H&P #35, Shot #2, Appointment with Fleener

Good news today!

I had an appointment with Dr. Fleener this morning.  She gave me the result from my Muga test, and my heart is back to normal.  (just above 55, up from 50.)  This meant I was able to continue treatment!  I had my regular drugs, the 2nd of the 3 month Zoladex shots, and a Zometa infusion for my bones.  The other good news is that I had remembered to write down all my questions since the last appointment, and I got answers to all of them today!   It was a long, LONG day.  (And I bled all over my shirt after the shot in my belly.  Thank goodness for hydrogen peroxide and Tide Sticks!)

The bad news was I wasn?t able to make my traditional chemo-day lunch, as Jesse?s closed before I was finished.  There?s always next time!  The other bad news is that I keep going through these cycles of coughs/congestion.  I'll just get over it, and someone else will bring more germs into the house from who-knows-where.  At least I don't have to worry about that other monthly cycle anymore!  I was coughing and snotting a lot and enjoyed the long, Benadryl-induced nap:

It was nice to catch up with a friend, who's also five years post diagnosis.  We take one of the same drugs and are on the same 3-week schedule.  I like being able to share with people who "get it."

It?s an interesting state I?m in these days.   Grateful for remission, for sure, but still clouded by the unknown.  Will cancer come back?  Where this time and when?  How do I live, truly live, in the meantime?  I have been healed, for now, thanks to the miracles of modern medicine, prayers, hope, faith, and great blessings, but will this healing last?

What do I do now?  Two things come to mind:  1) Stand as a witness of God and of the mighty miracles that can happen by faith.  2) Have faith that God will continue to bless me AND faith that it will be okay when/if it is my time to be called home.


It is part of my gratitude for health and small victories in the battle with cancer that I express how God has blessed me and my family.  Through prayers and blessings and the Lord?s hand in all things, I am still here.  Stephen is still here supporting and loving me.  Our boys are developing with compassion and understanding in their learning, not having been stunted or damaged from the storm that has been over their lives, as well.  Finances have been stretched, but always come together.  We have been protected from injury and have healed from small and large illnesses.  Because of all these amazing blessings, I continue to try to be a light to others, especially young mothers who, unfortunately, find themselves in a similar situation to mine.  I have bad days, days I?m angry and tired and hurting and wishing it would all just go away, but I know that I am here, and as long as I can, I will stand up, speak out, and endure.


Hope in the face of great challenge can be a hard thing to grasp.  Faith in the unknown and against all odds sometimes seems aimless.  It can be easy to feel overwhelmed and lost, but I have learned to see the tender mercies in every day.  I have seen blessings from even the most simple hope and faith.  The windows of heaven continue to pour out blessings.  I have begun to understand that my God IS able to deliver me from the pain and turmoil of the fight with cancer, BUT IF NOT?.I will still press forward in faith.  (see Daniel 3: 17-18).

Thank you to all of my warriors for helping me press on. 

Is physical health linked to better learning?

by Tracey Burns
Senior Analyst, Directorate for Education and Skills

Mahatma Gandhi once said: "it is health that is real wealth and not pieces of gold and silver". And indeed, our physical well-being is key to how we live our lives. But while we don't always make the link between our minds and our bodies, physical health is important for learning, too. 

Children who exercise regularly, have good nutrition and sleep well are more likely to attend school, and do well at school. And the benefits are not just for children: good physical health is associated with enhanced quality of life, increased productivity in the workplace and increased participation in the community and society. 

However, children and young people across the OECD are not engaging enough in the behaviours they need to be healthy. Between 2000 to 2016, PISA data show that children and young people were less likely to reach the minimum recommended daily physical activity levels (>60 minutes of moderate to vigorous activity daily). They were also less likely to get enough quality sleep, and more likely to be overweight and obese and have poor dietary habits (including increasing overconsumption of soft drinks, sweets, salty snacks and fast food). 

These trends are extremely concerning. Unhealthy lifestyle behaviours are associated with higher rates of cardiovascular diseases and type II diabetes, and while historically considered to be diseases of adulthood, these are now evident in children as young as two years old. 

Education is uniquely placed to positively influence the health of students. A newly published paper on recent trends has identified two of the most effective types of school-based interventions:

• Building a healthy school environment: this includes educational interventions, health promotion, counselling and management strategies to promote health and physical fitness. These approaches need to include the whole-school community. Interventions associated with the play environment need to evolve and develop with children and young people as they grow. Building a supportive school culture is also key to effective, sustained behaviour change. For this to work, teachers need supportive school leaders and adequate training, time and resources.

