Family Literacy in Prisons: Fathers' engagement with their young children

This paper reports an original approach to family literacy in two UK men’s prisons. Brief consideration of family literacy research precedes consideration of specific issues of imprisonment and literacy, and recent initiatives for incarcerated fathers. The significance of the study lies in the demonstration that theories of early literacy development can successfully be shared with imprisoned fathers, and related practices incorporated into the literacy-oriented family visits. A rigorous interpretivist approach highlights the importance of prisoners learning about children’s early literacy development. Although the opportunity to see their children provides a strong motivation to enrol on the programme, the paper argues that the men’s manifest engagement with the ideas and activities in the workshops and the literacy-oriented family visits indicate successful programme adaptation: primary success lies in influencing fathers’ concern to support their children whilst incarcerated, though impact on their resolve to desist from crime and re-establish their fathering roles is also notable. Implications for policy and practices to enhance incarcerated parents’ involvement with their children’s developing literacy are discussed

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review

This review has drawn on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identifies the many ways in which families read for pleasure and identifies ways in which Booktrust’s activity might be developed

Two photon interrogation of hippocampal subregions CA1 and CA3 during spatial behaviour

The hippocampus is crucial for spatial navigation and episodic memory formation. Hippocampal place cells exhibit spatially selective activity within an environment and form the neural basis of a cognitive map of space which supports these mnemonic functions. Hebb’s (1949) postulate regarding the creation of cell assemblies is seen as the pre-eminent model of learning in neural systems. Investigating changes to the hippocampal representation of space during an animal’s exploration of its environment provides an opportunity to observe Hebbian learning at the population and single cell level. When exploring new environments animals form spatial memories that are updated with experience and retrieved upon re-exposure to the same environment, but how this is achieved by different subnetworks in hippocampal CA1 and CA3, and how these circuits encode distinct memories of similar objects and events remains unclear. To test these ideas, we developed an experimental strategy and detailed protocols for simultaneously recording from CA1 and CA3 populations with 2P imaging. We also developed a novel all-optical protocol to simultaneously activate and record from ensembles of CA3 neurons. We used these approaches to show that targeted activation of CA3 neurons results in an increasing excitatory amplification seen only in CA3 cells when stimulating other CA3 cells, and not in CA1, perhaps reflecting the greater number of recurrent connections in CA3. To probe hippocampal spatial representations, we titrated input to the network by morphing VR environments during spatial navigation to assess the local CA3 as well as downstream CA1 responses. To this end, we found CA1 and CA3 neural population responses behave nonlinearly, consistent with attractor dynamics associated with the two stored representations. We interpret our findings as supporting classic theories of Hebbian learning and as the beginning of uncovering the relationship between hippocampal neural circuit activity and the computations implemented by their dynamics. Establishing this relationship is paramount to demystifying the neural underpinnings of cognition

The Long Schoolroom::Philosophical Readings in W. B. Yeats's poem 'Among School Children'

In the mid-1920s the poet W. B. Yeats was pleased to discover contemporary philosophers, Giovanni Gentile and A. N. Whitehead, whose metaphysical and educational philosophies seemed to coincide with his own commitments. Whitehead shares with Gentile a sense of reality as activity and an understanding of knowledge as constructed from abstractions that are open to evaluation and imaginative reconfiguration. Yeats was a Senator of the Irish Free State and took an interest in schooling. Soon after visiting a Montessori-inspired girls’ school in Waterford, he began his poem ‘Among School Children”. (The text of the poem is printed at the end of this paper.) I argue that an awareness of the philosophical ideas Yeats had recently encountered should encourage restless rather than fixed interpretations of the poem and that this sense of restlessness and imaginative reconfiguration reflects the approach to education the three writers, at that time, shared: that at best our modes of apprehension provide only glimpses of reality and therefore each child’s understanding and learning must be kept moving

Why take young children outside? A critical consideration of the professed aims for outdoor learning in the early years by teachers from England and Wales

This comparative study between Wales and England was undertaken to better understand what influences or drives the professed aims for outdoor provision of early years teachers; specifically the extent to which professed aims reflect the research-based literature common to both countries, and/or statutory curricular, which differs in each country. The research gathered quantitative and qualitative data through an online survey. Participants were teachers of children aged four to five years working in the respective country’s University partnership schools. Partnership schools are those who work with the University to train teachers. The findings suggest Welsh teachers aim and plan to use their outdoor spaces explicitly for curriculum-related learning more so than their English counterparts who appear not to identify such specific curriculum-related learning outcomes but to emphasis personal/social/dispositional aspects of development for young children when outside. This research indicates how the divergence of education-related policy and curriculum appears to have impacted upon the way practitioners express their aims for outdoor learning in England and Wales. The values underpinning the relative curricular documentation appear to emerge in the intended practice of early years teachers in both countries. The values underpinning the academic discourse related to provision for outdoor activity is much less prominent in the responses to the surveys from English and Welsh teacher

Exploring T and S parameters in Vector Meson Dominance Models of Strong Electroweak Symmetry Breaking

We revisit the electroweak precision tests for Higgsless models of strong EWSB. We use the Vector Meson Dominance approach and express S and T via couplings characterizing vector and axial spin-1 resonances of the strong sector. These couplings are constrained by the elastic unitarity and by requiring a good UV behavior of various formfactors. We pay particular attention to the one-loop contribution of resonances to T (beyond the chiral log), and to how it can improve the fit. We also make contact with the recent studies of Conformal Technicolor. We explain why the second Weinberg sum rule never converges in these models, and formulate a condition necessary for preserving the custodial symmetry in the IR.Comment: 35 pages, 7 figures; v3: refs added, to appear in JHE

A pedagogy of friendship: young children's friendships and how schools can support them?

Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development. Keywords - children's perceptions, phenomenology, friendship, key stage one, Pedagogy of Friendshi