Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade

In recent years there has been an increasing focus on the missing “T” of technology and “E” of engineering in early childhood STEM (science, technology, engineering, mathematics) curricula. Robotics offers a playful and tangible way for children to engage with both T and E concepts during their foundational early childhood years. This study looks at N = 60 children in pre-kindergarten through second grade who completed an 8-week robotics curriculum in their classrooms using the KIWI robotics kit combined with a tangible programming language. Children were assessed on their knowledge of foundational robotics and programming concepts upon completion of the curriculum. Results show that beginning in pre-kindergarten, children were able to master basic robotics and programming skills, while the older children were able to master increasingly complex concepts using the same robotics kit in the same amount of time. Implications for developmentally appropriate design of technology, as well as structure and pace of robotics curricula for young children are addressed.     

Super Bowl advertising: field testing the importance of advertisement frequency,length and placement on recall

This study investigates the effects of length, frequency and pod placement on advertising recall in a non-laboratory setting. Subjects were surveyed the day after Super Bowl XXVIII to determine recall of advertisements shown during the game. The results indicate that length and frequency positively and significantly influence advertisement recall.     

Social Exclusion—New Language, New Challenges for Local Authorities

National policy initiatives such as the establishment of the Social Exclusion Unit and the new government strategy, 'Opportunity for All', have provided a new stimulus to local authorities to develop more effective local strategies to promote social inclusion. The major features of current local initiatives are described, and the leadership and management challenges presented to local authorities are discussed. However, for local government to tackle social exclusion and poverty more effectively it is also necessary for the structural and regional dimensions of social exclusion to be taken more into account by central government, and for a new equilibrium between central, regional and local initiative to be achieved.     

INTERPRETING THE DYNAMICS OF PUBLIC SECTOR BUDGETING: A DIALECTIC OF CONTROL APPROACH

Developing a dialectic of control theoretical framework, the paper shows how the theory may be applied to explain turbulence in public sector budgeting. Applying the framework to fieldwork research in two large UK local authorities, the study explores the knowledge and intentionality of actors engaged in budgeting. Focusing on a crisis in educational funding, cognitive issues based around unreliability of cost and planning data were significant factors behind tactical successes for local budgetees. Central government, however, was able to exert power through its ability to change the rules, leading to new structures for public education provision. The dialectical framework avoids the reductionism and functionalism that characterises some of the budget gaming literature and also has potential implications for interpreting step changes in public funding.