Jackie Marfleet and Catherine Kelly
Considers the role of the information professional in the next century in addition to informational retrieval skills. Covers the need to develop the role as trainer and…
Abstract
Considers the role of the information professional in the next century in addition to informational retrieval skills. Covers the need to develop the role as trainer and facilitator of information retrieval. Identifies the need to be able to adapt to change, work closely with IT specialists and specialize in the subject of their industry.
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Rachel Heydon, Zheng Zhang and Beatrix Bocazar
Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that…
Abstract
Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that places the ethical relation at the center and promotes children’s rights through opportunities for multimodal communication. Theoretically, this case drew on multimodal literacy and ethical curricula. The study used ethnographic tools such as class observations, semi-structured interviews, and collection of children’s work. Findings indicate that responsive, ethical curricula through multimodal pedagogies were intrinsically inclusive of all children’s funds of knowledge and encouraged children to become curricular informants and take control of their choices of meaning making.
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Sara Dexter and Emily A. Barton
The authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational…
Abstract
Purpose
The authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.
Design/methodology/approach
The authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.
Findings
Significant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.
Research limitations/implications
The overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.
Originality/value
This study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.
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Huw Morgan Dunstall, Catherine Walton, Lance Vincent Watkins, Andrew Bhasker Isaac and Mohamed El Tahir
Catatonia is increasingly recognised as a comorbid syndrome of Autism Spectrum Disorder (ASDs). The assessment and management of individuals with comorbid ASD and intellectual…
Abstract
Purpose
Catatonia is increasingly recognised as a comorbid syndrome of Autism Spectrum Disorder (ASDs). The assessment and management of individuals with comorbid ASD and intellectual disability (ID) adds a further dimension to this already complex presentation, with few cases identified in the literature. The paper aims to discuss these issues.
Design/methodology/approach
This paper presents four cases of catatonia in individuals with comorbid ASD and ID. The diagnostic challenges, response to treatment and prognosis are discussed whilst comparing with the existing literature.
Findings
A high index of suspicion is required to recognise the subtle catatonic features seen in patients with ASD and ID. Clinicians should be particularly vigilant following stressful events in young adults. The assessment of catatonia in ASDs and ID requires a pragmatic approach given the lack of suitable diagnostic tools and difficulties completing investigations. Caution is advised when using rating scales as they are not validated in ID. The mainstay of treatment is lorazepam, although responses vary.
Originality/value
The discussion of these four cases strengthens the existing literature, and highlights the implications a comorbid diagnosis of ID has on the assessment and management of catatonia in ASDs.
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Raghavendar Baburaj, Huw Morgan Dunstall, Catherine Bright and Charlotte Lawthom
Epilepsy is a chronic illness affecting around 50 million people worldwide. Levetiracetam is an effective novel antiepileptic drug but can cause behavioural adverse events. A…
Abstract
Purpose
Epilepsy is a chronic illness affecting around 50 million people worldwide. Levetiracetam is an effective novel antiepileptic drug but can cause behavioural adverse events. A total of 10-15 per cent people with intellectual disability (ID) already present with Behaviour that Challenges (BtC). Brivaracetam is postulated to have a distinct pharmacological profile compared with levetiracetam which may result in fewer behavioural adverse events.
Design/methodology/approach
This paper presents two cases of people with epilepsy and ID being switched from levetiracetam to brivaracetam for reported behaviour adverse events.
Findings
The cases support that people with epilepsy and ID who are experiencing behavioural adverse events from levetiracetam can safely be switched to brivaracetam, resulting in significant reductions in BtC and potentially improved seizure control. Nevertheless, these results must be interpreted with caution, as aetiology for BtC in people with ID is often multifactorial.
Originality/value
This is one of the first papers to date, according to the best of the authors’ knowledge, to describe improved behavioural profile in people with ID and epilepsy when switching from levetiracetam to brivaracetam.
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This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and…
Abstract
This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.