The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement

This article considers how digital spaces focused on whole school improvement combined with supportive leadership may be mobilised towards building collective capacity for evidence-informed practice and organisational learning. This topic originated from a qualitative, multi-method design-based research (DBR) project that studied practitioners’ use of an online resource for primary school practitioners called Pathways for school improvement, designed by Oxford University Press (OUP). Semi-structured interviews, participant observations and a documentary analysis were conducted with teachers and senior leaders in five primary schools across England between 2014 and 2016. Connections were made with the dynamic approach to school improvement (DASI) that encourages practitioners to systematically engage with a variety of evidence in their reflections and efforts to design school and classroom improvement strategies. Pathways’ four-step system and series of systematised tasks under each step seemed to provide opportunities for practitioners to explore elements of theory and practice in conjunction with empirical and pupil performance data, and potentially guide them through how to collaborate with others in developing specific whole school approaches to improvement. Opportunities and challenges in developing collective capacity for improvement are also explored.

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

Students’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

Using Game-Based Learning to Improve Boys' Literacy

This chapter foregrounds an online gamified visual intelligence innovation (eyebraingym) developed to enhance visual processing skills, improve memory and vocabulary, and increase reading fluency. The explicit aim of the innovation is to improve comprehension towards visual intelligence. Ninety-eight Grade 8 learners at a South African Boy's School completed their online development during the 2021 academic year. These learners were part of a group of students participating in a whole school reading and literacy intervention program. The innovation is an integral part of this ongoing project. Their interaction with the innovation consists of 15 sessions completed once or twice a week for 20 – 40 minutes over five months. The results of the project are positive. It shows that most participating students improved their perceptual development and reading speed (VPF) and cognitive development and comprehension skills (CDF). In addition, these outcomes transferred to improved relative efficiency when working with information (AIUF).

An investigation of some factors relating to the instrumental music at the Hutt Valley Memorial Technical College

This investigation is concerned with the scheme of music in operation at The Hutt Valley Memorial Technical College. Inquiries were made from all the pupils of this college in May 1946. Although the main emphasis has been laid, in this investigation, on the instrumental side of the school music, the choral aspect has not been overlooked, as every pupil has class-singing lessons in school time, and a uniform programme is determined for this, for the whole school by the Director o Music, there was no need to gain information about it from the pupils. All relevant material regarding the choral aspect , e.g. Timetables, Board reports and personal observations, was readily accessible.

An investigation of some factors relating to the instrumental music at the Hutt Valley Memorial Technical College

This investigation is concerned with the scheme of music in operation at The Hutt Valley Memorial Technical College. Inquiries were made from all the pupils of this college in May 1946. Although the main emphasis has been laid, in this investigation, on the instrumental side of the school music, the choral aspect has not been overlooked, as every pupil has class-singing lessons in school time, and a uniform programme is determined for this, for the whole school by the Director o Music, there was no need to gain information about it from the pupils. All relevant material regarding the choral aspect , e.g. Timetables, Board reports and personal observations, was readily accessible.

From Marx to Heidegger: Oscar del Barco and the crisis of Marxism

This article traces the path from Marx to Heidegger along which the Argentine philosopher Oscar del Barco responded to the crisis of Marxism. Interrogating Heidegger’s own suggestion of a ‘fruitful dialogue’ with Marx’s thinking of history and alienation, Del Barco gradually moved to a critique of Marxism as being part and parcel of the twice millenarian tradition of Western metaphysics. If, in an earlier collection such as El otro Marx, he still believed in the possibility of retrieving the ‘other side’ of capitalist reason in the margins of Marx’s texts, starting in the collection El abandono de las palabras this hope gives way to a mystical or messianic expectation to welcome the sheer ‘there is’ of being through an attitude of non-doing that would be neither nihilist nor conformist. In this sense Del Barco’s itinerary can be considered paradigmatic of the way in which a whole school of radical theory and philosophy responded to the crisis of Marxism as part of a much vaster, epochal or civilisational crisis of reason and technology in the West.

Engaging a Whole Child, School, and Community Lens in Positive Education to Advance Equity in Schools

Recent decades of education policy, research, and practice have brought focus on a positive education approach as applied within tiered service delivery frameworks to meet diverse needs of varied intensities. Related, the science of implementation has begun to increase understanding of supports to strengthen use of a positive education approach within tiered service delivery frameworks. To date, the body of work has fostered important shifts in how problems are viewed and addressed using a positive lens, supporting more equitable opportunity in education. To realize the full potential, however, there is a need to integrate theory and science as embedded within a whole child, school, and community lens. We propose that positive education will advance equity when grounded in integrated theory and science across developmental systems theory, prevention science, ecological systems theory, and implementation science. We first provide a brief overview of schools as a context to serve as assets or risks to equity, followed by a discussion of theory and science using a whole child, whole school, and whole community lens. We end with directions for science and practice in advancing a positive education approach.