Making sense of low attainment: children's experiences in the primary classroom

Despite continuing concern over low attainment in schools, the experiences of those children designated ‘low attainers’ are largely ignored. My thesis aims to address this gap, investigating how their designation affects their sense-making, construction of themselves and relationship to learning. As part of the UCL study, Children’s Life Histories in Primary Schools, I use innovative play-based interviews and observations to explore the stories of four children over three years, from ages 7/8 to 10/11. All were engaged in attempts to construct a self of dignity and worth as ‘low attainers’ within an attainment-driven education system: Max fears he is deficient, ‘a jigsaw with pieces missing’, and struggles to consider himself of value; Summer resists school values in favour of a relationship-based counter-discourse; Britney denies her low attainment and fabricates a version of herself as a ‘good pupil’; and Jake constructs himself as academically ‘middling’ but socially and emotionally successful. Although each of their stories is unique, they suggest underlying similarities in the challenges ‘low attainers’ face. Using Foucauldian tools, I demonstrate the enormous amount of emotional work my participants put into negotiating their designation, experiencing it as a potential source of shame. I identify three reinforcing pressures this was due to, all threatening to position them as failures. First, the dominance of attainment in schools makes ‘low attainers’ academic failures. Second, the responsibilisation of this attainment, part of a wider neoliberal responsibilisation of success and failure, makes academic failure also a failure of character. Third, the responsibilisation of emotions that has accompanied the growth of positive psychology suggests happiness is a choice, and unhappiness therefore an emotional failure. This triangle of pressures not only damages the learning and wellbeing of ‘low attainers’ but also reinforces meritocratic discourses that justify and reproduce social and economic inequalities. I propose changes to reduce these pressures on low- attaining children

Schools closed during the pandemic: revelations about the well-being of ‘lower-attaining’ primary-school children

This article is unique because it fills a significant gap among Covid-19 related educational research in three ways. First, it analyses data from face-to-face interviews with 23 children, whilst most Covid-19 related research has been based on online data collection methods. Second, it involves ‘lower-attaining’ children who were already part of an ongoing five-year research project set in England, UK. Third, it captures a ‘before’ and ‘after’ picture of the children’s experiences during schooling-as-normal and after the two periods of school closures, in relation to their well-being. Within the context of Seligman’s PERMA theory, we found that the absence-of-schooling-as-normal had adversely affected their well-being, but in so doing, the children’s perspective on schooling had altered, as they had missed being part of something bigger than themselves, in a setting which offered socialisation, structure and purpose

National Curriculum and Assessment in England and the continuing narrowed experiences of lower-attainers in primary schools

A considerable body of global educational literature has examined how schooling policy based on measuring and managing performance has narrowed children’s access both to curriculum breadth and to diversity in pedagogy. This article approaches these curriculum dilemmas within the global concern for children’s wellbeing and social justice. In particular, it focuses on the experiences of children designated by this system as lower-attaining, which is a much under-researched aspect of these concerns. Based on an innovative five-year life-history study of 23 seven to 12 year-old lower-attaining school-children in the English system, this article examines how these children themselves depicted their schooling experiences. We conclude, drawing on term-by-term experiences narrated by these children, that the current curriculum and assessment arrangements narrowed their opportunities for participation in engaged learning, especially in comparison to higher-attaining children; which undermined their wellbeing and brought social justice into question. The children highlighted the negative impact of curriculum emphases on mathematics and English rather than on non-core and outside-school curriculum areas for lower-attaining in particular; and the emphasis on attainment rather than participation in learning. They had few opportunities to have their specific preferences validated, leading in some cases to these lower-attainers being excluded from participation in school-learning

Reduction of leukocyte microvascular adherence and preservation of blood-brain barrier function by superoxide-lowering therapies in a piglet model of neonatal asphyxia

