders in primary school’, poster presented at the University of Hertfordshire Research Development Conference 2016, 21 September, 2016.Children’s experiences of science at primary school inform their decisions about studying science post16, which impacts on the supply of STEM professionals. In England, the Primary Science Quality Mark (PSQM) award programme is a recognised way of addressing the reported decline in the profile given to science as numeracy and literacy have been prioritised. This programme aims to raise the profile of primary science by providing schools with a framework and professional support for developing science leadership, teaching and learning. This paper reports the views of twelve primary science leaders from schools involved in the PSQM scheme for the first time and explores changes in their attitudes to teaching and leading science. Data were collected through questionnaires, an interview and focus group and from documents submitted for the award. The findings suggest how the science leaders’ perspectives shifted from science learning and practice in isolated classrooms to a wholeschool vision. Keywords: Continuing professional development; primary science; Primary Science Quality Mark (PSQM); science leaders; teacher leadershipPeer reviewe

A personalised needs-led approach to developing mentors of student teachers

© 2022 University of Cumbria. This is the accepted manuscript version of an article which has been published in final form at https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/657Teachers who mentor student teachers have a range of mentoring, coaching and teaching experience. Appropriate professional development for mentors takes consideration of this experience as well as the age phase, context (for example, main-stream or special education setting) and route that the student teacher is taking into teaching (school-based experience varying from a few weeks to a whole school year). Mentors are school-based teacher educators with diverse professional learning and development requirements, for which a personalised needs-led approach may be more effective than a training approach limited to understanding the processes needed for a specific programme and setting. Core essentials for school-based teacher educators’ development include introductions to the Partnership team, values, route and procedures; basic mentoring principles and skills; providing feedback to the school-based teacher educator on the professional learning conversation and modelling subject development conversations; and access to a community of teacher educators. Beyond these core essentials, other opportunities can enrich professional learning and practice. Cameos of such enrichment opportunities are described in this article to illustrate the personalised needs-led approach that has evolved within an Initial Teacher Education Partnership in England. The value, drawbacks and implications of this flexibly adaptive approach are discussed.Peer reviewe

‘I have enjoyed teaching science more’: Changing the attitudes of primary teachers and pupils towards science

© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.This article explores issues with primary science, changing attitudes towards primary science and the interrelationship between attitudes and experiences. It examines findings from research that investigated the views and experiences of twelve science leaders undertaking a professional development programme designed to develop primary science pedagogy and leadership. Qualitative data collected using questionnaires, an interview, focus group, and programme submissions were analysed thematically and using keywords. The findings suggest changes in science leaders’ and teachers’ attitudes towards teaching science and of pupils towards learning science. By considering attitudinal change as a particular form of learning leading to the acquisition of ‘personal knowledge’ after Eraut, this article raises questions about individual and social construction of attitudinal knowledge. It also explores the way attitudes and experiences interrelate and how teachers’ professional development might influence collective attitudinal knowledge across school communities and, in turn, enhance individual learning.Peer reviewedFinal Published versio

Evaluation of the Primary Science Quality Mark programme 2013-15

This large-scale research project was designed to explore the overall impact of the Primary Science Quality Mark (PSQM) Programme from 2013-15 and wider issues relating to primary science teaching, learning and subject leadership, and to evaluate the PSQM programme against its five aims. These aims are: raising the profile of science in primary schools; providing schools with a framework and professional support for developing science leadership, teaching and learning; celebrating excellence in primary science; using networks to provide local support for science for schools; and assembling a rich database of current practice in primary science and making it accessible to the wider science education community.Final Published versio

Design of a randomized superiority trial of a brief couple treatment for PTSD.

Interpersonal difficulties are common among veterans with posttraumatic stress disorder (PTSD) and are associated with poorer treatment response. Treatment outcomes for PTSD, including relationship functioning, improve when partners are included and engaged in the therapy process. Cognitive-behavioral conjoint therapy for PTSD (CBCT) is a manualized 15-session intervention designed for couples in which one partner has PTSD. CBCT was developed specifically to treat PTSD, engage a partner in treatment, and improve interpersonal functioning. However, recent research suggests that an abbreviated CBCT protocol may lead to sufficient gains in PTSD and relationship functioning, and yield lower dropout rates. Likewise, many veterans report a preference for receiving psychological treatments through clinical videoteleconferencing (CVT) rather than traditional face-to-face modalities that require travel to VA clinics. This manuscript describes the development and implementation of a novel randomized controlled trial (RCT) that examines the efficacy of an abbreviated 8-session version of CBCT ("brief CBCT," or B-CBCT), and compares the efficacy of this intervention delivered via CVT to traditional in-person platforms. Veterans and their partners were randomized to receive B-CBCT in a traditional Veterans Affairs office-based setting (B-CBCT-Office), CBCT through CVT with the veteran and partner at home (B-CBCT-Home), or an in office-delivered, couple-based psychoeducation control condition (PTSD Family Education). This study is the first RCT designed to investigate the delivery of B-CBCT specifically to veterans with PTSD and their partners, as well as to examine the delivery of B-CBCT over a CVT modality; findings could increase access to care to veterans with PTSD and their partners

