An examination of the limitations in investigative interviewer's use of open-ended questions

Best-practice guidelines in the area of investigative interviewing of children specify the importance of using open-ended questions. However, use of open-ended questions per se does not maximise interview outcome; open-ended questions can vary markedly in quality. The aim of this study was to identify the nature of investigative interviewers' limitations when using open-ended questions, and to compare how representative these limitations are in three distinct interview paradigms. These interview paradigms include: (a) interviews in which trained actors played the role of a 5-6-year-old child; (b) interviews where 5-6-year-old children recalled an innocuous event that was staged in their school; and (c) actual field interviews where child witnesses aged 5 to 7 years recalled an abusive event. Overall, several common problems that would restrict children's opportunity to provide elaborate and accurate narrative accounts of events were identified and described. Our identification of these problems (using a dichotomous rating scale) was found to be consistent with an independent expert, and their presence was not limited to those interviewers who used a low frequency of open-ended questions. The implications of the findings for researchers and trainers in the area of investigative interviewing of children are discussed.

Longitudinal examination of physical and relational aggression as precursors to later problem behaviors in adolescents

Research has addressed the consequences of being a victim of physical and relational aggression but less so the consequences of being an aggressor during adolescence. Consequently, relatively little is known about the extent to which aggression in early adolescence increases the risk of later aggression and other psychosocial problems. This study involves a representative sample of seventh- and ninth-grade students from Washington State ( N = 1,942). Students were surveyed on recruitment and then again 1 and 2 years later to learn about ongoing behavior problems, substance use, depression, and self-harm behaviors. Surveys also included measures of several hypothesized promotive factors: attachment to family, school commitment, and academic achievement. Findings suggest that being physically and/or relationally aggressive in grades 7 to 9 increases the risk of aggression and possibly other problem behaviors after accounting for age, gender, race, and a prior measure of each outcome. Independent promotive effects were observed in most analyses, although family attachment appeared a less robust predictor overall. Implications for prevention include acting on the behavior itself and enhancing promotive influences to lessen the risk of agression and other related problems.

Sustainability in online communities of practice : the case study of a group of Secondary School Educators in Victoria

This paper reports on Information Technology (IT) secondary school educators in Victoria and their involvement in an online community of practice. It examined the social effects of the online mailing list technology on their participation and factors that influenced their collaboration with other colleagues. In mapping these elements, the motivations of educators and the effects on online communities of practice can be distilled and then used to build and sustain other architectures of participation. It was found that mailing list subscribers seem to trade a currency of support, thoughts, ideas and answers, which helped them in their day-to-day teaching. Online communities of practice provide a convenient way to keep up professional networks while continuing to stay abreast with subject specific knowledge and skills. The findings of this case study may be generalised to other educational mailing lists to guide designers and managers and inspire educators to join and ultimately benefit from these text based online environments.

An examination of the range of self-funding options available to regional galleries and an assessment of their suitability for use in those institutions

Researches the suitability of a variety of self-funding options available to regional galleries in Australia. An overview of the range of current self-funding practices is given. Each option is mapped according to its impact on core/value added services and its effect on primary/secondary users and assessed for suitability using these criteria.

Health-related quality of life is low in secondary school children in Fiji

The health and wellbeing of children in lower-income countries is the focus of much international effort, yet there has been very little direct measurement of this. Objective. The current objective was to study the health-related quality of life (HRQoL) in a general population of secondary school children in Fiji, a low middle-income country in the Pacific. Methods. Self-reported HRQoL was measured by the Pediatric Quality of Life Inventory 4.0 in 8947 school children (aged 12–18 years) from 18 secondary schools on Viti Levu, the main island of Fiji. HRQoL in Fiji was compared to that of school-aged children in 13 high- and upper middle-income countries. Results. The school children in Fiji had lower HRQoL than the children in the 13 comparison countries, with consistently lower physical, emotional, social, and school functioning and wellbeing. HRQoL was particularly low amongst girls and Indigenous Fijians. Conclusions. These findings raise concerns about the general functioning and wellbeing of school children in Fiji. The consistently low HRQoL across all core domains suggests pervasive underlying determinants. Investigation of the potential determinants in Fiji and validation of the current results in Fiji and other lower-income countries are important avenues for future research.

