Determinants of aspirations [Wider Benefits of Learning Research Report No. 27]

Aspirations vary for different sections of the population both in terms of parents’ educational and occupational goals for their children and the ambitions of the young people themselves. In this report, we review the current research literature across a range of disciplines to set out these differences and consider how educational and career aspirations are formed and developed in response to different environments and circumstances. We also examine the extent to which aspirations are related to eventual outcomes and discuss the implications for current policies and practices. Research indicates that aspirations begin to be shaped early in a child’s life, but are modified by experience and the environment. Aspirations tend to decline as children mature, in response to their growing understanding of the world and what is possible, and to constraints imposed by previous choices and achievements. This decline is particularly marked for those facing multiple barriers. Girls, young people from minority ethnic groups and those from higher socio-economic backgrounds tend to hold higher aspirations than their counterparts. Parents from these groups also tend to have higher aspirations for their children. Conversely, socially disadvantaged groups such as teenage parents tend to have low aspirations for themselves and for their children. In general, those who have, or whose parents have, high aspirations have better outcomes, even when taking into account individual and family factors, but this is not a universal effect. For some groups, high aspirations do not lead to higher achievement. In particular, there is a gap between educational aspirations and achievement for young people from some minority ethnic groups and a gap between girls’ occupational aspirations and career attainment. Practical and attitudinal barriers to the formation of high aspirations are evident. Financial constraints may limit some groups’ access to opportunities and enabling resources such as computers and private tuition. Equally, some individuals are limited by earlier achievement and choices such as leaving school or becoming a parent at a young age. But attitudes are also important. Young people who believe they have the ability to achieve and who attribute their success to hard work, rather than luck or fate, tend to have higher aspirations than their peers. The early years of a child’s life are a key time in the formation and development of aspirations. During this time, parents may need support to overcome both attitudinal and practical barriers to high aspirations. Schools can play a part in maintaining and realising ambitions, and the support they provide becomes more important when family resources are limited. Later, young people need easy access to advice and guidance and the involvement of professionals or volunteers – for example in a mentoring role – when necessary. Involvement in positive activities may also provide important socialising experiences that encourage high aspirations

The Solomon Islands School of Education Partnership: Aspirations, context and design in educational change.

This article provides a background and context for a project that linked the School of Education in Solomon Islands College of Higher Education (SOE) with an external partner to work together on institutional and educational change. The four and a half year Partnership was funded by the New Zealand Aid Programmei. Pre-service teacher education in Solomon Islands is mainly provided by the School of Education. For a number of years the school has faced many challenges in its attempt to offer quality pre-service teacher education. Some challenges were external, such as political instability and ethnic unrest, and some were internal, such as a need to address the school's aims, design of programmes, quality of teaching, learning and assessment and the professional development of academic staff. We explain how the partnership responded to challenges and evolved in a way that recognised the input of the School of Education staff and avoided the imposition of solutions by the external partner. The major aspirations and intentions of the Partnership are described along with indications of positive changes that led to an extension of the project. A major change in the school was the inclusion of a teacher education programme for some of the many untrained practising teachers in the Solomon Islands. It is pointed out, however, that there were risks and challenges that faced the Partnership over its duration. Some were outside the control of the partners and others could be addressed and improvements made, especially within the school using a collaborative approach. It is argued that issues remain and further impetus is needed to effect more lasting change

An assessment of the quality of the I-DSD and the I-CAH registries - international registries for rare conditions affecting sex development

With the proliferation of rare disease registries, there is a need for registries to undergo an assessment of their quality against agreed standards to ensure their long-term sustainability and acceptability.This study was performed to evaluate the I-DSD and I-CAH Registries and identify their strengths and weaknesses. The design and operational aspects of the registries were evaluated against published quality indicators. Additional criteria included the level of activity, international acceptability of the registries and their use for research. The design of the I-DSD and I-CAH Registries provides them with the ability to perform multiple studies and meet the standards for data elements, data sources and eligibility criteria. The registries follow the standards for data security, governance, ethical and legal issues, sustainability and communication of activities. The data have a high degree of validity, consistency and accuracy and the completeness is maximal for specific conditions such as androgen insensitivity syndrome and congenital adrenal hyperplasia. In terms of research output, the external validity is strong but the wide variety of cases needs further review. The internal validity of data was condition specific and highest for conditions such as congenital adrenal hyperplasia. The shift of the registry from a European registry to an international registry and the creation of a discrete but linked CAH registry increased the number of users and stakeholders as well as the international acceptability of both registries. The I-DSD and I-CAH registries comply with the standards set by expert organisations. Recent modifications in their operation have allowed the registries to increase their user acceptability

