The classification and framing of the curriculum: a case of integrated studies

This study focuses on curriculum integration for several reasons. Firstly, because there appeared to be no clear definition of integration nor a consensus on what constituted good integration. Secondly, there were few studies on integration and the type of learning involved. I believe that a study looking at an integrated unit in depth should help to shed light on what integration is and how it can be accommodated within the school system. Thirdly, an opportunity existed to observe such a unit within an established middle school. As integration is purported as being "the way" young adolescents should be taught, a middle school setting seemed ideal to me. I thought that this setting should be far enough removed from the content driven senior school to allow for its complete and uninhibited development, especially given the philosophy of this well developed middle school. Fourthly, I am interested in the potential of integration as a way of focusing on learning outcomes rather than curriculum inputs. My own theoretical perspective, with a heavy leaning toward constructivist ideas, caused me to lean towards qualitative rather than quantitative research methodologies and methods. I wanted to do justice to the study by clearly describing the social context of the school and the curriculum. Basil Bemstein's pedagogic code was seen as a way of providing the framework for the development of such a method of description. As this pedagogic code had seldom been used in a study such as this, a complete investigation of its descriptive and analytic power was seen as being of benefit to future curriculum research. The study involved two major tasks. The first task was to develop the framework to a point that it would provide a descriptive language for the recording and analysis of a school culture.This was done by reconceptualising theories about the sociology of knowledge drawing on research by Bemstein (1971a; 1971b; 1977; 1990; 1996; 2000), Young (1971), Daniels (1987; 1989; 1995; 2001), Morais (1992) and Parker (1994) and modifying the resulting mapping tool developed to suit the complexity of the data gathered. The second task was to apply this framework to the observational data and to derive a description of the culture of the school and the micro-cultures of the two units of study observed within this school. From this description meaning was generated in the form of propositional statements about the development of an integrated unit of study within the culture of a school

A new church model : inviting and including people with or affected by mental health conditions

https://place.asburyseminary.edu/ecommonsatsdissertations/2237/thumbnail.jp

From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators' work

For teacher educators, ethical dilemmas, tensions and 'pedagogical confrontations' (PCs) often arise in day-to-day teaching practice. Education research reveals that self-study researchers usually have a heightened awareness of their obligations to both identify and subsequently act on these dilemmas, tensions and confrontations (Berry, 2007; Bullough & Pinnegar, 2004; East, Fitzgerald & Heston, 2009; LaBoskey, 2004; Loughran, 2006; Pinnegar & Hamilton, 2009, 2015; Samaras, 2011 ). This self-study research focuses on the identification, categorization and analysis of 'pedagogical confrontations' (PCs) and asks what they mean for teacher educators. Through selfstudy and analysis of these 'pedagogical confrontations' we have come to understand more about the sophisticated and complex nature of teaching. Furthermore, we explore the way in which the use of PCs as a lens for researching practice, has subsequently led to new insights and led to an 'enactment in practice' (Loughran, 2006)

Teaching units on Magabala Books: useful resources from Reading Australia's website

This article discusses the useful resources available for teachers from the Reading Australia website that was set up by the Copyright Agency. In particular, it highlights the teaching units developed around books published by Magabala Books. These units are linked to the Australian Curriculum: English and the NSW English K-10 Syllabus and introduce the work of Indigenous authors and illustrators to middle years students

Fine Motor Skills in Children With Prenatal Alcohol Exposure or Fetal Alcohol Spectrum Disorder

Objective: Prenatal alcohol exposure (PAE) can cause fetal alcohol spectrum disorders (FASD)and associated neurodevelopmental impairments. It is uncertain which types of fine motor skills are most likely to be affected after PAE or which assessment tools are most appropriate to use in FASD diagnostic assessments. This systematic review examined which types of fine motor skills are impaired in children with PAE or FASD; which fine motor assessments are appropriate for FASD diagnosis; and whether fine motor impairments are evident at both “low” and “high” PAE levels. Methods: A systematic review of relevant databases was undertaken using key terms. Relevant studies were extracted using a standardized form, and methodological quality was rated using a critical appraisal tool. Results: Twenty-four studies met inclusion criteria. Complex fine motor skills, such as visual-motor integration, were more frequently impaired than basic fine motor skills, such as grip strength. Assessment tools that specifically assessed fine motor skills more consistently identified impairments than those which assessed fine motor skills as part of a generalized neurodevelopmental assessment. Fine motor impairments were associated with “moderate” to “high” PAE levels. Few studies reported fine motor skills of children with “low” PAE levels, so the effect of lower PAE levels on fine motor skills remains uncertain. Conclusions: Comprehensive assessment of a range of fine motor skills in children with PAE is important to ensure an accurate FASD diagnosis and develop appropriate therapeutic interventions for children with PAE-related fine motor impairments

