Stress in international work: Stressors and coping strategies of RNGO international directors

This study examines how international directors in religiously-affiliated nongovernmental organizations (RNGOs) cope with workplace stress. Interviews were conducted with directors from eight RNGOs who oversee programs in seven international regions. Findings reveal they experience three major stressors: difficulties communicating with others abroad, lack of funds, and dealing with constant travel. Overall, directors encounter these unique stressors due to the international demands of RNGO work, including international travel, fundraising for international programs, and intercultural communication. Moreover, they cope with stressors by striving for physical/mental health, pursuing/providing education, putting family first, seeking support, facilitating stakeholder communication, and planning ahead. Directors rely on problem-centered and emotion-centered coping, but they also describe the beneficial outcomes of avoidance-centered coping. Since only a few directors use prayer as a coping strategy, RNGOs must recognize that employees rely on secular and spiritual coping when developing organizational practices and programs related to stress management.     

The use of training days: finding time for teachers’ professional development

This study was designed to compare the relative efficiency of three methods of presenting and teaching fractions to slow learners at the secondary stage of education.

Thirty‐six first‐year pupils took part in the experiment and were divided into three groups of 12 for instruction in fractions for 14 periods of 40 minutes. Each group was taught by a different method, viz:

Group A, was taught in a formal, traditional method

Group B, used the Cuisenaire (unimodel) material

Group C, used multi‐model materials specially constructed for teaching fractions to slow learners.

At the beginning of the experiment the groups were equivalent in age, intelligence, arithmetical attainment, attainment in fractions, conceptual understanding of fractions, in adjustment to school, attitudes to learning fractions, and socio‐economic status. On re‐assessment on six of the variables at the end of the experiment it was found that each group had improved in each of the six variables tested.

When considering all the results obtained it was concluded that the multi‐model method was the most effective method of teaching fractions to slow learning children at the secondary stage. This method was found to have particular advantage in creating a favourable attitude to learning fractions and in promoting a sound conceptual understanding of fractions. It also produced the greatest mean gain in fraction computation, and seemed to have some slight advantage in aiding the adjustment of pupils to school.     

Benefits and Challenges of the Passport Broadcast Intervention in Long-Term Care

Creative activities are a challenge for long-term care facilities. The Passport intervention uses web-based video technology to provide long-term care residents with a virtual travel experience. Passport broadcasts were conducted and staff and residents were interviewed about the experience. A thematic analysis of interviews was used to discern benefits and challenges. Reported benefits included experience with technology, interaction with student visitors, reminiscing, and active learning. Challenges involved technical quality concerns related to the audio and visual needs of seniors. The pilot found the Passport intervention as a promising tool for creative activities in a long-term care setting.     

Different pathways towards dropout: the role of engagement in early school leaving

In this study, we examine the development of student engagement in relation to dropout. We focus on different growth trajectories of engagement between groups of students and on whether these trajectories lead to differences in the survival of the student. The development of behavioural and emotional engagement of 4063 graduates and 541 (11.7%) dropouts is examined from Year 7 to Year 12 and this development is linked to the probability of dropping out in each grade by means of a discrete-time survival mixture model. For emotional engagement, results point to a model with two different subgroups: one group starting at a high level of engagement and following a (relatively) stable pattern and the other group starting at a lower level of engagement and following a decreasing trend. For behavioural engagement, the results indicate that a three-class model showed the best fit: a high and (relatively) stable group, a high and decreasing group and a low and stable group. In terms of dropout, the unstable and low groups demonstrate a significantly higher probability of dropping out, as evidenced in the steep, declining survival curves. Different background variables are included to gain more insight into engagement and dropout, and to predict membership in the low and decreasing class.     

IN‐SERVICE TRAINING IN GERONTOLOGY: A CASE STUDY OF STATEWIDE NEEDS ASSESSMENT

This report describes the design and conduct of a statewide training needs assessment based on joint state agency and university planning. Sample findings are presented for both the statewide population (N = 736) and various job function groupings. Differences in expressed training needs across job function groups are examined, and strategies for providing effective and efficient training are discussed.