• Changing attitudes towards risky behaviour: for example, universal school-based interventions for preventing drug use. Interventions incorporate knowledge-focussed curricula (teaching the risks associated), social competence curricula and social norms, and usually a component of behavioural modelling. A systematic review of the literature showed that overall, interventions combining social competence and influence approaches had sustained positive benefits. Interventions that focused only on transmitting knowledge, on the other hand, had the effect of improving knowledge, but did not affect behaviour.

In addition to school-based interventions, supporting, encouraging, and modelling healthy lifestyle behaviours in the home environment and in the community are also crucial. In fact, even the best school-based interventions benefit from the involvement of other actors, such as health care practitioners and family and community members. 

The report highlighted that interventions that involve the community, target several behaviours, use multiple behaviour change strategies are most effective. Involving stakeholders in the design and implementation and using technology where appropriate can also help change the behaviour of children and adolescents. This is especially important for disadvantaged communities, because not only is there a greater likelihood to engage in risky lifestyle behaviours in these settings, there is also a higher probability for reduced access to services (due to high cost, location, or lack of transportation), including safe facilities for physical activity such as green spaces. 

Educators, parents and communities and policy makers all have an important role to play in supporting the physical health and well-being of children and adolescents. By working together to embed health in education, we can make a big step in supporting the wealth that is physical health and well-being of children and adolescents in OECD countries.

Links
Working paper No. 170 � Physical health and well-being in children and youth: Review of the literature
Centre for Educational Research and Innovation (CERI)

21st Century Children

Trends Shaping Education

PISA 2015 Results (Volume III) � Students Well-being

OECD Obesity Update 2017
The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults
Universal school-based prevention for illicit drug use
Lifestyle Interventions to Reduce Diabetes and Cardiovascular Disease Risk Among Children

Photo credit: @Shutterstock 

MUGA #2

My last MUGA wasn't my favorite.  The health care pro (I'm not sure of his title) told me he couldn't use my port to draw blood because the markers that would go back in would block the images they needed of my heart if the blood was returned through my port.  He did a terrible job at my I.V.  I don't think he believed me when I told him I was a hard stick.  (You're not that good at IVs, dude.)  When a patient tells you their husband is a CRNA and doesn't understand why people can't get IVs in me because he thinks my veins look good, AND that every nurse that tries and fails mentions how my veins roll or blow, amazed because "your veins looked fine," maybe, just MAYBE you should listen.

I wasn't looking that forward to being a pincushion again.  My aunt was in town and prayed with me over my scan.  She mentioned that I would be calm and comforted and that those performing the scan would do a good job, among other reassuring things.

On the way to the hospital, the radio turned right on to "The Wind Beneath my Wings."  This song and the movie it's from have a special place in my heart for this same aunt who prayed with me, as well as dear friends.  I instantly felt love and support and a tender mercy that God was watching over and me KNOWS ME.  After that, "Fight Song" played on the same station = another sign of love, support, and strength, that I can DO THIS!  Finally, "Thunder" came on. This is my baby's (Evan's) favorite song right now.  I took it as a reminder of all those I love who are pulling and praying for me, and that nothing is impossible.

I first had to tackle the financial fight.  Every year I have to battle to pay the right people until I meet my deductible, often having to return for refunds from groups who wouldn't bill me, even when I insisted that I'd met my deductible, even if it wasn't all showing from the insurance company.  When the hospital first called to register me, they told me I would owe $1200 for the MUGA.  Nope.  I've had two doses of two cancer drugs, each one over my total out-of-pocket of $9,000.  I had a print-out from my beautiful friends in the financial department of the cancer clinic to prove it, with a statement that they could be called to verify.  Thankfully, that was accepted, and I didn't have to pay!

Next, was wait time.  The last time I was there in December, I ended up waiting for 2 1/2 hours!  I calmly mentioned that it would be nice not to have to do that again.   A call was made, and five minutes later, I was called back.

I started my explanation about IVs and how bad my veins are.  The tech (?) responded, "We can just access your port."  "WHHHHHAAAAT?!?"  I explained what happened last time.  She laughed.  "No.  We can use it here."  How's that for making my day????

Things were smooth sailing from there!  She removed some blood, took it to put the markers in, came back awhile later, put the blood back in, and took me to have the scan.  About 20 minutes after that, it was time to go.

