Exploring teacher identity using poststructural tools

Human bone marrow-derived mesenchymal stromal cells (MSCs) have been investigated in numerous disease settings involving impaired regeneration because of the crucial role they play in tissue maintenance and repair. Considering the number of comorbidities associated with type 2 diabetes mellitus (T2DM), the hypothesis that MSCs mediate these comorbidities via a reduction in their native maintenance and repair activities is an intriguing line of inquiry. Here, it is demonstrated that the number of bone marrow-derived MSCs in people with T2DM was reduced compared to that of age-matched control (AMC) donors and that this was due to a specific decrease in the number of MSCs with osteogenic capacity. There were no differences in MSC cell surface phenotype or in MSC expansion, differentiation, or angiogenic or migratory capacity from donors living with T2DM as compared to AMCs. These findings elucidate the basic biology of MSCs and their potential as mediators of diabetic comorbidities, especially osteopathies, and provide insight into donor choice for MSC-based clinical trials. This study suggests that any role of bone marrow MSCs as a mediator of T2DM comorbidity is likely due to a reduction in the osteoprogenitor population size and not due to a permanent alteration to the MSCs’ capacity to maintain tissue homeostasis through expansion and differentiation

What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education?

The series of responses in this article were gathered as part of an online mini conference held in September 2021 that sought to explore different ideas and articulations of school autonomy reform across the world (Australia, Canada, England, Ireland, the USA, Norway, Sweden and New Zealand). It centred upon an important question: what needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? There was consensus across the group that school autonomy reform creates further inequities at school and system levels when driven by the logics of marketisation, competition, economic efficiency and public accountability. Against the backdrop of these themes, the conference generated discussion and debate where provocations and points of agreement and disagreement about issues of social justice and the mobilisation of school autonomy reform were raised. As an important output of this discussion, we asked participants to write a short response to the guiding conference question. The following are these responses which range from philosophical considerations, systems and governance perspectives, national particularities and teacher and principal perspectives

Exploring parent and student engagement in school self-evaluation in four European countries

The purpose of this paper, which is part of a three-year EU Erasmus+-funded study titled 'Distributed Evaluation and Planning in Schools' (DEAPS), is to provide an analysis of policies, structures, processes, supports and barriers that exist to enable or inhibit the involvement of students and parents in school evaluation in four European countries (Belgium, Ireland, Portugal and Turkey). Document analysis was used for this study and some 348 peer-reviewed articles, and 28 national and transnational policy documents were included in the analysis. Based on this review it would be reasonable to suggest that the student/parent voice agenda around evaluation in schools remains, by and large, aspirational. It is extolled in policy but in practice is mainly tokenistic with very little evidence of impact on the work of schools. In light of this, it is argued that government and school-level policies and strategies need to be reconsidered to enhance students' and parents' engagement in school evaluation. As a first step, significant further empirical research on the limitations on and conditions necessary for stakeholder voice in education is required

Barriers to participation in mental health research: are there specific gender, ethnicity and age related barriers?

<p>Abstract</p> <p>Background</p> <p>It is well established that the incidence, prevalence and presentation of mental disorders differ by gender, ethnicity and age, and there is evidence that there is also differential representation in mental health research by these characteristics. The aim of this paper is to a) review the current literature on the nature of barriers to participation in mental health research, with particular reference to gender, age and ethnicity; b) review the evidence on the effectiveness of strategies used to overcome these barriers.</p> <p>Method</p> <p>Studies published up to December 2008 were identified using MEDLINE, PsycINFO and EMBASE using relevant mesh headings and keywords.</p> <p>Results</p> <p>Forty-nine papers were identified. There was evidence of a wide range of barriers including transportation difficulties, distrust and suspicion of researchers, and the stigma attached to mental illness. Strategies to overcome these barriers included the use of bilingual staff, assistance with travel, avoiding the use of stigmatising language in marketing material and a focus on education about the disorder under investigation. There were very few evaluations of such strategies, but there was evidence that ethnically matching recruiters to potential participants did not improve recruitment rates. Educational strategies were helpful and increased recruitment.</p> <p>Conclusion</p> <p>Mental health researchers should consider including caregivers in recruitment procedures where possible, provide clear descriptions of study aims and describe the representativeness of their sample when reporting study results. Studies that systematically investigate strategies to overcome barriers to recruitment are needed.</p

Student voice and classroom practice in Ireland’s post-primary schools: an exploration of exercises, experiences, and emotions at the coalface

The purpose of this mixed-methods research is to investigate how student voice takes place in relation to classroom practice in Irish post-primary schools, and the views of both school staff and students on this student voice. In doing this, particular attention is paid to the patronage and socio-economic context of schools. Several contributions to knowledge are made: a heuristic device as a starting point for future research in the Irish context is developed and presented; how student voice is likely to be enacted differently in different types of schools and schools in different settings is explored for the first time; and stakeholders’ views on student voice being used in relation to classroom practice in Irish post-primary schools are explicitly explored. This research is the first research of its kind in Ireland, providing unprecedented knowledge and insights, and will be of interest and of use to those involved in teaching, leadership and governance in schools, research in higher education, and policy and advocacy in the public and voluntary sectors. Through interviews with 101 participants in seven case study schools and a subsequent survey of principals that yielded 95 responses, this research highlights how, inter alia, students are consulted to different extents in different schools; student voice can be used to monitor teachers; and most stakeholders in Irish post-primary schools are against the idea of students being consulted on teacher performance