Evidence-based Management and Leadership

Organizations can be led and managed in many different ways and there is no shortage of perspectives, models, and frameworks for thinking about how such tasks can be accomplished. This chapter focuses on one such perspective: evidence-based management (EBMgt). At its core is the idea that when managers and organizations make decisions, evidence of various types should be collected, critically appraised, and taken into account. Put this way, EBMgt does not appear to be either new or radical. However, as we shall go on to discuss, recent attempts to elaborate and flesh out this idea show that while some of its core principles are unremarkable, actually doing EBMgt presents major challenges, threats, and opportunities. Far from being business as usual, using evidence seriously and systematically appears to represent a significant departure from what organizations typically do. This chapter starts with an account of the origins of the idea of evidence-based practice in other fields and how it has been adapted in the development of EBMgt. It then looks at the sometimes controversial notion of leadership and what we know about what managers and leaders do. We then consider the extent to which leaders, managers, and organizations are evidence-based in their approach to managing organizations and what can be done to further develop this approach. Finally, we discuss some of the challenges that managing in an evidence-based way present to leaders and to more traditional ways of thinking about what leadership entails

Creating metacognitive environments in primary school RE classrooms

Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (8 - 10 years) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles, and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.RE-flect was funded by The Esmée Fairbairn Foundation [10-0901

Dual-task and electrophysiological markers of executive cognitive processing in older adult gait and fall-risk

The role of cognition is becoming increasingly central to our understanding of the complexity of walking gait. In particular, higher-level executive functions are suggested to play a key role in gait and fall-risk, but the specific underlying neurocognitive processes remain unclear. Here, we report two experiments which investigated the cognitive and neural processes underlying older adult gait and falls. Experiment 1 employed a dual-task (DT) paradigm in young and older adults, to assess the relative effects of higher-level executive function tasks (n-Back, Serial Subtraction and visuo-spatial Clock task) in comparison to non-executive distracter tasks (motor response task and alphabet recitation) on gait. All DTs elicited changes in gait for both young and older adults, relative to baseline walking. Significantly greater DT costs were observed for the executive tasks in the older adult group. Experiment 2 compared normal walking gait, seated cognitive performances and concurrent event-related brain potentials (ERPs) in healthy young and older adults, to older adult fallers. No significant differences in cognitive performances were found between fallers and non-fallers. However, an initial late-positivity, considered a potential early P3a, was evident on the Stroop task for older non-fallers, which was notably absent in older fallers. We argue that executive control functions play a prominent role in walking and gait, but the use of neurocognitive processes as a predictor of fall-risk needs further investigation

Caribou nursery site habitat characteristics in two northern Ontario parks

To prevent further range recession, habitat features essential to the life-history requisites of woodland caribou (Rangifer tarandus caribou) such as calving and nursery sites need to be protected for the persistence of the species. Woodland caribou may minimize predation risk during calving by either spacing out or spacing away from predators in the forest to calve on islands, wetlands, or shorelines. Our objective was to determine the characteristics of shoreline habitats used as calving and nursery sites by female woodland caribou in northern Ontario. Detailed vegetation and other site characteristics were measured at nursery sites used by cow-calf pairs in Wabakimi and Woodland Caribou Provincial Parks for comparison with shoreline sites that were not used by caribou within each park. Differences in habitat variables selected by female caribou in the two study areas reflect broad ecoregional differences in vegetation and topography. In Wabakimi Provincial Park, understorey tree density and ground detection distance played key roles in distinguishing nursery sites from sites that were not used. In Woodland Caribou Provincial Park, groundcover vegetation and shrub density were important in the selection of nursery sites by female caribou. Generally, female caribou in both parks selected nursery sites with greater slope, lower shrub density but thicker groundcover vegetation, including greater lichen abundance, and higher densities of mature trees than shoreline sites that were not used. The identification of these important features for caribou nursery sites provides a basis for improving their protection in future management policies and legislation

Pedagogical bricoleurs and bricolage researchers: The case of Religious Education

This is the author accepted manuscript. The final version is available from Taylor & Francis via the DOI in this record.This article reconceptualises school teachers and pupils respectively as ‘pedagogical bricoleurs’ and ‘bricolage researchers’ who utilise a multiplicity of theories, concepts, methodologies and pedagogies in teaching and/or researching. This reconceptualization is based on a coalescence of generic curricular and pedagogical principles promoting dialogic, critical and enquiry-based learning. Innovative proposals for reconceptualising the aims, contents and methods of multi-faith Religious Education in English state-maintained schools without a religious affiliation are described, so as to provide an instance of and occasion for the implications of these theories and concepts of learning. With the aim of initiating pupils into the communities of academic enquiry concerned with theology and religious studies, the ‘RE-searchers approach’ to multi-faith Religious Education in primary schools (5-11 year olds) is cited as a highly innovative means of converting these curricular and pedagogical principles and proposals into practical classroom procedures that are characterised by multi-, inter- and supra-disciplinarity; notions of eclecticism, emergence, flexibility and plurality; and theoretical and conceptual complexity, contestation and context-dependence.This work was supported by the Culham St Gabriel’s Trust and Hockerill Educational Foundation. It was undertaken in a partnership including the University of Exeter, The Learning Institute and Sir Robert Geffery’s Primary School

Larvivorous fish for preventing malaria transmission.

