Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils     

Ceridwen Evans  Sandy Toogood  Stephanie Owen-Leeds  Leusa Dwyfor  Shabreen Jorammanawar  Nour Issa  J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392

Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance.  相似文献   

How teachers’ individual autonomy may hinder students’ academic progress and attainment: Professionalism in practice     

Christopher Day 《British Educational Research Journal》2020,46(1):247-264

This article reports a 3-year case study of a primary school in England, in which a recently appointed principal attempted to build ‘collegial professional autonomy’ (Nordic Journal of Studies in Educational Policy, 2 , 2015, 20) within a push to improve students’ progress and attainment. The research examined the tensions between staff who embraced the principal's agenda for collegially agreed change, and whose students’ academic progress and performance improved over a 3-year consecutive period when measured in terms of students’ entry-level attainment and socio-economic factors, and staff who asserted their right to ‘individual professional autonomy’ and whose students’ academic progress and attainment declined. The research: (i) challenges claims that reform necessarily results in school cultures of compliancy, de-professionalisation and the technicisation of teaching; (ii) raises issues concerning the pedagogical leadership of principals in a devolved, ‘self-governing’ school system; and (iii) questions teachers’ entitlements to individual professional autonomy where this is associated with students’ continuing academic underperformance.  相似文献   

Why care about caring? Linking teachers’ caring and sense of meaning at work with students’ self-esteem,well-being,and school engagement     

《Teaching and Teacher Education》2020

Research on teacher-student relationships shows their impact on students. However, it typically focuses on teachers’ interactions and instruction, with less attention to motivations/feelings. Specifically, almost no quantitative research has focused on teachers’ caring for students, despite its potential importance. The present multilevel study, comprising 675 students in ages 15–17 and their 33 homeroom teachers, linked students’ feelings that their teacher cares for them with their self-esteem, well-being, and school engagement and indicated that teacher-student relationships quality mediates these links. Furthermore, students’ reports on teachers’ caring were associated with teachers’ sense of meaning at work, suggesting its role in enhancing caring.  相似文献   

“互联网+”背景下高校第二课堂运行有效性思考——以S大学为例     

郑一敏  谷亚华 《教育教学论坛》2020,(9):111-112

本文通过对S大学的研究,探讨高校第二课堂运行的有效性,并指出目前存在的问题,提供相应的解决办法。  相似文献   

Student success pocket-graphic: a mountain of data transformed     

Karen Briere  Kelly Drifmeyer 《Public Services Quarterly》2020,16(1):48-58

Abstract

How does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success.  相似文献   

Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities     

Pat Strauss 《高等教育研究与发展》2020,39(5):1013-1025

ABSTRACT

In the current neoliberal environment in higher education, universities are viewed as a valuable source of income. To generate this income, universities need to attract students, and in order to do so, they need to perform well in global ranking tables. These tables are influenced to a large extent by staff research and postgraduate teaching. Foundation studies programmes (FS) do not usually have a great deal to offer in these categories and this places staff teaching on these programmes in a difficult position. This article explores the perceptions of staff teaching on FS programmes in New Zealand universities, drawing on data from semi-structured interviews with 22 lecturers from four universities. Although lip service is paid in higher education circles to the importance of widening access to university education for traditionally marginalised groups, it appears that staff teaching on FS programmes do not, on the whole, receive acknowledgement, support or reward for the work that they do. Despite their marginalised status, these lecturers are committed to helping second chance learners. However, their ability to make a positive impact on these students’ lives is limited by their lowly status in the university sector. This article discusses the insights of FS staff and considers the implications of their positioning in the university sector. It offers some suggestions as to how, in a small way, universities could address the difficulties these academics face in their attempts to widen university access.  相似文献   

The Mystery Room: discovering the flexibility of an information literacy-based educational escape room     

Glenn Koelling  Alyssa Russo 《Public Services Quarterly》2020,16(1):1-11

Abstract

The Mystery Room is an educational escape room based on information literacy and applied to multiple audiences, including first-year students and library student employees. In this article, we explain how we developed the game, its theoretical underpinnings, and why it’s a flexible workshop for a variety of audiences.  相似文献   

