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This paper offers an empathetic perspective of the cultural dynamic of migrant students' first experiences of university, told through the student voice. It focuses on the transition of students into higher education (HE); not always considered as part of the formal curriculum, providing a deeper understanding of students' transition via the cultural context of their HE experience. While this research took place prior to the COVID pandemic, it is clear that the pandemic has led to an increased use of virtual learning platforms across the sector, and this is set to continue as institutions emerge from the pandemic, suggesting that transition will not necessarily take place within university buildings. If belonging was a challenge for some students prior to the pandemic, how will institutions support transition for the new pedagogy? The cultural experiences of first-, second- and third-generation migrant students have been scantily written about in this context. This paper contributes to current understanding by providing insights gleaned through the narrative accounts of students. Development of agency, belonging and community is framed through an approach that empowers and offers a co-learner frame, achieved through the students' voices, offering narratives of the cultural experience of university.

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar universities, has sought to develop a better understanding of how students in London engage with higher education, with their learning and with cultural others, and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students have identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation have suggested that students tend to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds.

In this interview, professor and researcher Anne Bamford describes how she initially became interested in virtual learning via cyberbullying, particularly how image manipulation affects young people's perceptions. Next, she discusses her European-wide study on "active 3D" in the classroom, which showed that the more control children took for their own learning, the better the results were. She argues that student involvement and engagement in implementing new technologies is critical for successful virtual learning in schools. Finally, she urges educators to "use the technology where it's going to have the most impact" and not to "put it just for the sake of putting it in the curriculum."

Purpose: The purpose of the paper was to explore students' learning experiences in culturally diverse urban higher education environments. Design/methodology/approach: The project used an action research method approach with a mixed-method collection of data. The data consist of a survey of undergraduate students from the two different faculties, business and science, in two London institutions (n = 393) and ten focus groups (consisting of 92 students) as well as participant observations. The survey was based on an adapted version of the National Survey on Student Engagement (NSSE) developed in the USA. The authors also piloted the use of Facebook as a learning tool and monitored the effects on communication between students and between lecturers. Findings: The authors identified statistical significance in the items that addressed the development of students' relationships with others and found that there was a link with specific students' profiles, that is those students who were non-native speakers of English who were less likely to engage with "others" and the learning environment. Focus groups highlighted the importance of communities of practice and that these communities aided students in developing what can be seen as resilience outcomes. Originality/value: The findings from the research indicated that resilience can be seen as key to increasing engagement and communication for students. The piloting of social media across a module at each research site indicated that such a tool can be useful in addressing issues of communication, but the introduction of such tools needs to be generated through the students.

This study sought to explore the impact of ending therapy on counsellors working with children in schools. Five counsellors were interviewed and their responses were analysed using interpretative phenomenological analysis. Four master themes emerged, one of which, empathic identification, is the focus of this paper. The findings of this study suggest that the counsellor's experience of ending therapy can evoke long-term powerful emotions.

Three studies assessed parent-child agreement in perceptions of children's everyday emotions in typically developing 4- to 11-year-old children. Study 1 (N = 228) and Study 2 (N = 195) focused on children's worry and anxiety. Study 3 (N = 90) examined children's optimism. Despite child and parent reporters providing internally consistent responses, their perceptions about children's emotional wellbeing consistently failed to correlate. Parents significantly underestimated child worry and anxiety and overestimated optimism compared to child self-report (suggesting a parental positivity bias). Moreover, parents' self-reported emotions correlated with how they reported their children's emotions (suggesting an egocentric bias). These findings have implications for developmental researchers, clinicians, and parents. (Contains 5 tables and 3 figures.)

Five- to 10-year-olds (N = 90) listened to 6 illustrated scenarios featuring 2 characters that jointly experience the same positive event (and feel good), negative event (and feel bad), or ambiguous event (and feel okay). Afterward, one character thinks a positive thought and the other thinks a negative thought. Children predicted and explained each character's emotions. Results showed significant development between 5 and 10 years in children's understanding that thinking positively improves emotions and thinking negatively makes one feel worse, with earliest knowledge demonstrated when reasoning about ambiguous and positive events. Individual differences in child and parental optimism and hope predicted children's knowledge about thought-emotion connections on some measures, including their beliefs about the emotional benefits of thinking positively in negative situations.

