A national scheme to develop and accredit university teachers

Abstract

In 1991 the UK Staff and Educational Development Association (SEDA) developed and launched a national scheme for the training and qualification of teachers in higher education. Teachers are accredited if they demonstrate eight specified objectives underpinned by seven specified values. Programmes of staff development which assess teachers’ attainment of these objectives and values are recognized by SEDA. By the start of November 1996, SEDA had recognized 30 programmes and a similar number of programmes were at various stages of preparation for recognition. More than seven hundred teachers are undertaking recognized programmes or are already accredited. The paper describes the development and operation of the scheme; starts to locate the scheme in a wider framework of competence, preparation and accreditation of all staff who teach in higher education; and explores some of the operational, educational and philosophical issues faced by the scheme.     

Development from within academe: Eschewing imperialism,managerialism and missionary zeal?

Abstract

In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development.     

Facilitating learning with web conferencing recommendations based on learners’ experiences

This paper reports some of the findings from a study undertaken to obtain an insight into the experiences of learners engaging with web conferencing. A small group of work-based adult learners with substantial experience of learning in a virtual classroom provided accounts of and reflections on their experiences using a blog and group interview. Qualitative analysis of data led to findings which support some existing best practice guidelines for facilitators and also provide additional insight into issues that impact on learners’ experiences. This paper presents recommendations for facilitators and explores some of the issues raised by learners which are not commonly addressed in other guidelines, including the effective use of breakout rooms, the management of minimalist learners and the need to respect learners’ privacy. A facilitation approach which allows learners to develop autonomy and exert control in the virtual classroom and which acknowledges diversity of learning preferences is suggested. Whilst the recommendations made may not be appropriate in all learning contexts, they are presented as a starting point to help other facilitators review and develop their own practice.     

Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment

Educational technology research and development - The purpose of this study was to examine the effects of student-generated drawing and imagination on learning recall, learning transfer, and...     

Challenging the Science Curriculum Paradigm: Teaching Primary Children Atomic-Molecular Theory

Research in Science Education - Solutions to global issues demand the involvement of scientists, yet concern exists about retention rates in science as students pass through school into University....     

A pilot study of early childhood mental health consultation for children with behavioral problems in preschool

This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.     

The effect of unilateral arm swing motion on lower extremity running mechanics associated with injury risk

Many field sports involve equipment that restricts one or both arms from moving while running. Arm swing during running has been examined from a biomechanical and physiologic perspective but not from an injury perspective. Moreover, only bilateral arm swing suppression has been studied with respect to running. The purpose of this study was to determine the influence of running with one arm restrained on lower extremity mechanics associated with running or sport-related injury. Fifteen healthy participants ran at a self-selected speed with typical arm swing, with one arm restrained and with both arms restrained. Lower extremity kinematics and spatiotemporal measures were analysed for all arm swing conditions. Running with one arm restrained resulted in increased frontal plane knee and hip angles, decreased foot strike angle, and decreased centre of mass vertical displacement compared to typical arm swing or bilateral arm swing restriction. Stride length was decreased and step frequency increased when running with one or both arms restrained. Unilateral arm swing restriction induces changes in lower extremity kinematics that are not similar to running with bilateral arm swing restriction or typical arm swing motion. Running with one arm restrained increases frontal plane mechanics associated with risk of knee injury.