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This paper contributes to the theorization of radical visible pedagogy by building upon Basil Bernstein's initial conceptualization and previous efforts to develop it. Alongside Bernstein's "classification" and "framing" we suggest that incorporating the concepts of "semantic gravity" and "semantic density" from Legitimation Code Theory (LCT)--concepts that were not available to those engaged in earlier efforts to theorize radical visible pedagogy--adds an important dimension to this theorization. Outlining the principles of radical visible pedagogy has the potential to inform equitable classroom practice in a manner that eschews the tendency toward dichotomous conceptions of pedagogy as either "traditional" or "progressive."

In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers' professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to broader (e.g. philosophical or sociological) thought. We begin to rethink foundations more as a (strong, disciplinary and professionally orientated) region rather than a singular or a set of singulars (to use Bernstein's terms), although one that is rather different from other regions. In doing so, we suggest that Bernstein's work, in providing a rich lens to understand curricula and pedagogic practice while holding social and political issues and implications close, is a useful exemplar of the type of educational knowledge which should be at the core of the foundations. A revitalized region of educational foundations can offer the 'powerful professional knowledge' that will enable teachers to make knowledgeable professional judgements in educational practice.

Background: Valid and reliable instruments for measuring emotional development are critical for a proper diagnostic assignment in individuals with intellectual disabilities. This exploratory study examined the psychometric properties of the items on the Scale of Emotional Development—Short (SED‐S). Method: The sample included 612 adults with intellectual disabilities (Mage = 37.35, SDage = 13.27; 59.8% males). Item validity analysis comprising sensitivity and specificity rates and discriminatory power were determined. Results: The relative mean frequency of 'yes' answers to all 200 items was 29.5%. The mean sensitivity rate was 67.5% and the mean specificity rate was 79.3%. Most items (85.0%) showed good discriminatory power with the adjacent stage(s), especially between SED‐1, SED‐2, SED‐3 and SED‐4. Particularly in SED‐4 some items showed weaknesses in the differentiation between these stages. Discussion: This study adds to previous validation studies by showing that most SED‐S items have psychometrically sound properties. [ABSTRACT FROM AUTHOR]

Objective: The Scale of Emotional Development--Short (SED-S) is an instrument to assess the level of emotional development (ED) in people with intellectual and developmental disability. Index cases are developed as a didactic tool to standardize the application of the scale. Method: In a stepwise process, a European working group from six countries developed five index cases, one for each level of ED. All cases were first scored by 20 raters using the SED-S and then rephrased to reduce inter-rater variations (SD > 0.5). Results: All five index cases yielded overall ratings that matched the intended level of ED. Across the range of ED, "Regulating Affect" needed rephrasing most to ensure a distinct description within each level of ED. Conclusions: The tri-lingual, cross-cultural evolution of five index cases contributes to a standardized application of the SED-S and can serve as training material to improve the inter-rater reliability of the SED-S across different cultures and languages.

The article discusses the link between a curriculum based on academic subjects derived from disciplinary knowledge and a progressive pedagogy that endeavours to engage students from all backgrounds with it. Section 1 describes the realist theory of knowledge which justifies the argument for this accommodation between curriculum and pedagogy. Section 2 explains how conceptual progression serves as an effective curriculum design strategy for supporting pedagogy. The final section discusses how concepts and studies from within the social realist tradition can be used to theorise an accommodation between curriculum and pedagogy that promotes cumulative knowledge building among students and teachers by being responsive to both the students and to the knowledge being taught in motivating ways.

Ground penetrating radar (GPR) is a commonly used tool for railway trackbed inspection due to its ability to collect information about subsurface materials at high resolution and high speed. Although GPR recording systems allow for the collection of vast quantities of data (hundreds of kilometres per day), accurate ground truth information is difficult to obtain. Models of trackbed can be used to generate synthetic radargrams to provide a better understanding and predictability of GPR responses to a wide range of trackbed conditions. In this research, we produced models of ballast using randomly shaped 3D particles, with a range of particle size distributions to represent various stages of ballast breakdown. Additionally, void spaces are partially filled with a constant dielectric material to represent ballast contamination. We used gprMax to simulate the GPR response for a 2 GHz horn antenna over the trackbed models. These simulations resulted in radargrams that are visually indistinct from real recorded data in known conditions. These radargrams, along with their formative models, have provided valuable insights into how variations in trackbed conditions can impact GPR data. [ABSTRACT FROM AUTHOR]

This review essay evaluates Karl Maton's "Knowledge and Knowers: Towards a Realist Sociology of Education" as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with "discoveries" from the world of systemic functional linguistics to produce a new "realist sociology of education." It does so by means of Legitimation Code Theory, defined as a "toolkit" to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton's book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton's book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?

Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While 'macro' issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on "relations within" education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the "mixed" pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.