This paper describes a research project currently running in Cambridgeshire Foundation Stage settings exploring the development of independent learning in young children. In the first year the project has explored the work of 16 practitioners working with 3-5 year old children, using a range of methodologies including questionnaires, interviews and reflective dialogues (based on video recordings of particular classroom episodes), reflective journals and child assessment checklists. The development of the range of abilities involved in becoming a self-regulating, independent learner has been conceptualised in terms of research and theory relating to the development of 'metacognitive' abilities and dispositions.It is argued that, while the development of independent learning is generally accepted as an important educational aim, current trends in Primary education which have encouraged a more teacher-directed approach, are not helpful. The paper advances a model of independent learning which is based on developmental psychological research, and presents interim findings from the project which suggest that even our youngest children are capable of considerable independence in their learning. While particular pedagogical techniques and approaches need to be developed, many of these are wellestablished and researched, and can be shown to be effective in fostering independent learning abilities within the Primary school context.

Individuals who change careers to assume teaching roles in secondary schools are more likely to struggle in the classroom than those without such backgrounds. In this investigation, we identified three such career-changing teachers who were beginning their education careers in rural schools, and observed and interviewed them throughout their first year of teaching to understand their unique challenges and to identify the types of supports that they found to be most helpful. Three primary themes emerged: (1) adjustment to the unique culture of a school, (2) the importance of mentoring, and (3) adaptation of previous work experiences to teaching. Recommendations included more emphasis in teacher preparation programs of awareness of the uniqueness of every school\u27s particular culture and the critical nature of effective mentoring in the success and happiness of these career-changing teachers

Background Dementia is a major international health issue with high impact on the patient, relatives, and broader society. Routine screening for dementia is limited, despite known benefit of early detection and intervention on quality of care and patient outcomes. Screening is particularly limited in rural and regional areas, despite high burden and projected growth of dementia in these populations. The current study aimed to implement a new general practitioner (GP) led, multidisciplinary, model of care providing dementia detection and referral pathway to a community-based specialist clinic across six regional general practices. Methods Cross-sectional analysis of dementia screening and referral characteristics in the St Anthony Family Medical Practices group based in the regional area of Loddon-Mallee, Victoria. Data were collected on demographics and relevant medical history. Cognitive state was assessed using the Mini-Mental State Examination (MMSE), GP Assessment of Cognition (GPCog), and Geriatric Depression Scale (GDS). Referrals and referral outcomes were recorded for geriatrician, psycho-geriatrician, or both. Results Eight hundred and eighteenth patients over 65 years were screened, accounting for approximately 24.2% of 65 and over presentations for the practice network. Of those screened, 68.9% were indicated for referral and 30.3% of these were successfully referred. Of the indicated patients who received referrals, 34.2% declined. Many who declined referral had intermediate scores on the cognitive assessments utilized. Conclusion Standardised models of care, integrated within community services, are necessary to improve access to early detection, referral and quality management of dementia. The St Anthony Memory Service model will be invaluable in informing future service development, and in particular the development of services for people living with dementia in rural and regional communities.

This article outlines the preliminary findings from a small scale research project set up by a group of UKRA members to monitor teachers' views of the literacy hour in its first year. The research draws on questionnaires, interviews and video data to reveal issues which concerned those teachers taking part in the survey and provides a snapshot of what it was like for some teachers coping with this initiative.

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