Background Adult female Anopheles mosquitoes can transmit Plasmodium parasites that cause malaria. Some fish species eat mosquito larvae and pupae. In disease control policy documents, the World Health Organization (WHO) includes biological control of malaria vectors by stocking ponds, rivers, and water collections near where people live with larvivorous fish to reduce Plasmodium parasite transmission. In the past, the Global Fund has financed larvivorous fish programmes in some countries, and, with increasing efforts in eradication of malaria, policymakers may return to this option. Therefore, we assessed the evidence base for larvivorous fish programmes in malaria control. Objectives To evaluate whether introducing larvivorous fish to anopheline larval habitats impacts Plasmodium parasite transmission. We also sought to summarize studies that evaluated whether introducing larvivorous fish influences the density and presence of Anopheles larvae and pupae in water sources. Search methods We searched the Cochrane Infectious Diseases Group Specialized Register; the Cochrane Central Register of Controlled Trials (CENTRAL), published in the Cochrane Library; MEDLINE (PubMed); Embase (Ovid); CABS Abstracts; LILACS; and the metaRegister of Controlled Trials (mRCT) up to 6 July 2017. We checked the reference lists of all studies identified by the search. We examined references listed in review articles and previously compiled bibliographies to look for eligible studies. Also we contacted researchers in the field and the authors of studies that met the inclusion criteria for additional information regarding potential studies for inclusion and ongoing studies. This is an update of a Cochrane Review published in 2013. Selection criteria Randomized controlled trials (RCTs) and non-RCTs, including controlled before-and-after studies, controlled time series, and controlled interrupted time series studies from malaria-endemic regions that introduced fish as a larvicide and reported on malaria in the community or the density of the adult anopheline population. In the absence of direct evidence of an effect on transmission, we performed a secondary analysis on studies that evaluated the effect of introducing larvivorous fish on the density or presence of immature anopheline mosquitoes (larvae and pupae forms) in water sources to determine whether this intervention has any potential that may justify further research in the control of malaria vectors. Data collection and analysis Two review authors independently screened each article by title and abstract, and examined potentially relevant studies for inclusion using an eligibility form. At least two review authors independently extracted data and assessed risk of bias of included studies. If relevant data were unclear or were not reported, we contacted the study authors for clarification. We presented data in tables, and we summarized studies that evaluated the effects of introducing fish on anopheline immature density or presence, or both. We used the GRADE approach to summarize the certainty of the evidence. We also examined whether the included studies reported any possible adverse impact of introducing larvivorous fish on non-target native species. Main results We identified no studies that reported the effects of introducing larvivorous fish on the primary outcomes of this review: malaria infection in nearby communities, entomological inoculation rate, or on adult Anopheles density. For the secondary analysis, we examined the effects of introducing larvivorous fish on the density and presence of anopheline larvae and pupae in community water sources, and found 15 small studies with a follow-up period between 22 days and five years. These studies were undertaken in Sri Lanka (two studies), India (three studies), Ethiopia (one study), Kenya (two studies), Sudan (one study), Grande Comore Island (one study), Korea (two studies), Indonesia (one study), and Tajikistan (two studies). These studies were conducted in a variety of settings, including localized water bodies (such as wells, domestic water containers, fishponds, and pools (seven studies); riverbed pools below dams (two studies)); rice field plots (five studies); and water canals (two studies). All included studies were at high risk of bias. The research was insufficient to determine whether larvivorous fish reduce the density of Anopheles larvae and pupae (12 studies, unpooled data, very low certainty evidence). Some studies with high stocking levels of fish seemed to arrest the increase in immature anopheline populations, or to reduce the number of immature anopheline mosquitoes, compared with controls. However, this finding was not consistent, and in studies that showed a decrease in immature anopheline populations, the effect was not always consistently sustained. In contrast, some studies reported larvivorous fish reduced the number of water sources withAnopheles larvae and pupae (five studies, unpooled data, low certainty evidence). None of the included studies reported effects of larvivorous fish on local native fish populations or other species

Teaching climate change and sustainability: A survey of teachers in England

This report shares detailed findings as to the current state of climate change and sustainability education in England in 2022-23, with a particular focus on teachers’ practice and professional development. The results reveal both strengths and gaps in the provision of climate change and sustainability education in England. The report serves as an evidence base for researchers, policymakers and practitioners who seek to support teachers to fulfil their important roles in society’s transformation to a sustainable future. UCL’s Centre for Climate Change and Sustainability Education (CCCSE) conducted a survey of teachers in England entitled ‘What do climate change and sustainability education have to do with me?’. Between October and December 2022, teachers were invited to respond to an online questionnaire about their views and experiences. Teachers were recruited through email lists, professional networks, social media and via the CCCSE website. The questionnaire investigated their teaching practice, professional development, and sense of confidence and preparedness to incorporate climate change and sustainability into their teaching. It included a range of question types and generated quantitative and qualitative data. The survey gathered 870 responses, with over two thirds (70.7%) teaching at secondary level, and geography (41.3%) and science (37.2%) being the most frequently reported subjects taught. Those who responded represented a wide range of teaching experience, from one year to 20+ years, with university-led PGCE programmes the most commonly reported route into teaching (87.2%). The significant majority of respondents were female (73.9%) and from white backgrounds (90.5%)