Androgen-responsive non-coding small RNAs extend the potential of HCG stimulation to act as a bioassay of androgen sufficiency

Background: It is unclear whether a short-term change in circulating androgens is associated with changes in the transcriptome of the peripheral blood mononuclear cells (PBMC). Aims & Methods: To explore the effect of hCG-stimulation on the PBMC-transcriptome, 12 boys with a median age (range) of 0.7yrs (0.3, 11.2) who received intramuscular hCG 1500u on 3 consecutive days as part of their investigations underwent transcriptomic array analysis on RNA extracted from peripheral blood mononuclear cells before and after hCG stimulation. Results: Median pre and post hCG testosterone for the overall group was 0.7nmol/l (<0.5,6) and 7.9nmol/l (<0.5, 31.5), respectively. Of the 12 boys, 3 (25%) did not respond to hCG stimulation with a pre and post median serum testosterone of <0.5nmol/l and <0.5nmol/l, respectively. When corrected for gene expression changes in the non-responders to exclude hCG effects, all 9 of the hCG responders consistently demonstrated a 20% or greater increase in the expression of piR-37153 and piR-39248, non-coding PIWI-interacting RNAs (piRNAs). In addition, of the 9 responders, 8, 6 and 4 demonstrated a 30%, 40% and 50% rise, respectively in a total of 2 further piRNAs. In addition, 3 of the responders showed a 50% or greater rise in the expression of another small RNA, SNORD5. On comparing fold change in serum testosterone with fold change in the above transcripts, a positive correlation was detected for SNORD5 (p=0.01). Conclusions: The identification of a dynamic and androgen-responsive PBMC-transcriptome extends the potential value of the hCG test for assessment of androgen sufficiency

Literacy, numeracy and disadvantage among older adults in England

This report sets findings from new research on the relationships between the literacy and numeracy levels of older adults and the extent of disadvantage in later life. The research consisted of a review of the literature and secondary analysis of a quantitative data source on older adults

The Perceptions of Beginning Secondary Teachers about their Professional Learning Experiences in the Solomon Islands Context

