Non-traditional open-plan schools and classrooms are currently enjoying a resurgence in Australia, with proponents arguing for the necessity of educational spaces that more readily accommodate the needs of 21 st century learners. However, these learning environments can pose considerable pedagogic challenges for teachers who must balance the ethos of spaces designed to facilitate autonomous and flexible student learning, while simultaneously managing the complexities of shared space and resources, decreased staff-student ratios, and highly variable student responses to learning in open-plan settings. This paper draws on observational and interview data from an Australian study of three primary schools operating in open-plan spaces. Informed by cultural theories of spatial practice, we argue that the ways in which teachers conceptualise and operationalize notions of 'structure' is pivotal to the responsiveness of pedagogic approaches within openplan spaces.

Background The escalating prevalence of overweight and obesity globally is reflected amongst urban women in many low-to-middle income countries. Evidence also shows that overweight and obesity is an increasing trend in Bangladesh. The present study assessed the prevalence and socioeconomic determinants of overweight and obesity among urban women in Bangladesh. Methods Data were extracted from Bangladesh Demographic and Health Survey (BDHS) 2014. A two-stage stratified sampling technique has been used for data collection in this cross-sectional survey. A sample of 1701 ever-married non-pregnant urban women aged 15–49 years was selected for statistical analysis. Descriptive analysis, multiple binomial logistic regression analysis were executed in this study. Results The prevalence of overweight and obesity was 34% (95% CI, 0.30–0.38) among urban Bangladeshi women. The probability of being overweight and obese increased with increasing age and wealth index. The likelihood of being overweight and obese among the oldest women surveyed (40–49 years) was 4.3 times (OR = 4.3, 95% CI: 2.1–8.8) higher relative to the youngest women (15–19 years). The wealthiest women had 4.1 times (OR = 4.1, 95% CI: 2.5–6.7) higher likelihood of being overweight and obese compared to the reference group of poorest women. Women having higher education (OR = 1.7, 95% CI: 1.0–2.6) were more likely to be overweight and obese. However, women who were no longer living with their husband or separated from their husband were (OR = 0.4, 95% CI: 0.2–0.8) less likely to be overweight and obese. Conclusion This study provides evidence that a large number of urban women were overweight and obese in Bangladesh. Women having higher levels of education, being older and belonging in both poorer and richest wealth quintile were at risk of being overweight and obese. Appropriate health promoting interventions based on these factors should be envisaged to reduce this problem.

BackgroundUnderweight is a major cause of global disease burden. It is associated with child mortality and morbidity, and its adverse impact on human performance and child survival is well recognized. Underweight is a major public health problem in Bangladesh, which is amongst the highest underweight prevalent countries in the world. The objectives of our study were to determine the national and regional prevalence rates of underweight and severe underweight in Bangladesh, and to investigate the association of socioeconomic and demographic factors with child underweight and severely underweight among children under the age of five living in Bangladesh.MethodsWe performed a cross sectional study using Multiple Indicators Cluster Survey 2012–13, Bangladesh data on 17,133 children under 5 years of age. Weight-for-age Z scores based upon World Health Organization (WHO) guidelines were used to define child underweight and severe underweight. The association of underweight and severe underweight with household socioeconomic factors and demographic characteristics was investigated using binary logistic regression model.ResultsAn estimated 31.67% children were underweight and 8.81% children were severely underweight. Children of mothers with incomplete secondary education [Odds Ratio (OR) = 0.84, 95% CI: 0.75, 0.94] and mothers with completed secondary education [Odds Ratio (OR) = 0.77, 95% CI: 0.64, 0.93] were less likely to be underweight than children of uneducated mothers who had no formal schooling. A similar association exists for father’s education, children from households in the highest wealth index quintile had lower likelihood of underweight [Odds Ratio (OR) = 0.44, 95% CI: 0.37, 0.53] than children from households in the lowest quintile. Consumption of non-iodized salt had higher risk of severe underweight for children aged between 24 and 35 months [Odds Ratio (OR) = 2.32, 95% CI: 1.80, 3.00]. Other risk factors of child severe underweight included living in Sylhet division and increases in the number of children under the age of five in a household.ConclusionUnderweight was associated with lower parental education, household position in lower wealth index, living in Sylhet division and consumption of non-iodized salt. Strategies are discussed considering the relative importance of risk factors for child underweight.

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Parent-school engagement is widely understood to be an important factor in children’s school experience and educational outcomes. However, there is considerable variation in the ways that schools manage their relationships with parents, as well as variation in what parents themselves view as important for engagement with their children’s schooling. In a qualitative study conducted with parents in urban, outer metropolitan, regional and rural areas of the Australian state of New South Wales, we found that parents considered the attitudes, communication and leadership practices of school principals to play a crucial role in fostering and maintaining relationships between parents and schools. These findings suggest that despite policy rhetorics positioning schools and parents as ‘partners’ in the educational equation, parents are more likely to be engaged with schools where the principal is perceived as welcoming and supportive of their involvement, and less likely to be engaged where the principal is perceived as inaccessible, dismissive or disinterested in supporting their involvement.