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This study evaluates the validity of claims that Working Memory (WM) training is an effective and legitimate school-based maths intervention. By analysing the current developments in WM in the fields of neurology and cognitive psychology, this study seeks to analyse their relevance to the classroom. This study analyses memory profiles of children and maths performance previous to, and after a 3 week school-based, teacher led, intervention programme. Results indicate that although WM improved, it also improved for the control group, who did not undergo training. No significant far-transfer to maths results were demonstrated during the study. [ABSTRACT FROM PUBLISHER]

This article discusses the process and results of a junior school initiative from a local authority in the East of England, to ensure that vulnerable pupils in the school experience a successful transition to high school. The resulting project is the consequence of an inter-organisational collaboration between the junior school, a secondary school and the local educational psychology service. The transition intervention, which is the first product of this project, was borne from the ideas of year 7 students with special educational needs, which were analysed and presented visually into a transition booklet, later used in the intervention with year 6 pupils. At the end of the intervention, the year 6 pupils provided feedback, which informed first changes in the intervention. Overall, the intervention was successful and because of the interest drawn, it was decided to extend the initiative to other schools with year 6 pupils. [ABSTRACT FROM AUTHOR]

This paper undertakes a spatial examination of the early childhood–school relational space. It theorizes space as a product of interrelationships, moving therefore beyond an understanding of space as fixed and horizontal. Drawing on data from a pilot project with early childhood and junior primary teachers working in an independent (i.e. private, fee-paying) school, the experience of meeting across the early childhood–school divide is examined. We ask how space is produced and what types of relationships emerge in its production. The paper concludes by arguing that the production of open and dynamic spatial arrangements is key to creating new ways of being in relationship across the early childhood–school divide. [ABSTRACT FROM AUTHOR]

Television is a powerful vehicle of mass communication and several cartoons, specifically made for children and adolescents, have 'scientific' themes. Preteens and teens devote many hours in front of TV, attracted by cartoons, some of which portray, in a caricature manner, scientists at work. Current paper investigates the effect the concepts of science transmitted by the cartoon 'Jimmy Neutron' have on adolescents. A group of 31 adolescents of the 9th grade of the junior school were invited to watch three episodes of the 'Jimmy Neutron' cartoon. After the sessions, they answered a questionnaire and were interviewed on their perceptions of Science and scientists. Their answers were analyzed by Discourse Textual Analysis. Results show that they most have misconceptions on Science and on scientists and they presume that scientists have a very solitary and uninterested life solely dedicated in investing new devises. [ABSTRACT FROM AUTHOR]