This thesis was designed to investigate the professional learning experiences of beginning secondary teachers (BSTs) in the Solomon Islands context. The study sought to interpret and document the lived experiences of a cohort of BSTs who graduated from the Diploma in Secondary Teaching programme at the School of Education, Solomon Islands College of Higher Education (SOE-SICHE) in 2007. The focus of the study was on the sense of preparedness of the BSTs at the end of their initial teacher education, and their induction and professional learning experiences during the first two years of their teaching careers. The aim of the study was to find out how prepared the secondary teacher graduates from SOE-SICHE felt at the end of their teacher education programmes, the kind of professional support they needed as beginning teachers, and whether Solomon Islands secondary schools have adequate professional support systems in place to promote early career learning and development for beginning teachers. It is anticipated that the findings of this study will add to the body of knowledge in the field of teacher learning and professional development experiences of beginning teachers from a Pacific Island, Melanesian, socio-cultural context. Existing studies on teacher learning and development have been conducted mainly in economically developed western countries, which are significantly different from a developing Pacific Island nation such as the Solomon Islands. This study is the first of its kind to be conducted in the Solomon Islands. There is growing recognition in the literature that teacher learning and professional development should be linked to learning experiences that match teachers’ socio-cultural contexts (Flores, 2004). Proponents of such a view contend that learners assimilate new information better when their learning experiences are based on the integration of what they already know and the new phenomena and ideas with which they come in contact (Bruner, 1996; Vygotsky, 1978b; Wertsch, 1997). Hence, there is a need for education systems to provide effective learning opportunities and professional support for teachers that are relevant to the teaching and learning contexts in which they are going to find themselves during their teaching careers (Darling-Hammond & Bransford, 2005). It is also important to note that initial teacher education (ITE) programmes cannot fully prepare beginning teachers for their teaching roles. Rather, teachers should be viewed as learners who need ongoing professional support throughout their teaching careers (Loughran, 2007; Murdoch, 1979). Two phases of teacher professional learning that are considered to have significant impact on teachers’ practice and retention in the profession are induction and continuing teacher professional development (Feiman-Nemser, 2001a). Therefore, it is vitally important that pedagogies used during these phases are not only well supported and resourced by school systems but also appropriate to teachers’ socio-cultural contexts (Anthony, Bell, Haigh, & Kane, 2007a). There is ample research evidence to suggest that ITE does have an impact on the quality of teaching in the classroom and students’ learning achievements (Cochran-Smith, 2003). This research took an interpretive qualitative case study research approach, drawing on social constructivism and socio-cultural theoretical perspectives to make meaning of the professional learning experiences of beginning secondary teachers in the Solomon Islands context. The experiences of the 11 BSTs who participated in this study informed the collective case of BSTs’ experiences in Solomon Islands secondary schools. The study explored the experiences of the BSTs in the five secondary schools where they were posted, in light of the personal and contextual factors that might have influenced their perceptions about their initial teacher education, induction, and professional learning experiences. The primary sources of data were a questionnaire and three in-depth semi-structured interviews, each of which lasted 50 to 60 minutes. The data analysis process was based on the interpretive qualitative research methodology adopted in the study. Content analysis techniques were used to identify emerging themes, and interpretive phenomenological analysis techniques were then used to interpret and make meaning of the relationships within and between the key themes that emerged. This study highlighted the BSTs’ perceptions of their sense of preparedness and professional learning experiences from initial teacher education through to their second year of teaching. The findings of the study suggest that the BSTs felt inadequately prepared in some aspects of their teaching roles, and needed guidance and support from their school communities. The lack of formal induction and planned professional development opportunities for beginning teachers in the five secondary schools that were involved in this study meant that they were deprived of the kind of advice and guidance needed by new teacher graduates at the beginning of their teaching careers. The findings also suggested that beginning teachers had little opportunity to observe, reflect, and learn from their teaching practices because they were assigned the same teaching load as their experienced colleagues from day one. The BSTs also taught under difficult conditions, given the general lack of teaching resources, crowded classrooms, and lack of specialised classroom facilities and equipment for subjects such as science, home economics, industrial arts, and agriculture. Information and clear guidelines on school processes and procedures were also lacking, including advice about new teacher registration processes and procedures. Such teaching conditions were a major source of anxiety for the BSTs during the first two years of their teaching careers. The study raises questions about how well secondary teachers are prepared and supported as beginning teachers during their early years of teaching in the Solomon Islands context. It also raises questions about the quality of leadership, school cultures, expectations of individual beginning teachers, the nature of teachers’ work, government and societal expectations, and government support for quality teaching and learning in Solomon Islands secondary schools. It is anticipated that the findings of this study will help improve initial teacher education and teacher professional development practices in the Solomon Islands. This thesis argues that there is a need to develop secondary schools as professional learning communities, or ‘villages of learning’ that promotes and encourages reflective dialogue, ongoing professional conversations, and collaboration between education authorities, school principals and teachers, to enhance teachers teaching practices, and promote students’ learning outcomes

Uneasy Transvestism? Fashioning a Space for the Single Woman in \u3cem\u3eSex and the City\u3c/em\u3e

‘Uneasy Transvestism? Fashioning a Space for the Single Woman in Sex and the City’ is essentially an exploration of the ways in which fashion is used within the programme to explore the parameters of the female body, and in particular, to define a sexually fluid space for the single woman. I approach the material from a cultural studies methodology, trying to especially decipher the meanings inherent in the visual language of the programme, and its use of clothing to costume its four female protagonists. Intrigued and influenced by theorists such as Butler, Hollander and Garber, but largely relying on my own interpretation of the material, I consider the ways in which Sex and the City’s clothing/fashion helps to rewrite and blur conventional gender constructions, and how its often parodic interpretations of femininity and masculinity help to redefine womanhood (and singledom in particular) as a mutable and liberated space. Concentrating on the character of Carrie Bradshaw, I discuss how fashion functions within the narrative to question compulsory notions of femininity. At the core of my essay remains a nagging uneasiness that even within the supposedly liberating narrative of the programme, it remains the woman’s body that must validate itself through clothing. However, I do conclude that instead of being depoliticising, the chameleon-like fluidity of the clothed female body in Sex and the City is ultimately empowering – allowing a rare opportunity for the female to represent, and narrate, herself

