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Although being rooted in the work of ancient Greek philosophers, contemporary research on wellbeing is a relatively new phenomenon. As a term in the literature, wellbeing is often used interchangeably with others, such as happiness, flourishing, enjoying a good life and life satisfaction. Furthermore, the wellbeing of school-aged children is only beginning to be explored with increasing recognition that research conducted on adults cannot be uncritically applied to children and young people. This paper aims to address some of the complexities in conceptualising, and hence assessing, children and young people’s wellbeing by drawing on a recently completed study examining the role of creative initiatives in fostering wellbeing. The new instrument that was developed to capture children and young people’s perceptions of their wellbeing in school is outlined. Data are presented from a survey of 5170 students from 20 primary and 20 secondary schools across England that identify four dimensions of wellbeing. Differences in self-reported wellbeing relating to age, gender and type of school attended (Creative Partnerships versus other schools) are explored. The implications of these findings, particularly differences related to type of school attended, given the focus of this special issue, are considered. [ABSTRACT FROM PUBLISHER]

Intracranial diseases are common in dogs and improved noninvasive diagnostic tests are needed. Magnetic resonance ( MR) spectroscopy is a technique used in conjunction with conventional MR imaging to characterize focal and diffuse pathology, especially in the brain. As with conventional MR imaging, there are numerous technical factors that must be considered to optimize image quality. This study was performed to develop an MR spectroscopy protocol for routine use in dogs undergoing MR imaging of the brain. Fifteen canine cadavers were used for protocol development. Technical factors evaluated included use of single-voxel or multivoxel acquisitions, manual placement of saturation bands, echo time ( TE), phase- and frequency-encoding matrix size, radiofrequency coil, and placement of the volume of interest relative to the calvaria. Spectrum quality was found to be best when utilizing a multivoxel acquisition with the volume of interest placed entirely within the brain parenchyma without use of manually placed saturation bands, TE = 144 ms, and a quadrature extremity radiofrequency coil. An 18 × 18 phase- and frequency-encoding matrix size also proved optimal for image quality, specificity of voxel placement, and imaging time. [ABSTRACT FROM AUTHOR]

The attitudes and behaviour of 1040 pupils aged 12-14 years have been measured at the beginning and end of the school year with a battery of attitude, motivation and personality tests in an investigation of the differential effects of group work compared to whole-class learning. A total of 44 secondary teachers of English, mathematics and science and their classes have been studied over a two-year period. While subject attitudes and motivation scores fell significantly during the year, attitudes to group working held steady. Extraversion has been found to have a significant association with a positive approach to group work in English and mathematics. Cluster analysis has been used to identify four broad types of pupils who respond to group work in characteristically different manners. Two of the types show contrasting personality profiles, but display the least positive attitudes to school and classroom work. In 13 of 40 classes, these rather negative pupils made up at least half the class. There is evidence from English that group work in an appropriate task can arrest attainment decline for these pupils. It is argued that a shift from achievement to mastery motivation in schools with a role for cooperative group working could deliver a more effective education for disaffected youth. [ABSTRACT FROM AUTHOR]

The superior performance of girls, especially in terms of GCSE examinations, continues to attract attention. Much of the debate to date, however, has focused on absolute differences in attainment rather than differences in pupil progress. Furthermore, the role of the school in contributing to the differential progress of the two sexes has been little explored in previous research on school effectiveness which has been largely gender-blind. The research reported here tracks the progress of over 450,000 pupils in almost 2,700 English mixed secondary schools from Key Stage 3 to GCSE. First, a typology for understanding gender-related school effects, which relates schools' overall `effectiveness' to the relative progress of the two sexes in individual schools, is developed. Then the extent to which schools are distributed across the different cells of the typology is considered. The analysis confirms expectations that there are a very considerable number of schools where girls have been making greater progress than boys between KS3 and GCSE and also that there are hardly any where boys' progress has been superior to that of girls. An unexpected finding, however, was the discovery that in almost half the schools in the country the progress of the two sexes was broadly equal. Furthermore, in a substantial minority of schools raising the overall levels of performance of both sexes may well he a more pressing priority than reducing the gender gap. The implications of the framework for the development of strategies designed to reduce the `gender gap' are then considered. [ABSTRACT FROM AUTHOR]

Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the mathematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation. The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities -- the notion of 'Fun', Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined. [ABSTRACT FROM AUTHOR]