Introduction: Recent NICE guidelines have emphasised the need for diabetes and eating disorder teams to collaborate in order to provide safe and effective treatment for young people with type 1 diabetes and eating disorders. Aim: Our aim was to examine and describe the current treatment journeys for young people under the care of our paediatric diabetes team who presented with eating difficulties and body image concerns. We also sought to increase staff awareness, communication and opportunities for joint working across the diabetes and eating disorders teams. Method: Information regarding the screening, assessment and interventions offered to young people with type 1 diabetes and eating difficulties was collected. A joint training event was developed and attended by healthcare professionals from the diabetes and eating disorder teams. Results: Information collected regarding patient’s treatment journeys was used to inform the multidisciplinary pathway. The joint training event offered the opportunity for shared learning, and identification of areas for service improvement.
This mixed methods study explored the development of elementary and middle school preservice teachers' (PSTs) learning to assess student thinking through analysis of students' written work. Six sections of the first mathematics content course for teaching implemented two writing assignments focused on analysis of student work aligned to the mathematics topics covered in the PSTs' classes. Using quantitative methodology, we examined the PSTs' (n = 99) change in their noticing and assessment skills of attending to and interpreting students' thinking. We also documented their mathematical content knowledge (MKT) as measured by the Learning for Mathematics Teaching in the domains of specialized content knowledge and knowledge of content and students. Findings show that the PSTs increased in their assessment skills and in their MKT. Using a qualitative methodology on interview data of a subset of eight PSTs, we found they acknowledged that having a firm grasp of mathematical content is essential to understanding and explaining student thinking. Findings indicate that engaging PSTs in the real work of teaching such as noticing and assessing students' thinking through written work at the early stages of their teacher preparation may motivate PSTs to learn mathematics more deeply with an eye towards strengthening their assessment skills.
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