UNDERSTANDING EMOTIONAL AND BEHAVIOURAL DIFFICULTIES: A CANADIAN PERSPECTIVE

This paper addresses a number of critical difficulties facing workers with EBD students at the current time. These include: the problem with defining effective teaching for children with EBD; the issue of inclusion; the problems surrounding the development and implementation of effective IEP's; the need for appropriate and effective training for teachers and other workers in the area of EBD, and issues of partnership with parents. Drawing on existing research evidence the paper concludes that whilst positive progress has been made in many of these areas there is still much work to be done, and a great need for more research into effective intervention.     

Impact of a discrete First Peoples health course on students’ experience and development of cultural capabilities

ABSTRACT

As Australian universities move towards the mandatory inclusion of First Peoples content into undergraduate health professional programs, it is imperative to evaluate course impact and quality of teaching. A discrete First Peoples Health course underpinned by The Aboriginal and Torres Strait Islander Health Curriculum Framework was evaluated using the Cultural Capability Measurement Tool (CCMT). Tool items reflect the five core cultural capabilities outlined in The Framework (Respect, Communication, Safety and Quality, Reflection, and Advocacy). All enrolled students (n?=?297) were invited to complete an online survey before and after the course. Students’ experience of course quality was assessed using a university-generated online survey. Completed surveys could be matched for 87 students (29.3% response rate). Mean increase in CCMT scores from baseline to post-course was 10.85 (95% CI 8.84, 12.86). The eta squared statistic (η^2?=?0.57) indicated a large effect. Students’ satisfaction with course quality was high (M?=?4.1 SD?=?0.96). Free text comments indicated that students valued small group teaching and reflective processes. Improved CCMT scores suggest development in students’ cultural capability. Further research needs to examine the extent to which students can sustain development of their cultural capabilities in practice.     

Shall we dance? A design epistemology for organizational learning and performance

Educational technology research and development - Management experts claim that organizational learning, knowledge management, intellectual capital, and related concepts are more important to...     

Talking about contract cheating: facilitating a forum for collaborative development of assessment practices to combat student dishonesty

Contract cheating presents an existential threat to university assessment integrity and, therefore, to the reputations of universities and their graduates. We report on two workshops, with academic development participants who collaboratively addressed assessment identity verification through problem identification and solution creation. As facilitators, we iteratively reflected on the workshop processes to design and refine subsequent offerings. The corresponding research sought to increase sectoral collaboration and evidence student authorship in assessment. This work provides one approach to developing practice-driven resources and insights for academic developers to encourage others to collaboratively address complex problems that are difficult to resolve, like contract cheating.     

The export of the UGC idea to Africa

The effects of British methods of allocation of resources to the colonial universities on the methods used by the successor states are discussed mainly in relation to Ghana and Nigeria. The discussion is in terms of the intentions and beliefs the national Governments have announced over the last two or three decades. The tension between the beliefs in institutional autonomy and in staff self-government; and the need for national Governments to direct higher education to national needs is discussed in the light of published comment, mainly from local sources, and personal communications. The West African allocative machineries have gone further down the road now being cautiously taken by the British University Grants Committee (UGC); but the conclusion is that although these machineries are not dissimilar in important respects from the British UGC, they are very much local responses to local requirements.     

Demonstrating the impact of your teaching: benefits of Higher Education Academy Fellowship for librarians

This feature suggests that health librarians who teach or support Higher Education (HE) students can and should gain accreditation and recognition for their teaching by the route of HEA Fellowship. We outline the process by which Fellowship could be attained by those working within HE and those in NHS libraries who work with HE students, suggesting which aspects of librarianship practice could provide the necessary evidence for Fellowship. The synergies between Fellowship and Chartership are examined and the criteria for HEA (UK Professional Standards Framework or UKPSF) are mapped against those for Chartership (Professional Knowledge and Skills Base (PKSB). D.I.