Summative Assessment Practices of Solomon Islands Year Nine Science Teachers

The aim of this exploratory study was to investigate the perceptions, experiences, and practices of six Solomon Islands secondary science teachers, based on the types of assessment they use in their science classrooms to serve a summative purpose. The study was divided into two parts. The first part involved a baseline study which explored the teachers’ existing summative assessment practices with the intent to understand how their views and knowledge of the summative assessments influenced their practices, and to identify their professional learning needs in creating assessment tools. The second part of the study involved a small-scale professional development intervention, which aimed to enhance the science teachers’ skills and confidence in summative assessment as well as to identify the factors that influenced teachers’ development and transfer of new assessment skills to their classroom practices in the Solomon Islands context. The study adopted a qualitative-interpretive research approach and used methods of teacher interviews, participant observation and documentary analysis to generate data related to the teachers’ existing summative assessment practices, and the new or revised processes that they adopted as a result of the professional development intervention. Various analytical procedures including thematic analysis procedures and frameworks that researchers have used previously to study teachers’ classroom practices were employed to analyse the collected data. The findings of the baseline study indicated that the science teachers employed summative assessments to compare students’ ability through grading and reported their students’ achievements to parents and students. The unit test is the dominant form of assessment used by teachers to assess year nine students’ learning, performance and achievements in science. Examinations are administered to students at the end of each school term. An analysis of the test and examination questions indicated that teachers focused on assessing mainly low cognitive skills. Teachers’ views indicated that neither they nor the school leaders have used student achievement results in the past or present time as a basis to review and evaluate their teaching practices or plan ways they might improve student achievement and school performance. The science teachers generally expressed varying levels of satisfaction in their conduct of assessment activities but also perceived the need for professional support in certain areas of assessment such as construction of a test using a test blueprint, grading, analysis and interpretation of student assessment results. The study also identified a range of factors that influenced the six science teachers’ classroom-based summative assessment practices. Factors that tend to have impacted positively on their summative assessment practices include; their initial teacher education experiences, knowledge and beliefs about teaching, learning and assessment, and colleagues in the school. However, the teachers also reported certain contextual factors that impacted negatively on their assessment practices. These included institutional and extracurricular responsibilities, heavy teaching loads, large class size, lack of clear assessment policy guidelines, lack of exemplary assessment resources, and national examination pressures. Findings of the impact of professional development intervention indicated that the teachers made small to moderate changes in their summative assessment practice. Their involvement in the group activities during the professional development workshop made them become more reflective on their assessment practices and also indicated that the professional development activities enhanced their knowledge about alternative assessment strategies, and increased their confidence in carrying out summative assessments in class. However, the existing contextual factors that were identified during the baseline study continued to impede their transfer of new assessment ideas and procedures into their classroom practices

Pre-pregnancy predictors of hypertension in pregnancy among Aboriginal and Torres Strait Islander women in north Queensland, Australia; a prospective cohort study

BACKGROUND Compared to other Australian women, Indigenous women are frequently at greater risk for hypertensive disorders of pregnancy. We examined pre-pregnancy factors that may predict hypertension in pregnancy in a cohort of Aboriginal and Torres Strait Islander women in north Queensland. METHODS Data on a cohort of 1009 Indigenous women of childbearing age (15–44 years) who participated in a 1998–2000 health screening program in north Queensland were combined with 1998–2008 Queensland hospitalisations data using probabilistic data linkage. Data on the women in the cohort who were hospitalised for birth (n = 220) were further combined with Queensland perinatal data which identified those diagnosed with hypertension in pregnancy. RESULTS Of 220 women who gave birth, 22 had hypertension in the pregnancy after their health check. The mean age of women with and without hypertension was similar (23.7 years and 23.9 years respectively) however Aboriginal women were more affected compared to Torres Strait Islanders. Pre-pregnancy adiposity and elevated blood pressure at the health screening program were predictors of a pregnancy affected by hypertension. After adjusting for age and ethnicity, each 1 cm increase in waist circumference showed a 4% increased risk for hypertension in pregnancy (PR 1.04; 95% CI; 1.02-1.06); each 1 point increase in BMI showed a 9% adjusted increase in risk (1.09; 1.04-1.14). For each 1 mmHg increase in baseline systolic blood pressure there was an age and ethnicity adjusted 6% increase in risk and each 1 mmHg increase in diastolic blood pressure showed a 7% increase in risk (1.06; 1.03-1.09 and 1.07; 1.03-1.11 respectively). Among those free of diabetes at baseline, the presence of the metabolic syndrome (International Diabetes Federation criteria) predicted over a three-fold increase in age-ethnicity-adjusted risk (3.5; 1.50-8.17). CONCLUSIONS Pre-pregnancy adiposity and features of the metabolic syndrome among these young Aboriginal and Torres Strait Islander women track strongly to increased risk of hypertension in pregnancy with associated risks to the health of babies.Sandra K Campbell, John Lynch, Adrian Esterman and Robyn McDermot