Multiple methods were used to examine children's awareness of connections between emotion and prayer. Four-, 6-, and 8-year-olds and adults (N = 100) predicted whether people would pray when feeling different emotions, explained why characters in different situations decided to pray, and predicted whether characters' emotions would change after praying. Four- and 6-year-olds exclusively judged that positive emotions motivate prayer, whereas 8-year-olds and adults most often predicted that negative emotions would cause people to pray and that praying could improve emotions. There was also a significant increase between 4 and 8 years in explaining prayer as motivated by need for assistance, for thanksgiving, and for conversation, as well as for explaining postprayer emotions in relation to God or prayer. Religious background predicted individual differences in reasoning only for 4-year-olds. (Contains 2 tables and 5 figures.)

Charcot-Marie-Tooth disease (CMT) is one of the most common inherited neurological disorders, affecting 36 in 100,000 people. CMT type 1A (hereditary motor and sensory neuropathy) is the most frequent form of this disease, affecting 60 to 80% of the CMT population, but its diagnosis may be delayed because of inconsistent clinical signs and symptoms and a considerable variability in age at onset. Here, we report on four children (aged 10-17y) who presented with neuromuscular hip dysplasia and other orthopedic abnormalities but were only later diagnosed with CMT 1A. Hip dysplasia may be the initial clinical sign in CMT, so children with late-manifesting hip disease (i.e. age greater than 8y) should be examined for signs of peripheral neuropathy, particularly when presenting with a "waddling" or broad-based gait.

This article concerns a parent-report repeat questionnaire to evaluate the quality of multiprofessional early intervention following early identification of deafness. It discusses the rationale for the design of the instrument, its theoretical underpinnings, its psychometric properties, and its usability. Results for the validity and reliability of the instrument are based on completion by 82 parents. The questionnaire is divided into four sections. "The description of the structure of professional services" demonstrated good face and content validity; the "content of intervention scale" yielded high internal consistency (Cronbach's [alpha] = 0.88) and reliability (6-month test-retest correlations, rho = 0.88, r = 0.68; 12-month test-retest correlations, rho = 0.60, r = 0.82); the "process of intervention" scale yielded high internal consistency (Cronbach's [alpha] = 0.93) and high reliability on test-retest administration (6-month test-retest correlations, r = 0.64; 12 month test-retest correlations, r = 0.82); and the short "overall impact" questions were answered well. The Trait Emotional Intelligence Questionnaire was used to control for influence of parental disposition on ratings of quality of intervention. Evaluating the goodness of fit between early intervention and parental priorities/values is discussed as a vital component in improving child and family outcomes.

This study investigates whether children give different questionnaire-assessed hearing aid benefit scores than their parents. Sixteen children (age seven to 11 years) who wear hearing aids completed the child version of the Listening Situations Questionnaire while their parents completed the parent version. The mean difference between parent and child scores was 13.1% (standard deviation 12.0) with the child's score being higher than their parent's 88% of the time. Paired sample t-tests and the Wilcoxon signed rank test showed there to be a significant difference between the child and parent scores. The results confirm earlier studies on older children which indicated differences between parent and child's perceptions of hearing aid benefit. The question of which provides the more useful or valid data for hearing aid management decisions remains open, and clinicians should interpret evaluative data from both sources with caution. (Contains 1 table.)

This article presents results related to the impact on educational support services of the introduction of the first phase of the national Newborn Hearing Screening Programme (NHSP) in England. This study was funded by the Department of Health and undertaken as one element of a national evaluation of NHSP across a range of domains. It presents results from a qualitative study of 27 educational services before and after the implementation of NHSP. Key themes were identified and analysed using QSR NU*DIST 4. The analysis used case and cross case perspectives. The key areas identified included links between services, inter-agency working, changes in working practice, funding and resource implications and the perceived opportunities of NHSP. It considers the political context within which NHSP was introduced, including a range of government initiatives that sought to directly influence working practice. The results will have implications for those professionals responsible for offering support to families of early-identified deaf infants.