Thank goodness for small miracles that become huge personal blessings!

Galentines Day

Last valentine?s day, I was just trying to survive. 

Some of my lovely Pink Warriors showed up to cheer and serve. 

This year, we all just got to celebrate. It?s amazing what a year can do!!!!

The importance of learning from data on education, migration and displacement

by Manos Antoninis, Director, Global Education Monitoring Report
Francesca Borgonovi, Senior Analyst, Directorate for Education and Skills

Migration and displacement are complex phenomena which play an important role in � but can also pose challenges to � development. These phenomena also pose particularly important challenges for education and training systems. Firstly, they can rapidly increase the number of people that require education services, thus challenging both richer countries, which until now had been adjusting to shrinking student populations, and poorer countries, where provision is already stretched, especially in remote areas or slums where migrants and refugees often converge.

Secondly, migration and displacement make classrooms more diverse. This means that the range of strategies teachers need to deploy increases in order to cater for a student population with larger differences in background characteristics, such as the language they speak at home.

Thirdly, education is an important means through which migration and displacement can be managed since school often acts as societies� main instrument for transmitting the social and cultural codes that forge a community spirit.

Information of good quality is crucial to develop the right policy responses, which is why the United Nations� Sustainable Development Goal (SDG) target 17.18 calls on countries to �increase significantly the availability of high-quality, timely and reliable data disaggregated by � migratory status � and other characteristics relevant in national contexts� by 2020. Yet, collecting statistics on migrants and displaced people to ensure that education and training systems have the capacity to meet their needs is complicated. Population movements take very different forms: international vs. internal; temporary vs. permanent; those moving in successive stages vs. those returning; documented vs. undocumented; voluntary vs. forced, including internally displaced and refugee populations; students vs. workers, and, in the latter case, skilled or unskilled, and so on. Migrants and displaced people themselves may be in different stages in their life cycle or may differ in their circumstances, for example adults vs. children or individuals vs. families.

To address these issues, as part of the Strength Through Diversity project, a two-day forum on data about education, migration and displacement is being held in Paris, organised by the OECD and the UNESCO Global Education Monitoring Report, whose next edition is focusing on migration and displacement. Such issues refer to at least two levels.

At the macro level, demographic data often do not capture the education profiles of migrants and refugees. The ideal data source, which provides information on both stocks and flows of migration by gender, age, and education, does not yet exist. These questions were addressed last month at the International Forum on Migration Statistics, which also looked at one other dimension of  the education-migration nexus: international student mobility.

At the micro level, which is the focus of this two-day event, a range of data sources are important:

• Multi-purpose household surveys that contain information on internal and, in high income countries, international migration via questions concerning the place of previous residence or duration of current residence, such as the World Bank Living Standard Measurement Survey and the European Union Survey of Income and Living Conditions. Longitudinal surveys provide further insights.
• School surveys of learning achievement which can link detailed student background to educational outcomes. For example, the OECD Programme for International Student Assessment (PISA) asks questions on the student�s country of birth, age of arrival in the host country, and language spoken at home. PISA also assess aspects of student well-being, such as integration and sense of belonging in the school community.
• Surveys on values and attitudes that can relate education to perceptions of the host population concerning migrants and refugees. For example, three waves of the International Social Survey Programme, six waves of the World Values Survey and two waves of the International Civic and Citizenship Education Study tackled relevant questions on this topic. These studies can assess how education systems build values, attitudes, norms and beliefs that improve interpersonal trust and increase civic engagement, which are pillars of democracy.
• Teacher surveys, such as the OECD�s Teaching and Learning International Survey (TALIS), and national surveys that ask questions on teacher preparation for diversity and attitudes towards a diverse student population.

Given the challenges of education systems, the complex forms of population movements, the differences in background characteristics of migrants and displaced people, the different outcomes of education, and the different sources of information available, there is a patchwork of issues, and this requires coordination between researchers and practitioners working in multiple different fields.

The idea of collecting data on education by migratory status that is comparable across countries may be an unattainable goal due to the extreme diversity of migrants and displaced populations. However, the need for documenting and understanding differences in participation, attainment, learning and attitudes between migrants/refugees and host populations for policy purposes remains urgent.

