Finnish and Russian teachers supporting the development of social skills

We argue that a key aspect of inclusive pedagogy is the interaction between the learners, their teachers and the environment. For effective interaction, learners need to develop social competence. This study explores how teachers support the development of the key social skills in schools in Finland and in Russia. The data were collected by questionnaires and observations, and analysed by theory-guided content analysis. While all teachers supported the development of social skills, their pedagogical choices reflected their personal interaction style. The teachers who favoured informal interactions engaged in real-life situations with learners, whereas those favouring formal interactions chose separate activities for practising social skills. The study highlights aspects that deserve more attention in developing teacher education programmes for inclusion.     

From Vocationalism to Enterprise: social and life skills become personal and transferable

In this paper we address Cohen's (1985) argument in “Against the New Vocationalism” by broadening the debate into an examination of how generic skills have gained a wider application with the emergence of new technology and structural enonomic change. In order to demonstrate the extent of this development, we include examples from training programmes in social and life skills for young people with learning difficulties and examine the Enterprise in Higher Education Initiative (EHEI), which, among other things, aims to give students personal and transferable skills. In this process, we extend Cohen's analysis to illustrate the diverse ways in which a behaviouristic model of skill transfer has been adopted.     

A Delphi investigation into future trends in e-learning in Israel

The purpose of this study is to investigate the views and opinions of e-learning experts regarding future trends in the e-learning arena. The Delphi technique was chosen as a method of study. This technique is an efficient and effective group communication process designed to systematically elicit judgments from experts in their selected area of expertise. The 35 experts who participated in this study were asked to rate 16 statements according to what they think will probably happen (probability) and what they would like to see happen (desirability). Findings show that participants believe that the use of new technologies will change current educational theories and methodologies and will have impact on instructor skills, effort, feedback, and interaction as well as on the process of learning assessment. Concerning the future of e-learning, participants view a future tendency toward the provision of full online degrees, yet they are skeptical, stating that the e-learning setting will not completely replace the frontal educational setting. Regarding the impact of social and mobile technologies on e-learning, experts seem to view the role of social and mobile technologies as facilitators in the transfer and sharing of information in e-learning settings.     

“I learned by watching my mentor.” Nurturing teacher leadership with an induction program

ABSTRACT

How do educators learn to be teacher leaders? In this qualitative survey research study, we explored perceptions of 227 former induction program participants concerning teacher leadership (65% response rate). Methodologically, we conducted qualitative coding of open-ended survey data. Defined teacher leadership, participants often referred to their mentor. They reported currently serving in a wide variety of teacher leadership roles. They suggested the induction program and their mentors nurtured them to become teacher leaders. Examining the data, we conclude that during the program mentors demonstrate to novices teacher leader characteristics, as they share best practices, model professionalism, and offer support. They normalize that leadership is simply a part of good teaching. When the participants graduate and work in classrooms, many draw upon their induction experiences and emerge as teacher leaders. Data suggest that to increase teacher leadership, more comprehensive, full-time mentoring induction programs are warranted.     

Culture and Concepts of School Leadership and Management: Exploring the impact of CPD on aspiring headteachers

In the current UK policy context increased attention is being given to the use of continuing professional development (CPD) as a mechanism for reforming and redefining the professionalism of teachers in the schools' sector. This, in turn, has focused attention on measuring the impact of professional development on practice and, in particular, pupil outcomes. This is a difficult task even where a CPD initiative is focused on changing classroom practice. It becomes even more difficult where programmes focus on the development of school leaders and managers. Nor does measuring impact, in itself a thorny issue, necessarily help us to understand why and how experienced practitioners change their practice. Without some further understanding of what 'impact' entails and the processes involved in achieving it we are unlikely to move further forward in designing and providing effective learning opportunities for serving teachers.     

Perceived self-efficacy of library and information science professionals regarding their information retrieval skills

This research investigated self-efficacy perceptions of Israeli library and information science (LIS) professionals regarding their information retrieval skills, examining the judgments that participants make about their own searching abilities. The study was based on Bandura's four sources of self-efficacy information: (a) past performance or mastery experiences; (b) vicarious observation of others' experiences; (c) verbal or social feedback; and, (d) affective states. An online survey presenting the Information Retrieval Self-Efficacy Scale was distributed among three existing Israeli LIS discussion groups. The questionnaire was completed by 201 LIS professionals. Findings show that participants reported a high level of self-efficacy regarding information retrieval and all four sources of self-efficacy information influenced the construction of self-efficacy beliefs. Correlations between self-efficacy perceptions and several socio-demographic variables were investigated. The data analysis revealed that men and women are impacted differently by self-efficacy information; women reported a higher score for affective states and men are more prone to frustration. Also, a significant relation was found between age and years of experience, as well as the sources that exerted more influence on participants. Older and more experienced participants reported being more impacted by their mastery experiences and their affective states. Participants in the middle of their careers reported a greater influence of social feedback on their self-perception of self-efficacy.     

Librarians Use of Web 2.0 in UK Medical Schools: Outcomes of A National Survey

Using the results of an Email survey, this paper reviews the use of Web 2.0 technologies by librarians working in UK Medical Schools. Web 2.0 has been hailed as an innovation for facilitation of two way communication on the net, and it is, therefore, timely to measure how effectively librarians are capturing this opportunity for increased student engagement. The social nature of Web 2.0 can be particularly appropriate for undergraduate medical students who fit their studies around the unsocial hours and geographical isolation of clinical placements. This paper will investigate library use of blogs, Facebook, and Twitter. Consideration will also be given as to whether they facilitate a more collabroative library service or if they leave undergraduate medical students swamped with yet more information to manage.     

Beyond Usability: The Study of Functionality of the 2.0 Online Catalogue (OPAC)

A usability test of Copac was carried out to inform developments in both its usability and functionality. Participants were assigned tasks, using specific system features, and their actions and thoughts were collected through think aloud to reveal potential issues with the system. Retrospective thinking and subsequent reflection were gathered in a focus group to provide greater insight into perceived functionality (current and potential) of the system. The study demonstrated the importance of the application of usability principles in the interface design. Many of the issues associated with search, records display, and use of specific features related to the attributes of ease of use, appearance, navigation, and terminology and provided the evidence base for re-design. The study also highlighted the importance of the users’ perceptions and expectations of functionality in the specific usage contexts. Continued user testing is recommended to inform further development of functionality in the broader contexts of information use to ensure the value and use of the system features are evident in the system design and meet the expectations of its users.