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631.
Andrew D. Eaton Francisco Ibáñez-Carrasco Shelley L. Craig Soo Chan Carusone Michael Montess Gordon A. Wells 《Action Learning: Research and Practice》2018,15(2):139-150
Peer researchers (PRs) are research team members who share traits (e.g. gender, age, sexual orientation, diagnosis, income, housing situation, etc.) with study participants. Participatory methods and some fields (e.g. HIV/AIDS) expect PRs to be equitably involved in a project. Moreover, in Canada, there is a current impetus to include ‘the patient’ in health research. PRs often join a project without any formal research training, yet they are frequently tasked with suggesting appropriate language, recruiting participants, conducting interviews, administering surveys, analyzing data, and presenting findings. While there is literature on PR hiring, ethical considerations of PR engagement, and PR experiences, the methods of training PRs remain underreported. A blended learning curriculum (i.e. combination of webinars, didactic in-person presentation, filmed simulation, etc.), informed by the principles of action learning and the concept of reciprocity, has shown preliminary effectiveness in training PRs across two studies. This paper will present the curriculum, alongside exploratory evaluation results (n?=?7), with details on how the curriculum changed from one study to the next and how reciprocity between academic and peer researchers led to stronger collaborations. 相似文献
632.
This study examined the effect of inquiry technique at intake on reports of pretreatment change. There was no statistically significant difference in the percentage of clients who reported pretreatment change regardless of which format was used. The study also examined 5 client and situational variables and obtained no significant differences. 相似文献
633.
R. Cassius Lubisi Roger J. L. Murphy 《Assessment in Education: Principles, Policy & Practice》2002,9(2):255-268
This article reviews assessment policy and practice in South African schools in recent years. A historical perspective is used to throw some light on current policy and practice. The key argument offered in the article is that vestiges of the old have strong mediating powers in defining what ultimately counts as 'transformed' assessment practice in the new dispensation. The dominance of a high stakes summative discourse is argued to have slowed down, if not threatened, progress towards the country's policy vision of more broadly-based and progressive assessment arrangements. 相似文献
634.
Maria Blanton Bárbara M. Brizuela Angela Murphy Gardiner Katie Sawrey Ashley Newman-Owens 《Educational Studies in Mathematics》2017,95(2):181-202
Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children’s thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children’s understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not “ready” for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas. 相似文献
635.
Robin Wilbourn Lee Michele E. Caruso Shelley E. Goins Jennifer P. Southerland 《Journal of College Counseling》2003,6(1):14-24
The authors discuss concepts that are related to providing education and training regarding sexual assault, as outlined by the Crime Awareness and Campus Security Act of 1990, as amended in 1992. Because college counseling center staff members often initiate and plan campus outreach prevention programs, an outline is provided of a prevention/awareness week intervention that is designed to address sexual assault on university and college campuses. 相似文献
636.
Anne S. Murphy Angela Fraser June P. Youatt Carol A. Sawyer Sandra L. Andrews 《Early education and development》1995,6(3):279-289
Millions of children are cared for in child care centers or family day care homes. The care environment can be a significant source of foodborne pathogens if proper food safety practices are not followed by caregivers. To decrease children's risk of foodborne illness, caregivers must know and apply safe food handling practices. To identify what care providers need to know about safe food handling, and how they want to learn, needs assessment research was conducted with a random sample of child care centers and family day care homes in Michigan (n=335). Research Findings. Results indicate that persons who care for young children in licensed centers or homes wanted to know more about the relationship between food and illness. Specifically, they wanted information about what causes food to become unsafe and how to prevent foodborne illness in the child care environment. Providers in both centers and homes preferred print materials (booklets, fact sheets, and newsletters) to videotapes, audiotapes, workshops, teleconferences, or an informational hotline. Implications for Practice. Developing and providing food safety booklets, newsletters, and/or fact sheets which include application-oriented and understand- able food safety information consistent with licensing regulations could reduce the risk of contracting foodborne illness of young children cared for in child care centers or day care homes. 相似文献
637.
Brian Murphy 《Literacy》2004,38(3):149-155
This article concerns the gap between government intention and classroom outcome. The author examines the treatment of spoken language in the Revised Irish Curriculum, which came into effect in 1999. He finds much to be commended in the recognition of its central role in learning. He then examines the implementation of this curriculum with children of 5 to 6 years, in fifteen Senior Infant classrooms. Extensive observations and interviews lead him to the view that pupil talk is still seen by most of the teachers observed as a distraction from the essential business of education, namely listening, reading and writing. The interviews revealed that these teachers did not seem to understand the important role of dialogue and discussion in developing learning or recognize the need to promote sustematically opportunities for oral interactions. He concludes that educational change cannot be achieved simply by producing new curriculum statements. 相似文献
638.
The Nominal Group Technique: extending the evaluation of students' teaching and learning experiences
Obtaining and evaluating student opinion about their teaching and learning experiences can, if taken seriously, be a complex process. There are not many approaches available for student evaluations, and there has in our view, been an over dependence on course evaluation questionnaires. The Nominal Group Technique (NGT) is a less widely used approach, which this paper argues provides a potential way of extending the evaluation of students' experiences of courses. The paper specifically considers the use of the NGT in the context of an evaluation of the first three cohorts of students on a new degree course. The strengths and weaknesses of the approach as they have emerged in this evaluation are considered. Attention is also paid to evidence concerning the use of the NGT in other contexts. The paper concludes that the NGT has much to offer within the portfolio of student evaluation methods currently being used in higher education. Its particular strengths are assessed in relation to certain possible shortcomings, and its usefulness is considered in relation to various possible contexts. The arguments are illustrated by data taken from our current evaluation study. 相似文献
639.
A literature review identified 12 strategies that have been empirically linked to improvements in graduate employability. A survey methodology was used to investigate self-reported use and/or perspectives on these strategies among four stakeholder groups. The following questions were asked: to students – What strategies are you using to improve your graduate employability; to graduates – What strategies did you use to improve your employability?; to higher education career development professionals and educators – Which of the following employability strategies do you provide for students?; and to employers – Which of the following strategies undertaken by students does your organisation value when recruiting graduates? Across the four stakeholder groups, 705 responses were received and analysed. The key findings were discrepancies between the strategies reported in the literature and those indicated in the surveys, as well as discrepancies between stakeholder groups in regard to which strategies were indicated. 相似文献
640.
Donna Cross Leanne Lester Natasha Pearce Amy Barnes Shelley Beatty 《The Journal of educational research》2018,111(3):255-267
Parents can significantly affect children's peer relationships, including their involvement in bullying. The authors developed and evaluated ways to enhance parents’ knowledge, self-efficacy, attitudes, and skills related to parent–child communication about bullying. The 3-year Friendly Schools Friendly Families whole-school intervention included a family component, which provided training and resources to support school teams to engage families in awareness-raising and skill-building activities. Over 3,200 parents of the Grade 2, 4, and 6 cohorts were recruited. For the Grade 2 and 4 cohorts at both 10 and 22 months postintervention, the family component increased parents’ self-efficacy to talk about bullying with their children and their frequency of doing so. Grade 4 parents reported more provictim attitudes at 22 months. No differences were found for the Grade 6 cohort. These data suggest a whole-school capacity-building intervention in early and middle childhood can improve the likelihood and frequency of positive parent–child communication about bullying. 相似文献