In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school's vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

Academics have a range of learning activities and tools they can incorporate to enable students to achieve the objectives of their courses. Strategies such as role-play have been used with learners in face-to-face settings to allow students to experience learning using a range of learner identities. Yet, with the exception of role-plays, face-to-face learning situations rarely allow for students to adopt an alternative, or multiple learning identities. Learner identity has emerged as a new strategic learning variable within online learning environments. Learner identity can be used as a deliberate learning strategy as in online role-plays or discussion forums with pseudonym postings. At other times students may use online learning as an opportunity to reconfigure their learner identity. However, there is little evidence to guide academics when to include learner identity choices. The objective of this paper is to provide a case study of altered learning identity in a professional higher education context where the blend of resources included online asynchronous discussion forums. Interesting cross-sectional and longitudinal data of anonymous postings reveal 1% of students posting 50% of such messages, students responding to own posts and cases of peer impersonation. Anonymity appears popular for clarifying expectations, particularly when courses are new.

Occupational health nurses (n=18) in the National Health Service in Britain participated in a nominal group to identify issues and educational needs. Findings indicated a need for management skills and legal/legislative knowledge, evidence-based approaches, and sharing of expertise. Incremental continuing education was recommended. (Contains 33 references.) (SK)

Presents the second part of a two-part annotated bibliography of work on extensive reading in a second language. The bibliography offers a classification that may be of value to the teacher or researcher in reading in a foreign language, and that may assist in course development. (Author/VWL)

Compares trends in England and Scotland concerning what young people do at the school-leaving age of 16 (previously 15), whether "stayers" continue in school or go to further-education colleges, qualifications (credentials) achieved by school leavers, and differences between girls and boys. Examines Scotland's postsecondary attendance patterns in relation to new needs for lifelong learning. Contains 45 references. (SV)

Compiles references and abstracts for works related to extensive reading in a second or foreign language. Offers a classification that may be of value to the teacher or researcher in reading as a foreign language, and they may be useful in course development. (Author/VWL)

Philosophers' attempts to convincingly explicate the received view of an ad hoc hypothesis--that it accounts for only the observations it was designed to account for--have been unsuccessful. Familiar and firmer criteria for evaluating the hypotheses or modified theories so classified are characteristically available. Contains 41 references. (Author/WRM)

Provides reactions to an article, "The Relative Contribution of L2 Language Proficiency and L1 Reading Ability to L2 Reading Performance: A Test of the Threshold Hypothesis in an EFL Context" published in an earlier issue of this journal (v31 n4). The authors of the article respond to these reactions. (Author/VWL)

Includes "Keeping the Customer Satisfied--VICA [Vocational Industrial Clubs of America] Shows Quality at Work" (Paul J. Bamford) and "TSA [Technology Student Association]--More than Just Another Club" (Kevin L. Pace). (JOW)

The incidence of congenital hearing loss in the United Kingdom is noted, and the use of a universal behavioral hearing screen at the age of seven or eight months, implemented by Health Visitors, is described. Procedures involved in identification, diagnosis, and management are discussed. (JDD)

Examination of a second grade additive-bilingual (Spanish-immersion) classroom, compared to a monolingual classroom for nonverbal problem-solving and native-language development, found significant differences in problem solving in favor of the bilingual class and no significant differences in native-language development. (46 references) (Author/CB)

Introduces extensive reading as a way of improving students' attitudes and motivation toward English-as-a-Foreign-Language reading as well as improving their proficiency in reading and their English language ability. (Author/VWL)

Outlines the characteristics of graded readers and their contribution to foreign language teaching and suggests uses of these readers. Analyzes the grading systems and levels of published titles in terms of their readability. Presents a bibliography of beginning to intermediate level readers and gives advice for starting a library of graded readers. (SED)