英国开放学习基金会——高质量学习材料与支持的提供者

英国开放学习基金会成立于英国高等教育高速发展时期。当时，为使接受高等教育的人口比例从１０％上升到３０％，政府打算创办更多的大学。与此同时，英国的许多教育家也正在研究怎样利用学习技术改变教育模式，从而实现“以学生为中心，在实践中学习，鼓励教师从知识的传递者转变为课程的指导者”的教育改革。基于以上两方面原因，当时有２０所技术学校联合成立了“开放技术学校”，以开发灵活的学习材料。不久，这些技术学校升级为大学，“开放技术学校”也更名为“开放学习基金会”。虽然名称变了，但其使命未变：向各成员学校提供学习材…     

A comparison between national and transnational students’ access of online learning support materials and experience of technical difficulties on a fully online distance learning master of public health programme

Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses.     

Mentoring beginning teachers in secondary schools: An analysis of practice

The conditions that promote best practice in the mentoring of beginning teachers in secondary schools are explored in this paper in relation to the experiential model of learning put forward by Kolb [(1984). Experiential learning: Experience as the source of learning and development. New York: Prentice-Hall]. The underpinning processes of this learning cycle include the experience, the reflection, the learning that results and (further) experimentation.We present some empirical research from a two-year funded project on The Professional Development of Subject Induction Tutors and data derived from questionnaires completed by beginning teachers in three education authorities at the start and end of induction year and from semi-structured interviews with sub-samples of beginning teachers. The questionnaire data allowed us to distinguish three broad teacher ‘types’ in terms of their experiences of induction and the associated mentoring. In relation to these types we explored differences and similarities in the extent to which mentoring functions are distributed in schools, the extent to which different mentoring relationships allow beginning teachers to be empowered in their work, and the particular uses made of review and target setting and the value placed on these processes by beginning teachers and their mentors. Overall we found that best practice for ‘developmental mentoring’ involves elements of challenge and risk-taking within supportive school environments with clear induction systems in place and strong school ethos in relation to professional development.     

Physicians' retrospective evaluations of their medical education

903 physicians evaluated 10 aspects of their medical education for relevance and quality. Skill in diagnosis is an example of an educational goal judged to be important and for which training was rated as good. Knowing how to establish a professional practice was also seen as a proper goal of medical education, but training was viewed as less satisfactory. Individual differences among the physicians in retrospective satisfaction were then related to premedical, medical school, and personality factors. Doctors whose evaluations were more favorable tended to receive above average grades in medical school, but somewhat below average in premedical work. Personality variables such as persistence and self-confidence were associated with higher retrospective satisfaction among men; among women satisfaction was correlated with variables such as psychological-mindedness and sensitivity to others.     

Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes

We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017     

Supporting multidisciplinary networks through relationality and a critical sense of belonging: three ‘gardening tools’ and the Relational Agency Framework

This article focuses on the Relational Agency Framework (RAF), an analytical tool developed for an Australian review and evaluation study of an early years’ policy initiative. We explore Anne Edward’s concepts of relational expertise, building common knowledge and relational agency to explore how Edwards’ concepts, which she refers to as ‘gardening tools’, and the RAF work together to support early years multidisciplinary networks. We argue that early childhood professionals who come together in a multidisciplinary network develop their collective capabilities through relationality and a focus on belonging. The RAF embeds Edwards’ relational concepts and enables the exploration and articulation of how network participants’ individual, discipline-specific knowledge and expertise augments to support collectively transformative practice within their network, their place and wider community. We conclude that a sense of belonging is foundational to the emergence of such relational agency in networks. Tools such as the ‘gardening tools’ and the RAF offer possibilities for addressing the challenges of how to support collaboration between government, early years professionals and communities to work holistically in the best interest of all children and their families.     

Home-start: A voluntary home-visiting scheme for young families

Very often statutory intervention in child abuse cases can prove to be costly, inappropriate or even unwelcome. “Home-Start” began as a voluntary home-visiting scheme in Leicester, England, 8 years ago with the objectives of offering support, friendship and a practical approach to any young families experiencing difficulties. A recent evaluation by Willem van der Eyken, suggests that Home-Start enjoys a high success rate, particularly with the 25% of families referred to the scheme, who have children on the nonaccidental injury “At Risk” register. This paper outlines details of the objectives. the volunteers, the families visited and the Home-Start approach with child abuse cases. It highlights some elements of the scheme which have proved vital to its success, such as close liaison with the related statutory agencies, the intensive support to families in their own homes, and the meticulous preparation and support of the volunteers themselves. The Home-Start approach is now being used effectively in many other areas of Great Britain and consequently Home-Start Consultancy has been established at 22 Princess Road West, Leicester. England, to provide the opportunity for consultation, liaison and development with existing and new Home-Start schemes.     

The information-seeking behaviour of doctors: a review of the evidence

This paper provides a narrative review of the available literature from the past 10 years (1996-2006) that focus on the information seeking behaviour of doctors. The review considers the literature in three sub-themes: Theme 1, the Information Needs of Doctors includes information need, frequency of doctors' questions and types of information needs; Theme 2, Information Seeking by Doctors embraces pattern of information resource use, time spent searching, barriers to information searching and information searching skills; Theme 3, Information Sources Utilized by Doctors comprises the number of sources utilized, comparison of information sources consulted, computer usage, ranking of information resources, printed resource use, personal digital assistant (PDA) use, electronic database use and the Internet. The review is wide ranging. It would seem that the traditional methods of face-to-face communication and use of hard-copy evidence still prevail amongst qualified medical staff in the clinical setting. The use of new technologies embracing the new digital age in information provision may influence this in the future. However, for now, it would seem that there is still research to be undertaken to uncover the most effective methods of encouraging clinicians to use the best evidence in everyday practice.