Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools     

Stephen Jull  Sue Swaffield  John MacBeath 《School Leadership & Management》2014,34(1):69-84

School leadership, head teacher professional development and school management practices in sub-Saharan Africa have varied little from the model of schooling established during colonial rule. Leadership for Learning (LfL) is a programme of school leadership developed at the University of Cambridge over a period of 10 years in conjunction with an international group of researchers and practitioners. This paper reports the results from questionnaire data gathered from a cohort of 125 head teachers who participated in the LfL programme in Ghana between 2009 and 2011, and speculates on the successes and barriers to leadership and learning. Implications arising from the scaling up of the LfL programme to include all Ghanaian schools are discussed.  相似文献   

Implementation and Assessment of Food Safety Educational Materials for Secondary and Postsecondary Education     

Adrienne E.H. Shearer  O. Sue Snider  Kalmia E. Kniel 《Journal of Food Science Education》2014,13(1):4-11

Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter.  相似文献   

The Letterbox Club: the impact on looked-after children and their carers of a national project aimed at raising achievements in literacy for children aged 7 to 11 in foster care     

Sue Dymoke  Rose Griffiths 《Journal of Research in Special Educational Needs》2010,10(1):52-60

This paper considers the initial impact of a national project funded by the Department for Children, Schools and Families which provides books, number activities and stationery items (once a month over a 6-month period) directly to children aged 7–11 in their foster homes. The context of the project, established against a background of low attainment in literacy among looked-after children in foster care in the UK, is explored. This paper focuses explicitly on the impact of the reading materials on the children who received them and on other people within the children's foster care environment. Particular reference is made to issues of ownership, textual preference and use of or engagement with the reading books, together with the implications that these findings may have for future work in this field both nationally and internationally.  相似文献   

Perceived stress among deaf adults     

Jones EG  Ouellette SE  Kang Y 《American annals of the deaf》2006,151(1):25-31

THE PRESENT ARTICLE describes the effectiveness of stress management classes in decreasing perceived stress among Deaf adults. Deaf adults may experience unique stressors, in addition to circumstances associated with increased stress in the general population. The Perceived Stress Scale (S. Cohen, Kamarck, and Mermelstein, 1983) was used as a pretest and posttest measure for participants in a study of the Deaf Heart Health Intervention. Results indicated that (a) some Deaf adults may have higher levels of perceived stress than the general population, and (b) culturally appropriate stress management interventions are promising as a means of assisting Deaf adults to decrease levels of perceived stress, and hence decrease risk for stress-related illnesses. Future research will focus on obtaining a larger, more diverse sample of Deaf adults and refining the intervention for maximum effectiveness.  相似文献   

The second-year slump – now you see it,now you don’t: using DREEM-S to monitor changes in student perception of their educational environment     

Sue R. Whittle 《Journal of Further & Higher Education》2018,42(1):92-101

Recent studies have indicated that the ‘sophomore slump’ (dissatisfaction and disengagement of second year students in the US) may also be observed in other countries, including the UK. However, no studies have reported on the effects of support interventions on student perceptions. This study used the DREEM-S survey, a modification of the validated Dundee Ready Educational Environment Measure, to monitor changes in student perceptions of their educational environment over a three-year period for 690 students in a large UK faculty. While the initial survey detected decreased satisfaction in all areas of their educational environment amongst second-year students, the follow-up study, after the introduction of additional support resources, no longer showed this decrease. Other changes in student perception, notably increased stress and tiredness reported by first-year students, were also observed during this time period. Other areas of concern, particularly the factual content of programmes and the ability of students to memorise all that they need, were identified as issues to be addressed. While this study may indicate the effectiveness of introducing on-line support resources to help students adapt to the increased requirements of second-year study, further studies are needed to determine whether the ‘second-year slump’ is as persistent a feature of UK higher education as it is in the US. This study highlights the value of educational environment surveys in identifying areas of educational practice that would benefit from closer attention, as well as the changes in student perceptions across and between years.  相似文献   

‘The learning sticks’: reflections on a case study of role-playing for sustainability     

Sue Gordon 《Environmental Education Research》2018,24(2):172-190

Use of role-plays to develop deep student-learning has many advocates. Role-play is a powerful approach for learning that develops relevant skills in a range of disciplines and situations. In Higher Education, sustainability programmes role-play pedagogy appears to have great relevance for developing the competencies that these graduates will need. The ability of role-play pedagogy to develop these competencies was assessed through a case study of students in a first-year subject/course at an Australian university. Analysis of the students’ written comments indicate that the students were involved in significant learning, and had made substantial progress in developing five key skills for sustainability. The enjoyment and engagement they demonstrated was an added benefit of their experience and potentially of the role-play approach. While it is acknowledged that a role-play requires careful planning and support, and may be considered resource intensive, it can be argued that the student learning achieved is worth the effort.  相似文献   

Information services for primary care: the organizational culture of General Practice and the information needs of partnerships and Primary Care Groups     

Sue Lacey Bryant 《Health information and libraries journal》1999,16(3):157-165

In a primary-care led National Health Service it is imperative for librarians not only to develop user-centred services for health professionals based in the community but also to facilitate information management within Primary Care Groups. In this article recent research in the field is discussed, and challenges intrinsic to delivering information services to primary care are identified. Drawing on the experience of one Practice Librarian in the Aylesbury area, the importance of organizational culture is considered, along with its implications for making successful approaches to partnerships. Five factors that motivated these practices to contract the services of an independent librarian are identified. The information needs of Primary Care Groups are discussed and the essential characteristics of future service provision are noted.  相似文献   

Perspectives on Male Student Primary Teachers     

Sue Smedley 《Changing English: An International Journal of English Teaching》1998,5(2):147-159

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Use of asynchronous discussions for corporate training: A case study     

Sue Czeropski 《Performance Improvement》2012,51(9):14-21

In this knowledge‐based economy, corporations invest millions of dollars in training and expect a return on that investment; similarly, employees have a vested interest in wanting to further their knowledge and their ability to contribute. The types of e‐learning strategies and instructional methods being employed elude the use of asynchronous discussions as a viable instructional method. This article summarizes a case study in which asychronous discussions were used as an instructional strategy in two training interventions.  相似文献   

Designing With Multiple Interactives: Five Common Pitfalls     

Sue Allen  Joshua Gutwill 《Curator: The Museum Journal》2004,47(2):199-212

Abstract Interactive museum exhibits are ubiquitous in science centers, and are becoming increasingly popular in art, history and cultural museums. At an interactive exhibit, visitors can act on the exhibit and the exhibit reacts. While there is much theoretical and empirical support for the idea that interactive features promote science learning, we believe that serious design problems can arise if an uncritical “more is better” approach is taken to interactivity. This article describes five common pitfalls of designing exhibits with high levels of interactivity or multiple interactive features: 1) multiple options with equal salience, 2) features allowing multiple users to interfere with one another, 3) options that encourage users to disrupt the phenomenon being displayed, 4) features that make the critical phenomenon difficult to find, and 5) secondary features that obscure the primary feature. Examples of each of the five problems are presented, and possible design solutions are offered.  相似文献