Graphomotor skills in children with prenatal alcohol exposure and fetal alcohol spectrum disorder: A population-based study in remote Australia

Background/aim: Few studies have examined graphomotor skills in children with prenatal alcohol exposure (PAE) or fetal alcohol spectrum disorder (FASD). Methods: Graphomotor skills were assessed in 108 predominantly Australian Aboriginal children aged 7.5-9.6 years in remote Western Australia using clinical observations (pencil grasp; writing pressure) and standardised assessment tools (the Evaluation Tool of Children's Handwriting; and the Miller Function and Participation Scales - The Draw-a-Kid Game). Skills were compared between children (i) without PAE, (ii) PAE but not FASD and (iii) FASD. Results: Most children used a transitional pencil grasp and exerted heavy handwriting pressure (83.3% and 30.6% of the cohort). The percentage of letters (M = 62.9%) and words (M = 73.3%) written legibly was low. Children with FASD were more likely than children without PAE to use a cross-thumb grasp (P = 0.027), apply heavy writing pressure (P = 0.036), be unable to write a sentence (P = 0.041) and show poorer word legibility (P = 0.041). There were no significant differences between groups for drawing outcomes, although some children with FASD drew pictures that appeared delayed for their age. There were no significant differences between children without PAE and those with PAE but who were not diagnosed with FASD. Conclusions: Overall, graphomotor skills were poor in this cohort, but children with FASD performed significantly worse than children without PAE. Findings suggest the need for improved occupational therapy services for children in remote regions and evaluation of graphomotor skills in children with PAE. © 2016 Occupational Therapy Australia

Cluster of Serogroup W135 Meningococci, Southeastern Florida, 2008–2009

Recently, 14 persons in southeastern Florida were identified with Neisseria meningitidis serogroup W135 invasive infections. All isolates tested had matching or near-matching pulsed-field gel electrophoresis patterns and belonged to the multilocus sequence type 11 clonal complex. The epidemiologic investigation suggested recent endemic transmission of this clonal complex in southeastern Florida

The Spectrum of Clinical Utilities in Molecular Pathology Testing Procedures for Inherited Conditions and Cancer: A Report of the Association for Molecular Pathology

Clinical utility describes the benefits of each laboratory test for that patient. Many stakeholders have adopted narrow definitions for the clinical utility of molecular testing as applied to targeted pharmacotherapy in oncology, regardless of the population tested or the purpose of the testing. This definition does not address all of the important applications of molecular diagnostic testing. Definitions consistent with a patient-centered approach emphasize and recognize that a clinical test result\u27s utility depends on the context in which it is used and are particularly relevant to molecular diagnostic testing because of the nature of the information they provide. Debates surrounding levels and types of evidence needed to properly evaluate the clinical value of molecular diagnostics are increasingly important because the growing body of knowledge, stemming from the increase of genomic medicine, provides many new opportunities for molecular testing to improve health care. We address the challenges in defining the clinical utility of molecular diagnostics for inherited diseases or cancer and provide assessment recommendations. Starting with a modified analytic validity, clinical validity, clinical utility, and ethical, legal, and social implications model for addressing clinical utility of molecular diagnostics with a variety of testing purposes, we recommend promotion of patient-centered definitions of clinical utility that appropriately recognize the valuable contribution of molecular diagnostic testing to improve patient care

Cost Containment Through Disability Prevention: Preliminary Results of a Health Promotion Workshop for People with Physical Disabilities

The Disability Prevention Project at the University of Montana and the University of Kansas has developed and evaluated an eight week workshop and self-help manual that targets the prevention and management of secondary conditions among adults with spinal cord injuries. The preliminary results of this intervention are very encouraging