Differential classroom interactions by ethnicity: a quantitative approach

Concerns regarding differentials in classroom experience and academic attainment by ethnicity have been expressed for some time. This study explores, from a quantitative viewpoint based on fieldwork in 10 London schools, one particular aspect of this, namely classroom interactions between teachers and pupils from different ethnic origins. It was found that African Caribbean children were interacting with teachers at a greater rate than other children, mostly for disciplinary and administrative purposes, and to a much lesser extent for teaching purposes. Asian children, conversely, were interacting less with the teacher overall, but relatively highly for teaching purposes. Whilst these patterns were broadly consistent across schools, rates of interaction varied considerably from school to school. In respect of differential classroom interactions, better equality of opportunities is more likely to be achieved as a result of whole school processes than if it is targeted directly

Treatments for people who use anabolic androgenic steroids: a scoping review.

BACKGROUND: A growing body of evidence suggests that anabolic androgenic steroids (AAS) are used globally by a diverse population with varying motivations. Evidence has increased greatly in recent years to support understanding of this form of substance use and the associated health harms, but there remains little evidence regarding interventions to support cessation and treat the consequences of use. In this scoping review, we identify and describe what is known about interventions that aim to support and achieve cessation of AAS, and treat and prevent associated health problems. METHODS: A comprehensive search strategy was developed in four bibliographic databases, supported by an iterative citation searching process to identify eligible studies. Studies of any psychological or medical treatment interventions delivered in response to non-prescribed use of AAS or an associated harm in any setting were eligible. RESULTS: In total, 109 eligible studies were identified, which included case reports representing a diverse range of disciplines and sources. Studies predominantly focussed on treatments for harms associated with AAS use, with scant evidence on interventions to support cessation of AAS use or responding to dependence. The types of conditions requiring treatment included psychiatric, neuroendocrine, hepatic, kidney, cardiovascular, musculoskeletal and infectious. There was limited evidence of engagement with users or delivery of psychosocial interventions as part of treatment for any condition, and of harm reduction interventions initiated alongside, or following, treatment. Findings were limited throughout by the case report study designs and limited information was provided. CONCLUSION: This scoping review indicates that while a range of case reports describe treatments provided to AAS users, there is scarce evidence on treating dependence, managing withdrawal, or initiating behaviour change in users in any settings. Evidence is urgently required to support the development of effective services for users and of evidence-based guidance and interventions to respond to users in a range of healthcare settings. More consistent reporting in articles of whether engagement or assessment relating to AAS was initiated, and publication within broader health- or drug-related journals, will support development of the evidence base

IEPs in mainstream secondary schools: an agenda for research

Providing children with special educational needs with individual education plans (IEPs) was advocated in the 1994 code of practice for SEN, and retained in the 2000 code. Specifically as it relates to mainstream secondary schools, this has proved highly controversial: many SENCos report that the writing and implementing of IEPs is a bureaucratic encumbrance, whilst others, going about the process of writing IEPs in very different ways, report that the process is both manageable and beneficial to the children concerned. Given this contradictory evidence, there is an urgent need for research into this area. Having looked at three case-studies of schools using very different methods to write IEPs in ways with which they feel comfortable, a research agenda is set out with a view to informing policies which ensure that resources spent on SEN are used as productively as possible

The rhetoric and reality of learning support in the classroom: towards a synthesis

In this article Geoff Tennant reviews the literature on learning support, focusing particularly on the underlying principles and issues which need to be thought through. This is contrasted with his observations of learning support in classrooms in the London area, in which there was very little evidence that there had been any thinking behind what happened. Suggestions are then made as to how learning support can be used more effectively, representing better value for money and a more positive working environment for class teachers, those providing the extra support and, crucially, the children receiving it

Achievement in mathematics: Comparative analysis from East Africa

This chapter examines the available data on achievement across the region, including two datasets based on surveys in the primary sector-Uwezo and SACMEQ-and O levels and equivalent. Common themes which emerged were wide variations across countries and within countries, with youngsters from urban areas performing more highly than rural. Where examiners’ reports were available, common issues which arose were lack of use of the methods required and engaging with multi-step problems expressed in words, consistent with problems in using English as a medium

Mathematics education in East Africa : Towards harmonization and enhancement of education quality

In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa

Inclusive approaches to learning and teaching mathematics

Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area. This chapter explores the role of mentors in supporting pre-service teachers to include all children in mathematics teaching, no matter what their individual needs