Does location matter? Characterisation of the anatomic locations, molecular profiles, and clinical features of gliomas

Background. Neuroanatomic locations of gliomas may influence clinical presentations, molecular profiles, and patients’ prognoses. Methods. We investigated our institutional cancer registry to include patients with glioma over a 10-year period. Statistical tests were used to compare demographic, genetic, and clinical characteristics among patients with gliomas in different locations. Survival analysis methods were then used to assess associations between location and overall survival in the full cohort, as well as in relevant subgroups. Results. 182 gliomas were identified. Of the tumours confined to a single lobe, there were 51 frontal (28.0%), 50 temporal (27.5%), 22 parietal (12.1%), and seven occipital tumours (3.8%) identified. Tumours affecting the temporal lobe were associated with reduced overall survival when compared to all other tumours (11 months vs. 13 months, log-rank p = 0.0068). In subgroup analyses, this result was significant for males [HR (95%CI) 2.05 (1.30, 3.24), p = 0.002], but not for females [HR (95%CI) 1.12 (0.65, 1.93), p = 0.691]. Out of 82 cases tested for IDH-1, 10 were mutated (5.5%). IDH-1 mutation was present in six frontal, two temporal, one thalamic, and one multifocal tumour. Out of 21 cases tested for 1p19q deletions, 12 were co-deleted, nine of which were frontal lobe tumours. MGMT methylation was assessed in 45 cases; 7/14 frontal tumours and 6/13 temporal tumours were methylated. Conclusion. Our results support the hypothesis that the anatomical locations of gliomas influence patients’ clinical courses. Temporal lobe tumours were associated with poorer survival, though this association appeared to be driven by these patients’ more aggressive tumour profiles and higher risk baseline demographics. Independently, female patients who had temporal lobe tumours fared better than males. Molecular analysis was limited by the low prevalence of genetic testing in the study sample, highlighting the importance of capturing this information for all gliomas. Importance of this study. The specific neuroanatomic location of tumours in the brain is thought to be predictive of treatment options and overall prognosis. Despite evidence for the clinical significance of this information, there is relatively little information available regarding the incidence and prevalence of tumours in the different anatomical regions of the brain. This study has more fully characterised tumour prevalence in different regions of the brain. Additionally, we have analysed how this information may affect tumours’ molecular characteristics, treatment options offered to patients, and patients’ overall survival. This information will be informative both in the clinical setting and in directing future research

SEND: a system for electronic notification and documentation of vital sign observations

Background: Recognising the limitations of a paper-based approach to documenting vital sign observations and responding to national clinical guidelines, we have explored the use of an electronic solution that could improve the quality and safety of patient care. We have developed a system for recording vital sign observations at the bedside, automatically calculating an Early Warning Score, and saving data such that it is accessible to all relevant clinicians within a hospital trust. We have studied current clinical practice of using paper observation charts, and attempted to streamline the process. We describe our user-focussed design process, and present the key design decisions prior to describing the system in greater detail. Results: The system has been deployed in three pilot clinical areas over a period of 9 months. During this time, vital sign observations were recorded electronically using our system. Analysis of the number of observations recorded (21,316 observations) and the number of active users (111 users) confirmed that the system is being used for routine clinical observations. Feedback from clinical end-users was collected to assess user acceptance of the system. This resulted in a System Usability Scale score of 77.8, indicating high user acceptability. Conclusions: Our system has been successfully piloted, and is in the process of full implementation throughout adult inpatient clinical areas in the Oxford University Hospitals. Whilst our results demonstrate qualitative acceptance of the system, its quantitative effect on clinical care is yet to be evaluated

The identification and management of depression in UK Kidney Care: Results from the Mood Maps Study

BACKGROUND: Depression is common in people with chronic kidney disease, yet little is known about how depression is identified and managed as part of routine kidney care. OBJECTIVES: The primary objective was to survey all UK adult kidney centres to understand how depression is identified and managed. A secondary objective was to broadly describe the variability in psychosocial care. DESIGN: Online survey. METHODS: The survey comprised of three sections: (1) general kidney care, (2) psychological provision and (3) social work provision. RESULTS: 48/68 (71%) of centres responded to the general survey with 20 and 13 responses from psychological and social work module respectively. Only 31.4% reported having both in centre psychological and social work practitioners. Three centres reported no access to psychosocial provision. Of the 25 centres who reported on pathways, 36.0% reported having internal pathways for the identification and management of depression. Within services with psychological provision, screening for depression varied across modality/group (e.g., 7.1% in mild/moderate chronic kidney disease vs. 62.5% in kidney donors). Cognitive Behavioural Therapy and Acceptance and Commitment Therapy were the most common interventions offered. Most psychosocial services were aware of the National Institute for Health and Care Excellence guidelines for managing depression in long-term conditions (n = 18, 94.7%) yet few fully utilised (n = 6, 33.3%). Limited workforce capacity was evident. CONCLUSIONS: There is considerable variability in approaches taken to identify and treat depression across UK kidney services, with few services having specific pathways designed to detect and manage depression. Workforce capacity remains a significant issue