Online Versus Face-to-Face Training of Critical Time Intervention: A Matching Cluster Randomized Trial     

Jeffrey Olivet  Suzanne Zerger  R. Neil Greene  Rachael R. Kenney  Daniel B. Herman 《The American journal of distance education》2016,30(4):237-249

This study examined the effectiveness of online education to providers who serve people experiencing homelessness, comparing online and face-to-face training of Critical Time Intervention (CTI), an evidence-based case management model. The authors recruited 184 staff from nineteen homeless service agencies to participate in one of two training conditions: (a) Online Training + Community of Practice or (b) Face-to-Face Training + Telephone Consultation. Each group received twenty-four hours of instruction and support. Through baseline, follow-up, and nine-month posttraining surveys, the authors examined satisfaction, knowledge gains, knowledge retention, and readiness to implement CTI. Although satisfaction rates were higher among participants in the face-to-face group, the two training conditions produced comparable pre/postknowledge gains. Furthermore, both groups showed increased knowledge retention scores at nine-month follow-up, with the online group scoring higher than the face-to-face group.  相似文献   

Navigating web-based environments: Differentiating internal spatial representations from external spatial displays   总被引：1，自引：0，他引：1  

Neil H. Schwartz  Michael P. Verdi  Terra D. Morris  Tiffany R. Lee  Nikki K. Larson 《Contemporary educational psychology》2007

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Developing the capacity of farmers to understand and apply seasonal climate forecasts through collaborative learning processes     

Neil Cliffe  Roger Stone  Jeff Coutts  Kathryn Reardon-Smith  Shahbaz Mushtaq 《The Journal of Agricultural Education and Extension》2016,22(4):311-325

Purpose: This paper documents and evaluates collaborative learning processes aimed at developing farmer’s knowledge, skills and aspirations to use seasonal climate forecasting (SCF). Methodology: Thirteen workshops conducted in 2012 engaged over 200 stakeholders across Australian sugar production regions. Workshop design promoted participant interaction, stimulated discussion, collected farmer experience of regional climate variability, improved understanding of climate drivers and increased participant skill in interpreting SCF linked to management decisions. Post-workshop surveys collected quantitative and qualitative data for statistical analysis and manual thematic coding. Findings: Over 68% of participants identified improved decision-making and risk reduction as the main benefits of using SCF products. High median self-evaluation ratings for gains in skills, knowledge and understanding of climate forecasts and perceived benefits in using climate forecasts in on-farm decision-making were found across stakeholder groups. No significant differences in self-evaluation rating gains were found between farmers, extension officers and millers, suggesting extension officers are less than optimally informed and skilled to support farmers in understanding and applying SCF. Practical Implications: Developing the capacity of extension officers to understand and interpret SCF may increase adoption of improved climate risk management in farmer networks. Theoretical implications: Collaborative learning activities in the agriculture sector, designed using experiential learning principles and evaluated using a logical framework, provide a robust model for improving the capacity of farmers to manage climate risk. Originality/Value: This paper contributes an example of evaluation of collaborative learning in facilitated agriculture climate risk workshops and discusses the value of learning through small group discussion.  相似文献   

Simulating scientific thinking online: an example of research‐led teaching     

Neil J. Holbrook  E. Devonshire 《高等教育研究与发展》2005,24(3):201-213

In the contemporary higher education system there is growing interest in, and debate about, the need to strengthen and sustain the relationships between teaching and research. While there are multiple and varied explanations about these relationships, most acknowledge the importance of designing learning activities that explicitly develop the research–teaching nexus: a methodology known as research‐led teaching. The paper illustrates the integration of a research‐led teaching approach in an online context, using an ocean (climate) model simulation activity in two undergraduate units as a case study. The modelling activity draws on disciplinary research as the underpinning content and stimulus for learning, and incorporates tasks designed to simulate scientific thinking as well as facilitate understanding of abstract concepts about the ocean (and atmosphere) climate system. It also demonstrates a research‐led teaching activity that has been successfully applied in different disciplinary contexts, physical geography (atmospheric science sub‐discipline) and physics.  相似文献   

Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum     

Hennessey  Alexandra  Humphrey  Neil 《European Journal of Psychology of Education - EJPE》2020,35(4):751-774

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.