A Web-Based Virtual Microscopy Platform for Improving Academic Performance in Histology and Pathology Laboratory Courses: A Pilot Study     

Bai-Chin Lee  Sung-Tsang Hsieh  Yih-Leong Chang  Fen-Yu Tseng  Yu-Jung Lin  Yuh-Lien Chen  Shu-Huei Wang  Yu-Fong Chang  Yi-Lwun Ho  Yen-Hsuan Ni  Shan-Chwen Chang 《Anatomical sciences education》2020,13(6):743-758

Virtual microscopy (VM) has been utilized to improve students' learning experience in microscope laboratory sessions, but minimal attention has been given to determining how to use VM more effectively. The study examined the influence of VM on academic performance and teacher and student perceptions and compared laboratory test scores before and after VM incorporation. A total of 662 third-year students studying histology and 651 fourth-year students studying pathology were divided into two groups. The light microscopy (LM) group used a light microscope in 2014 and 2015, while the LM + VM group used the VM platform and a light microscope in 2016 and 2017. Four factors positively predict laboratory scores (R square, 0.323; P < 0.001): (i) the pathology course and test-enhanced learning, (ii) the VM platform and experience, (iii) medical students and lecture scores, and (iv) female students. The LM + VM group exhibited less score variability on laboratory examinations relative to their mean than the LM group. The LM + VM group was also associated with fewer failing grades (F grade; odds ratio, 0.336; P < 0.001) and higher scores (A grade; odds ratio, 2.084; P < 0.001) after controlling for sex, school, course, and lecture grades. The positive effect of the VM platform on laboratory test grades was associated with prior experience using the VM platform and was synergistic with more interim tests. Both teachers and students agreed that the VM platform enhanced laboratory learning. The incorporation of the VM platform in the context of test-enhanced learning may help more students to master microscopic laboratory content.  相似文献   

游戏化:情报学视阈下研究生信息素养教育新范式     

沈洋  刘建国  李春鸣  陈永正  覃晓龙  王春明 《现代情报》2019,39(11):107-112

[目的/意义] 研究生教育作为国民教育序列的顶端，肩负着"高端人才供给"和"科学技术创新"的双重使命，对实现国家战略、支撑现代化强国建设具有重大意义。大数据时代对我国研究生信息素质提出更高的要求，也对高校传统信息素养教育发起挑战。[方法/过程] 文章综合运用情报学、传播学与高等教育学跨学科研究方法，以情报学视角论述研究生信息素养教育引入游戏化机制的必要性，随后对美国高校游戏化信息素养教育现状展开探讨，通过对比研究获取信息有效传播路径及优势教育经验。[结果/结论] 最后基于情报学视角提出我国研究生信息素养教育游戏化策略，形成以"游戏设计服务需求、协同宣传与媒介推广、强化游戏馆员内生动力、优化游戏化学习体验"四位一体创新体系。  相似文献   

Engaging mothers with substance use issues and their children in early intervention: Understanding use of service and outcomes     

《Child abuse & neglect》2018

Mothers who use substances need integrated, multi-sectoral intervention services to support substance use discontinuation. We explored mothers’ service use at Breaking the Cycle, an early intervention and prevention program for pregnant and parenting women and their young children in Toronto, Canada. We conducted retrospective analyses of families’ service records and client charts (N = 160). Aims were to 1) describe women’s use of service, 2) examine how early engagement of pregnant women related to postnatal service use, and 3) examine the circumstances in which women ended their service relationship with Breaking the Cycle. Specifically, we examined circumstances at service ending relating to women’s service goals; custody status with children; and global substance-use, parent-child relationship, and child development outcomes. We found that these vulnerable women were actively engaged in many services and for a long duration, early engagement was associated with greater service use, and greater service use was associated with more positive circumstances upon ending service. Results provide support for a relational approach to service that promotes not only the relationship between mother and child, and mother and service provider, but also highlights relationships among staff, between staff and management, and between community partners as integral to effective service delivery. Integrating positive relationships at all levels is critical to support vulnerable families with complex needs.  相似文献