School-linked and school-based health services: A renewed call for collaboration between school psychologists and medical professionals     

Steven R. Shaw  Desmond P. Kelly  Jane C. Joost  Stacy J. Parker-Fisher 《Psychology in the schools》1995,32(3):190-201

Health care and education reform provide opportunities to build systems that promote rather than retard collaboration between school psychologists and medical professionals. School-linked and school-based health services (SLSBHS) are a family of approaches that provide medical, social, and mental health services to students through school settings. These services have potential to provide more than acute care or first-aid services. SLSBHS provide medical care to uninsured children, students with chronic medical needs, at-risk children, and the overall school population. However, there are usually not enough funds to hire new staff members in most school districts. Expanding the roles of current school staff, promoting interdisciplinary collaboration, and implementing creative fiscal strategies are necessary to develop SLSBHS. Interdisciplinary collaboration may be the largest hurdle to developing SLSBHS. As such, school psychologists and medical professionals may need to rethink their professional roles and develop new techniques of interdisciplinary consultation to fulfill the potential of SLSBHS.  相似文献   

Transitioning from diploma to degree – impact on engineering students’ self-efficacy,expectancies, values and self-regulation     

Martin Jaeger  Desmond Adair 《European Journal of Engineering Education》2018,43(5):771-787

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Clay-Based Modeling in the Anatomist's Toolkit: A Systematic Review     

Keegan Curlewis  Brook Leung  Manesha Perera  Peter J. Bazira  Katherine A. Sanders 《Anatomical sciences education》2021,14(2):252-262

Anatomical education has suffered from reduced teaching time and poor availability of staff and resources over the past thirty years. Clay-based modeling (CBM) is an alternative technique for teaching anatomy that can improve student knowledge and experience. This systematic review aimed to summarize and appraise the quality of the literature describing the uses, advantages, and limitations of CBM compared to alternative methods of teaching human gross anatomy to students or qualified healthcare professionals. A systematic search of Embase, MEDLINE, Scopus, and Web of Science databases was conducted, and the Medical Education Research Quality Instrument (MERSQI) was used to assess study quality. Out of the 829 studies identified, 12 papers met the inclusion criteria and were eligible for this review. The studies were of high quality, with a mean MERSQI score of 11.50/18. Clay-based modeling can be used to teach all gross anatomical regions, and 11 studies demonstrated a significant improvement in short-term knowledge gain in students who used CBM in comparison to other methods of learning anatomy. Eight studies that included subjective assessment showed that CBM is rated highly. However, some studies showed that students viewed CBM as juvenile and experienced difficulty making the models. Additionally, there is no evidence to suggest that CBM improves long-term knowledge. Clay-based modeling is an effective learning method for human gross anatomy and should be incorporated into the anatomists' toolkit. In the future, more randomized controlled studies with transparent study designs investigating the long-term impact of CBM are needed.  相似文献   

Setting up school partnerships: some insights from Birmingham's Collegiate Academies     

Dr Desmond Rutherford  Lindsay Jackson 《School Leadership & Management》2013,33(5):437-451

This article explores the key issues or dilemmas secondary schools face when considering collaborating to form a school partnership, in particular a Collegiate Academy. The methodology is an evaluation based on interviews with 15 headteachers and other key staff from three Collegiate Academies in Birmingham during the autumn of 2005. Seven key issues are identified – size, coordination, focus, needs, success, funding and dissemination – that schools need to work through and resolve if their partnership is to be successful. An analysis of the interconnections among the seven issues shows three underlying themes: the first relates to the organisation of the Collegiate Academies; the second concerns the work of the collegiate-based Advanced Skills Teachers; and the third encompasses sustainability and securing the long-term future of the Collegiate Academies. School partnerships are increasingly seen by government as the key to school improvement and so the findings from this preliminary study have potential benefits, particularly in the initial phase of setting up such partnerships.  相似文献   

Continuity of School Effects: A Longitudinal Analysis of Primary and Secondary School Effects on GCSE Performance   总被引：1，自引：0，他引：1  

Pamela Sammons  Desmond Nuttall  Peter Cuttance  Sally Thomas 《School Effectiveness & School Improvement》2013,24(4):285-307

Multilevel analyses of students' GCSE examination results (taken at age 16) are used to investigate both primary and secondary school effects on students' total performance scores and the issue of continuity of schools' effects over time. Follow‐up data for the Inner London Education Authority's Junior School Project sample, including attainment at secondary transfer (age 11) and at GCSE and details concerning students' background characteristics are analysed.

Significant school effects at both primary and secondary level and small but significant continuing effects of primary schools on later GCSE attainment are identified. The theoretical and practical significance of the results are discussed.  相似文献   

Creating a Funding Regime for Social Research in Britain: The Heyworth Committee on Social Studies and the Founding of the Social Science Research Council     

King  Desmond 《Minerva》1997,35(1):1-26

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Dilemmas of Diversification: problems associated with vocational education in developing countries     

Kevin Lillis  Desmond Hogan 《比较教育学》1983,19(1):89-107

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ESTIMATING TEST NORMS FROM VARIABLE SIZE ITEM AND EXAMINEE SAMPLES     

Desmond L.  Cook Daniel L.  Stufflebeam 《Journal of Educational Measurement》1967,4(1):27-33

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The role of amalgamation within the national primary education system, 1831–1994     

Fergus Keegan 《Irish Educational Studies》2013,32(1):291-298

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ISPCAN Child Abuse Screening Tool Children's Version (ICAST-C): Instrument development and multi-national pilot testing     

Adam J. Zolotor  Desmond K. Runyan  Michael P. Dunne  Dipty Jain  Helga R. Péturs  Clemencia Ramirez  Elena Volkova  Sibnath Deb  Victoria Lidchi  Tufail Muhammad  Oksana Isaeva 《Child abuse & neglect》2009,33(11):833-841

ObjectiveTo develop a child victimization survey among a diverse group of child protection experts and examine the performance of the instrument through a set of international pilot studies.MethodsThe initial draft of the instrument was developed after input from scientists and practitioners representing 40 countries. Volunteers from the larger group of scientists participating in the Delphi review of the ICAST P and R reviewed the ICAST C by email in 2 rounds resulting in a final instrument. The ICAST C was then translated and back translated into six languages and field tested in four countries using a convenience sample of 571 children 12–17 years of age selected from schools and classrooms to which the investigators had easy access.ResultsThe final ICAST C Home has 38 items and the ICAST C Institution has 44 items. These items serve as screeners and positive endorsements are followed by queries for frequency and perpetrator. Half of respondents were boys (49%). Endorsement for various forms of victimization ranged from 0 to 51%. Many children report violence exposure (51%), physical victimization (55%), psychological victimization (66%), sexual victimization (18%), and neglect in their homes (37%) in the last year. High rates of physical victimization (57%), psychological victimization (59%), and sexual victimization (22%) were also reported in schools in the last year. Internal consistency was moderate to high (alpha between .685 and .855) and missing data low (less than 1.5% for all but one item).ConclusionsIn pilot testing, the ICAST C identifies high rates of child victimization in all domains. Rates of missing data are low, and internal consistency is moderate to high. Pilot testing demonstrated the feasibility of using child self-report as one strategy to assess child victimization.Practice implicationsThe ICAST C is a multi-national, multi-lingual, consensus-based survey instrument. It is available in six languages for international research to estimate child victimization. Assessing the prevalence of child victimization is critical in understanding the scope of the problem, setting national and local priorities, and garnering support for program and policy development aimed at child protection.  相似文献