Trial registration: ISRCTN85087674

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Learning to Love the Micro: The discursive construction of 'educational' computing in the UK, 1979-89     

Neil Selwyn 《British Journal of Sociology of Education》2002,23(3):427-443

The notion of the computer as an inherently 'educational' machine has been a powerful influence on both the conceptualisation and consumption of information technology in the UK over the past 20 years. Most recently, a belief in the teaching and learning capabilities of the computer underpinned much of New Labour's policy agenda during their first term of office, most notably in the form of the 1.6 billion 'National Grid for Learning' initiative. Yet all too often, the high-profile social shaping of computing as 'educational' has been more grounded in rhetoric than in reality, with the 'hype' of the educational computer noticeably at odds with the actual impact of computing technologies in schools and at home. From this background, the present paper explores how the computer became to be so strongly 'configured' as educational during its integration into mainstream British society and culture. In so doing, the paper examines the various actors and routes of transmitting information that were involved in the construction of the computer as an educational machine and, as a result, goes on to consider the underlying motivations behind this process. In asking these questions, the paper focuses on the period 1979-89 as marking the birth of mainstream educational computing in the UK, and therefore identifies and discusses the prevailing influences of the incumbent Conservative government, the burgeoning home computer industry as well as the print and broadcast media as powerful actors in the formative discursive shaping of 'educational' computing. Having mapped out these shaping forces, the paper concludes by considering the implications of the on-going trend towards the educational mythologising of information technology in British society.  相似文献   

A longitudinal examination of students’ health behaviours during their first year at university     

Ann-Marie Gibson  Johanna Shaw  Allan Hewitt  Chris Easton  Sarah Robertson  Neil Gibson 《Journal of Further & Higher Education》2018,42(1):36-45

During the transition from school to higher education, young adults experience a substantial amount of change where they progress from the highly controlled setting of school to the autonomous and self-motivated environment of university. Time spent at university is considered a critical period during which young adults establish a clear sense of identity, which can include forming positive health behaviours such as regular physical activity. The transition from school to university also involves a number of changes that can impact on the mental well-being of students including financial concerns, academic pressures and a lack of social support. Our aim was to longitudinally examine the physical activity levels and mental well-being of Scottish students during their first year at university. Participants were 48 first-year students (males, n = 24; females, n = 24) aged 18–19 years enrolled at two Scottish universities in the UK. At entry to university (semester 1) participants completed a validated self-report measure of physical activity and measures of anxiety and depression. Participants’ physical activity levels were assessed for seven days via accelerometry. Participants completed the same measures six months later (semester 2). Daily moderate physical activity levels decreased across the semesters yet perceptions of mental well-being remained stable. There was a significant increase in hip and waist circumferences across the semesters. The first year of university is a critical period for establishing positive health behaviours and there is a need for universities to actively encourage physical activity as an integral part of university life.  相似文献   

Effects of keyword tasks and biasing titles on metacognitive monitoring and recall     

Lippmann  Marie  Danielson  Robert W.  Schwartz  Neil H.  Körndle  Hermann  Narciss  Susanne 《Metacognition and Learning》2021,16(1):233-253

Metacognition and Learning - This investigation examines the effects of keyword tasks (Immediate vs. Delayed) on metacognitive monitoring, study regulation, and recall in multi-step learning tasks,...  相似文献   

Strategic management of industrial R&D     

Neil Kay 《Research Policy》1986,15(6)

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‘You need a system’: exploring the role of data in the administration of university students and courses     

Neil Selwyn  Michael Henderson  Shu-Hua Chao 《Journal of Further & Higher Education》2018,42(1):46-56

Universities generate a mass of data related to students and the courses that they study. As such, ‘data work’ using digital technologies and digital systems is integral to educational administration within higher education. Drawing on in-depth interviews with administrative and managerial staff in an Australian university, this article examines the data practices and processes that have grown up around students and courses. In particular, the article explores the ‘back-stage’ issues surrounding data – e.g. concerns and tensions associated with appropriate uses of data; the organisational cultures that form around the use of data; and the (un)intended consequences of data work. These findings point towards an implicit ‘black-boxing’ of data that shapes the generation and use of digital data in ways that are predominantly restricted and bounded. The article concludes by considering how these constrained forms of data use might be problematised and reconsidered.  相似文献