In this context, this two-day forum in Paris has the following aims:

• Provide an inventory of existing data sources and ones that are under development
• Showcase good practices in data and measurement that approach effectively particular aspects of the migration-education relationship and improve understanding of social phenomena
• Identify data and measurement aspects of the migration-education relationship that require urgent attention in order for social phenomena to be better understood
• Assess the merits of equity-oriented migration and education indicators, looking at both intra- and inter-generational issues
• Make recommendations on potential questionnaire items for key areas of interventions the migration-education relationship

Links

Strength through Diversity: The Integration of Immigrants and Refugees in School and Training Systems

Strength through Diversity - 3rd Policy Forum, 12-13 February 2018

International Forum on Migration Statistics

Photo credit: @Shutterstock

What makes for a satisfied science teacher?

by Tarek Mostafa
Analyst, Directorate for Education and Skills

Teachers play a vital role in the lives of their students. They impart knowledge, provide pastoral care, act as role models and, above all, create an environment that�s conducive to learning. But teaching is fraught with numerous challenges that could lead to dissatisfaction and ultimately to drop-out from the profession. Science teachers are particularly vulnerable to quitting their jobs given the opportunities that exist outside the teaching profession.

So what makes a science teacher satisfied enough that he or she would want to keep teaching, despite the challenges they might face?

Data from PISA�s 2015 teacher questionnaire provide interesting evidence.

Science teachers who reported that pursuing a career in the teaching profession was their goal after finishing secondary school are far more satisfied with their jobs and with the profession as a whole. These teachers represent about 58% of all teachers on average across all countries. The relationship between these long-held ambitions and teacher satisfaction is strong across most countries and economies, and particularly in Beijing-Shanghai-Jiangsu-Guangdong (China), Brazil, the Dominican Republic, Peru and the United Arab Emirates.

But a lack of school educational and physical resources, and behavioural problems among students in school could undermine teachers� satisfaction. For instance, teachers who perceive that the lack of teaching staff hinders instruction tend to be less satisfied with their profession and with their current job. The difference in satisfaction between the teachers who reported that these shortfalls hinder instruction to a great extent and those who reported little or no impact are the largest in Australia, Brazil, Chile, Germany, Macao (China) and the United Arab Emirates. The findings also show that in 10 out of 18 countries and economies, teachers� satisfaction with their current job is positively associated with the disciplinary climate in science classes, as perceived by students. The associations are particularly strong in Brazil, the Dominican Republic, Germany, Peru and the United States.

The presence of a collaborative and collegial working environment could boost teacher satisfaction. In fact, teachers who reported frequent collaboration among their colleagues tend to be more satisfied with their job and with the profession as a whole. Collaborative activities are more common in Australia, Beijing-Shanghai-Jiangsu-Guangdong (China), Colombia, the Dominican Republic, Korea, Macao (China), Peru, Portugal and the United Arab Emirates, and less common in Brazil, Chile, the Czech Republic, Germany, Italy and the United States.

PISA 2015 also shows that science teachers who engaged in more than three types of professional-development activities during the preceding 12 months tend to be more satisfied with the teaching profession and with their current job. On average and across all countries, 52% of teachers undertook more than three different types of professional-development activities during the last 12 months. The proportions are particularly large in Beijing-Shanghai-Jiangsu-Guangdong China (82%), Brazil (65%), the Dominican Republic (76%), Peru (65%) and the United Arab Emirates (65%).

Last but not least, some factors usually associated with challenging learning environments, such as the presence of large proportions of immigrant students or of students who do not speak the language of the host country, are not linked to teachers� dissatisfaction with their job or the profession. This finding is particularly interesting because it shows that teachers do not necessarily mind teaching in schools with more demanding student populations as long as the environment is conducive to learning, the school climate is positive, and adequate resources are available.

To sum up, teacher satisfaction is positively associated with factors known to improve students� performance, such as collegial and positive school environments. In other words, teachers� satisfaction is both an aspect and a consequence of the school environment. As such, one has to improve the learning experience for all students in order to boost teachers� professional satisfaction.

Links 
The Programme for International Student Assessment (PISA)
PISA in Focus No. 81 - What do science teachers find most satisfying about their work?
Working Paper No. 168 - Science teachers� satisfaction: Evidence from the PISA 2015 teacher survey

Follow the conversation on Twitter: #OECDPISA

Image source: @Shutterstock

H&P #34

Time is a strange thing.  I can't believe it's already been three weeks, yet, here I am, back in the chair again.  I'm still here, having passed my 6-12 months life expectancy, but I try not to take any day for granted.

