Elizabeth F. S. Hannah

The Impact of an Online Intervention (Brainology) on the Mindset and Resiliency of Secondary School Pupils: A Preliminary Mixed Methods Study.

This preliminary study investigated the impact of the online interactive programme Brainology (which aimed to encourage a growth mindset) on the mindset, resiliency and sense of mastery of secondary school pupils. A quasi-experimental pre-, post- and follow-up mixed-methods study was carried out with 33 participants aged 13–14 years. The measures were Dweck’s theories of intelligence scale and Prince-Embury’s resiliency scales for children and adolescents. Quantitative data were analysed using analysis of variance. Qualitative data from focus groups were categorised and coded. The programme led to a significant increase in pre- to post-mindset scores for the intervention group. However, there was a significant decline at follow-up and the initial impact of the intervention was not sustained. There were no significant changes in mindset for the comparison group. There were no significant changes in resiliency or sense of mastery for either group. The significant short-term impact of Brainology and non-significant follow-up findings are discussed. The present study has limitations such as small sample size, which has implications for generalisability. Future research should investigate the longer term effectiveness of educational interventions in schools.

Collective teacher efficacy, pupil attainment and socio-economic status in primary school®

Collective teacher efficacy (CTE) refers to the collective perception in a school that teachers make an educational difference to their pupils over and above the impact of their social circumstances. This study explored the relationships between CTE, socio-economic status (SES) and pupil attainment levels in reading, writing and mathematics (at the whole primary school level). Sixty-six teachers in 15 out of 19 schools in a small Local Authority participated. Significant positive relationships were found between SES and attainment in reading and mathematics (but not writing). However, significant positive relationships were also found between CTE and attainment in reading and writing (but not mathematics). Neither SES nor CTE independently accounted for a statistically significant proportion of the total variance in attainment. However, CTE appeared to have a much stronger independent impact than SES in writing (and also a modest independent impact in reading). One school with an atypical pattern of high CTE and high attainment despite low SES was studied in depth. Here, school climate or ethos, high quality in-service training and a focus upon pedagogy were perceived as the most potent factors in raising attainment. When these factors serve to heighten CTE, the impact of SES on pupil attainment may be reduced, and this may be easier in some subjects than others.

Using computer-assisted interviewing to consult with children with autism spectrum disorders: An exploratory study

This article explores the use of computer-assisted interviewing (CAI) as a tool for consulting with children with autism spectrum disorders (ASD). This is considered within the context of a research study which utilized one CAI programme, In My Shoes, to investigate children and young peoples views of provision, support, and participation in meetings and involvement in decision making. Based on a process of reflection through dialogue, the authors report on the perceived value of this methodology compared with traditional semi-structured interviewing. The researchers conclude that this approach offers potential in interviewing children with ASD. Implications for practitioners and avenues for future research are considered.

Inquiry-Based Learning for Interprofessional Education

Abstract This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.

The Validity of the Spelling and Grammar Waiver as a Reasonable Accommodation in Leaving Certificate Examinations in Ireland.

ABSTRACT In Ireland, dyslexic students can apply for reasonable accommodations in Leaving Certificate examinations. One such accommodation is the Spelling and Grammar Waiver (SGW). Questions have been raised regarding its validity, and it has been suggested that it gives an unfair advantage. Mock Leaving Certificate English paper scripts were collected from 31 dyslexic students who had been granted an SGW and 31 nondyslexic students who had not been granted any accommodations. All scripts were marked twice, eight weeks apart, by the same marker, once in the standard fashion and once with an SGW. Dyslexic students’ scripts marked with an SGW had a significantly higher mean score than when marked in the standard way, and it was similar to the mean unaccommodated score of nondyslexic students. However, nondyslexic students also received a similar boost in scores when accommodated. Two-way repeated measures ANOVA showed no “differential boost” for the dyslexic group, but a significant boost for both groups when accommodated. Results suggest that the SGW is not a valid accommodation but confers an advantage to those that have it. This study needs replication using larger numbers, with real Leaving Certificate scripts and examiners, and the reasons for the increase in scores also need investigation.

Impact of Legislation on Post-School Transition Practice for Young People with Additional Support Needs in Scotland.

A longitudinal study was conducted to understand post-school transition practice for young people with additional support needs (ASN) before and after the implementation of key legislation, the Education (Additional Support for Learning) (Scotland) Act 2004, amended in 2009. Primary data were collected from one local authority in Scotland. Twelve professionals involved in post-school transition planning were interviewed in 2004 and eight in 2010. Minutes of transition meetings from one school for three young people prior to the implementation of the Act and four after the implementation were analysed. Results show some changes since the implementation of the Act.