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Public Record (public + record)

Distribution by Scientific Domains

Education	50%

Selected Abstracts

Reflections on six years of the National Literacy Strategy in England: an interview with Stephen Anwyll, Director of the NLS 2001,2004

LITERACY, Issue 3 2004
Kathy Hall
Abstract This recorded interview with Stephen Anwyll took place in Summer 2004, just prior to his departure from the post of Director of the National Literacy Strategy to take up a new post. In the interview, Stephen challenges those critics who characterise the Strategy as reductive and mechanistic, but recognises the potential for it to be interpreted in this way if not mediated through knowledgeable and confident teachers. He reflects on how the Strategy has changed and developed over time, and talks about new developments, including greater emphasis on the enjoyment of reading, the importance of encouraging speaking and listening and the recognition of the multiple literacies that children encounter and use. This interview is significant in that it places on public record, for the first time, the detailed views of policy makers at the centre of the NLS concerning the successes and challenges around the implementation and development of the Strategy during the last six years. It was recorded before the results of the 2004 standard assessment tests were known. The transcript below has not been edited into a formal written account. It retains the form of spoken discourse. [source]

Implementation Theory Revisited . . . Again: Lessons from the State Children's Health Insurance Program

POLITICS & POLICY, Issue 2 2009
ROBERT J. MCGRATH
This article examines the implementation of the State Children's Health Insurance Program (SCHIP) in three states: Massachusetts, Georgia, and Ohio. It examines the effectiveness of four theoretical driving forces in explaining implementation using a multiple case study analysis. Data were compiled using legislative histories, key informant interviews, public record, and media content analysis and were analyzed using a triangulation of sources. Findings suggest that the driving forces as conceptualized in the literature are only partially helpful when examining the implementation of federal redistributive health policy in these states. A pursuit of rationality approach was the most explanatory of the driving forces followed by an organizational-policy fit when there was limited capacity to implement new policy. Overall, implementation was found to be more related to state-level capacity and the state's previous programmatic experiences. Policy innovation was more likely to occur when capacity was high and where goals agreement drove the process. [source]

Writing the "Show,Me" Standards: Teacher Professionalism and Political Control in U.S. State Curriculum Policy

CURRICULUM INQUIRY, Issue 3 2002
Margaret Placier
This qualitative case study analyzes the process of writing academic standards in one U.S. state, Missouri. The researchers took a critical pragmatic approach, which entailed close examination of the intentions and interactions of various participants in the writing process (teachers, politicians, business leaders, the public), in order to understand the text that was finally produced. School reform legislation delegated responsibility for writing the standards to a teacher work group, but the teachers found that their "professional" status and their intention to write standards that reflected a "constructivist" view of knowledge would meet with opposition. Politicians, who held different assumptions about the audience, organization, and content of the standards, exercised their greater power to control the outcome of the process. As the researchers analyzed public records and documents generated during the writing process, they constructed a chronological narrative detailing points of tension among political actors. From the narrative, they identified four conflicts that significantly influenced the final wording of the standards. They argue that as a consequence of these conflicts, Missouri's standards are characterized by a dichotomous view of content and process; bland, seemingly value,neutral language; and lack of specificity. Such conflicts and outcomes are not limited to this context. A comparative, international perspective shows that they seem to occur when groups in societies marked by political conflicts over education attempt to codify what "all students should know." [source]

Health status of the oldest adult survivors of cancer during childhood,,

CANCER, Issue 2 2010
Lisa B Kenney MD
Abstract BACKGROUND: Young adult survivors of childhood cancer have an increased risk for treatment-related morbidity and mortality. In this study, the authors assessed how treatment for childhood cancer affects older-adult health and health practices. METHODS: One hundred seven adults treated for childhood cancer between 1947 and 1968, known to have survived past age 50 years, were identified from a single-institution cohort established in 1975. Updated vital status on eligible cases was obtained from public records. Survivors and a control group of their age-matched siblings and cousins completed a mailed survey to assess physical and social function, healthcare practices, and the prevalence of common adult illnesses. RESULTS: Of the 107 survivors known to be alive at age 50 years, 16 were deceased at follow-up; 7 deaths could be associated with prior treatment (second malignancy in radiation field [3], small bowel obstruction after abdominal radiation [2], and cardiac disease after chest irradiation [2]). The 55 survivors (median age, 56 years; range, 51-71 years), and 32 family controls (median age, 58 years; range, 48-70 years), reported similar health practices, health-related quality of life, and social function. However, survivors reported more frequent visits to healthcare providers (P < .05), more physical impairments (P < .05), fatigue (P = .02), hypertension (P = .001), and coronary artery disease (P = .01). An increased risk of hypertension was associated with nephrectomy during childhood (odds ratio, 18.9; 95% confidence interval, 3.0-118.8). CONCLUSIONS: The oldest adult survivors of childhood cancer continue to be at risk for treatment-related complications that potentially decrease their life expectancy and compromise their quality of life. Cancer 2010. © 2010 American Cancer Society. [source]