Background: Asphyxia is the most common cause of brain damage in newborns. Substantial evidence indicates that leukocyte recruitment in the cerebral vasculature during asphyxia contributes to this damage. We tested the hypothesis that superoxide radical (O2⋅_) promotes an acute post-asphyxial inflammatory response and blood-brain barrier (BBB) breakdown. We investigated the effects of removing O2⋅_ by superoxide dismutase (SOD) or C3, the cell-permeable SOD mimetic, in protecting against asphyxia-related leukocyte recruitment. We also tested the hypothesis that xanthine oxidase activity is one source of this radical.Methods: Anesthetized piglets were tracheostomized, ventilated, and equipped with closed cranial windows for the assessment of post-asphyxial rhodamine 6G-labeled leukocyte-endothelial adherence and microvascular permeability to sodium fluorescein in cortical venules. Asphyxia was induced by discontinuing ventilation. SOD and C3 were administered by cortical superfusion. The xanthine oxidase inhibitor oxypurinol was administered intravenously.Results: Leukocyte-venular adherence significantly increased during the initial 2 h of post-asphyxial reperfusion. BBB permeability was also elevated relative to non-asphyxial controls. Inhibition of O2⋅_ production by oxypurinol, or elimination of O2⋅_ by SOD or C3, significantly reduced rhodamine 6G-labeled leukocyte-endothelial adherence and improved BBB integrity, as measured by sodium fluorescein leak from cerebral microvessels.Conclusion: Using three different strategies to either prevent formation or enhance elimination of O2⋅_ during the post-asphyxial period, we saw both reduced leukocyte adherence and preserved BBB function with treatment. These findings suggest that agents which lower O2⋅_ in brain may be attractive new therapeutic interventions for the protection of the neonatal brain following asphyxia

BIBFRAME, Europeana and DPLA: The Future of Open Cultural Heritage?

This paper offers an in-depth look at current issues and challenges faced by libraries, archives, and cultural heritage institutions, including current trends in metadata harvesting, public access, and institutional interoperability to develop a deep understanding of the current practice and way forward for cultural heritage information access

Policy Brief: Making Space for Philippine Rivers

No abstract available

Hepatotoxicity of a Cannabidiol-rich cannabis extract in the mouse model

© 2019 Xide Ye et al. Gastrodia elata Blume belongs to the Orchidaceae family. G. elata is often processed when used in traditional Chinese medicine (TCM). In the current study, a traditional processing method, known as Jianchang Bang, was applied. Steamed and dried (S&D) G. elata was processed with ginger juice for up to 5 days (GEP5D). An UHPLC-MS/MS combined with a chemometric method was developed for the analysis of processed G. elata along with the raw material as well as steamed and dried G. elata. As a result, the primary marker compounds were identified with the aid of TOF-MS and MS/MS analyses. Compared with the raw material of G. elata with GEP5D, three new parishin-type compounds were identified according to their retention time, accurate mass, and fragmentation patterns. The chromatographic peak areas for marker compounds, including S-(gastrodin)-glutathione, S-(4-hydroxybenzylamine)-glutathione, and parishin-type compounds, changed significantly. This result indicated that by applying the Jianchang Bang method, changes in chemical composition in G. elata contents were observed. The study also demonstrated that chemometric analysis is helpful in understanding the processing mechanism and will provide scientific support for the clinical application of G. elata

Review: The Journal of Dramaturgy, volume 20, 2009/2010

Contents include: Recognizing Toward a Dramaturgical Sensibility, Geoff Proehl, recipient of the 2009 ATHE Outstanding Book Award; Geoff Proehl\u27s Acceptance Speech, Association for Theatre in Higher Education Awards Ceremony August 10, 2009; Millennial Dramaturgy, A conversation about the new book Dramaturgy and Performance; Creating Sub/Text, Dramaturging the ReStaged Festival; Dramaturgy and Interdisciplinary Learning, A Case Study of Russian Theatre and Politics; Thinking about Theatre Photography; Theatre / Photography. Issue editors: D.J. Hopkins, Sydney Cheek O\u27Donnell, Lauren Beckhttps://soundideas.pugetsound.edu/lmdareview/1040/thumbnail.jp