Characterising secondary school teacher imperatives as subject (signature) pedagogies : a pedagogy of support in maths and a pedagogy of engagement in science

The ideas of Lee Shulman have played a major role in reconceptualising pedagogical description. In 2005, Shulman described a construct called “signature pedagogies” in order to describe recognisable and distinctive pedagogies used to prepare future practitioners for their profession. As a broader application of Shulman’s ideas, this paper asks, what is the efficacy of describing pedagogies that have become entrenched in secondary school subjects as signature pedagogies? Approached from a cultural perspective these questions are examined by comparing the subject cultures of junior school maths and science as experienced by, and represented in the classrooms of, a small number of teachers from two secondary schools in Victoria, Australia. In this research, subject culture is underpinned by shared basic assumptions that govern the dominance of certain “subject paradigms” (what should be taught) and “subject pedagogies” (how this should be taught) (Ball & Lacey, 1980). In this secondary school setting, the term signature pedagogies can be equated to the term subject pedagogies on the basis that both aim to characterise practice across the subject, or discipline, based on what was perceived as central to the task of teaching and learning. The paper draws on classroom observation and teacher interview data to show how six teachers positioned two aspects of their teaching in relation to what they believed was central in shaping their maths and science teaching: the effect of the arrangement of curriculum content on teachers’ conceptualisations of the teaching task; and a pedagogical imperative to engage students through activity-based learning experiences. The cultural expectations surrounding these two aspects of teaching appear to have a strong influence on practice, and in some senses teachers’ pedagogical responses were clear. These common responses are what I am calling “subject pedagogies” (see Ball & Lacey, 1980) because there was general agreement about what was central to the teaching task. Two subject pedagogies were seen to represent strong discourses occurring in both subjects: a “Pedagogy of Support” in maths, and “Pedagogy of Engagement” in science. Their established and shared character resembled Shulman’s posited “signature pedagogies” (Shulman, 2005). The data shows that by evaluating cultural practices that teachers have in common, and assumptions underpinning these, there is potential for highlighting imbalances, strengths and weaknesses, and connections and disconnections, associated with prevailing subject pedagogies.

Relationship between overweight and health-related quality of life in secondary school children in Fiji: results from a cross-sectional population-based study

Objective
To investigate the relationship between excess weight (overweight and obesity) and health-related quality of life (HRQoL) in a sample of secondary school children in Fiji, by gender, age and ethnicity.

Methods
The study comprised 8947 children from forms 3–6 (age 12–18 years) in 18 secondary schools on Viti Levu, the main island of Fiji. Body mass index (BMI) was calculated from measured height and weight, and weight status was classified according to the International Obesity Task Force recommendations. HRQoL was measured by the self-report version of the Pediatric Quality of Life Inventory 4.0.

Results
HRQoL was similar in children with obesity and normal weight. Generally, this was replicated when analyzed separately by gender and ethnicity, but age stratification revealed disparities. In 12–14-year-old children, obesity was associated with better HRQoL, owing to better social and school functioning and well-being, and in 15–18-year olds with poorer HRQoL, owing to worse physical, emotional and social functioning and well-being (Cohen’s d 0.2–0.3). Children with a BMI in the overweight range also reported a slightly lower HRQoL than children with a BMI in the normal weight range, but although statistically significant, the size of this difference was trivial (Cohen’s d <0.2).

Discussion
The results suggest that, overall there is no meaningful negative association between excess weight and HRQoL in secondary school children in Fiji. This is in contradiction to the negative relationship between excess weight and HRQoL shown in studies from other countries and cultures. The assumption that a large body size is associated with a lower quality of life cannot be held universally. Although a generally low HRQoL among children in Fiji may be masking or overriding the potential effect of excess weight on HRQoL, socio-economic and/or socio-cultural factors, may help to explain these relationships.