So, now what?

As it often is with trials of life, those times which are hardest to endure are usually because nothing is happening or because everything is happening all at once.  Nothing major is going on in the cancer department for me, and that's a good thing, but the unknown can be difficult to navigate.

For now, I'm just journeying on, one foot in front of the other into this year.  Today was an easy day.  After the headache and stress of trying to get my first treatment for 2018, I'm grateful that this one went smoothly.  It's nice when things just all work out sometimes.  All the things don't always work out, so when they do, I'm so grateful for those small miracles.

How primary and secondary teachers differ and why it matters

by Marie-Helene Doumet, 
Senior Analyst, Directorate for Education and Skills

Learning needs vary as we evolve through life. The early years of education set the stage for children�s well-being, cognitive and social-emotional development; young children starting out in the world require stability, reassurance, and encouragement, and need a warm and caring teacher. At primary school, teachers manage the class, teach all subjects, and help children develop not only basic competencies, but also emotional and social awareness. While this setting still requires a broad knowledge of many subjects, dealing directly with students� social and emotional development also helps teachers bond with their class, which is essential to learning at such a young age. However, as children progress to high school, learning becomes more about the subject: secondary teachers focus on one or several subjects which they teach to a number of different classes. Their performance will be more strongly evaluated by how well their students perform on these subjects, rather than on how their students develop emotionally and socially.

Other differences exist between the two levels of education. While the entire profession is generally plagued with an ageing workforce, secondary schools are particularly affected by the rising average age of teachers. On the other hand, while it is true that men have always been outnumbered by women in teaching, this trend is much more striking at primary than at secondary level. Both trends have worsened in the past ten years and do not show signs of slowing down.

In spite of these differences between teachers at different education levels, teaching policy is all too often determined by a �one size fits all� approach. This month�s Education Indicators in Focus examines exactly in which ways primary and lower secondary teachers differ across a range of system-level indicators and why it matters, not only for the quality of teaching in the classroom, but also for the attractiveness of teaching as a profession.  

Let�s first start with what it takes to become a teacher. While the type of degree needed to teach primary or lower secondary level is the same in most countries, the content of the training programme differs: primary teachers have more pedagogical and practical training than lower secondary teachers, who are considered to be more �subject matter experts�. However, secondary level has its own set of pedagogical challenges, with teachers having to deal with moody teenagers and poor behaviour. Putting teachers in the classroom without the proper pedagogical or practical knowledge is akin to getting doctors to operate without clinical practice. We would be aghast if this were to happen in hospitals, yet we seem to accept it in the classroom. 

Certification is not everything, and teaching quality stems from much more than the way teachers deliver lessons. It is also strongly affected by their working conditions. Both primary and secondary teachers work approximately the same number of statutory hours, but they allocate their time differently. The figure above shows that lower secondary teachers spend on average 10% less time teaching than their primary colleagues, though in countries such as France and Turkey, this can reach 30% less. The time actually spent teaching matters less if teachers are well trained and deliver effective classes; however, with the long hours required, at school and at home, teachers are finding less and less time to invest in their own continuous development and other activities that would benefit learning. 

Finally, the perception of a fair salary can be pivotal in attracting and retaining teachers. While primary and lower secondary teacher salaries are comparable, secondary teachers hold an edge in more than half of OECD countries. In contrast to many other professions, those with a higher degree are not necessarily paid more: teachers in Finland hold a master�s degree, but earn less in relative terms than Korean teachers with a bachelor�s degree. A fairer compensation compared to other tertiary-educated workers would help attract a more gender balanced workforce and attract new talent that would renew the profession with innovative ideas.

Policy decisions to improve the attractiveness and effectiveness of the teaching profession will always involve a trade-off between these different factors.  Although many efforts have traditionally focused on reducing the size of classes, usually a popular measure for the broad public, nothing works more to enhance the quality of learning than the teachers themselves. However, striving for higher quality is not likely to be the result of one policy change or reform, but requires an understanding of all the factors that affect the profession holistically, from teacher training to long-term support, to actual teaching conditions, including working hours and pay. Recognizing the specific working conditions of primary and secondary teachers would lead to a more targeted policy response. Teachers at each level face different challenges.  Let�s not assume they have the same solution.  

Links

Education Indicators in Focus No. 58 - How do primary and secondary teachers compare?
Education at a Glance 2017: OECD Indicators

Follow the conversation on Twitter: #OECDEAG